SOME DIFFICULTIES FACED BY THE STUDENTS IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/2909/1/LINDA... · SOME DIFFICULTIES FACED BY THE STUDENTS IN LEARNING THE PRESENT

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SOME DIFFICULTIES FACED BY THE STUDENTS

IN LEARNING THE PRESENT PERFECT TENSE

(A case Study at the Third Year of SMP Puspita Bangsa Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers‟ Training

In a Partial Fulfillment of the Requirements

for the Degree S.Pd. (Bachelor of Arts) in English Language Education

By

Linda Maisari

203014001572

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

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DEPARTEMEN AGAMA

UIN JAKARTA

FITK Jl. Ir. H. Juanda No. 95 Ciputat 15412 Indonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-069 Tgl. Terbit : 27 Juli 2009 No. Revisi : 00 Hal : 1/1

SURAT PERNYATAAN SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama : Linda Maisari

Tempat / Tgl Lahir : Tangerang, 05 – 05 – 1984

NIM : 203014001572

Jurusan / Prodi : PBI

Judul Skripsi : Some Difficulties Faced By Students in Learning

The Present Perfect Tense

Dosen Pembimbing : Dr. Fahriany, M.Pd.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 28 Februari 2011

Mahasiswa Ybs.

Linda Maisari

NIM : 203014001572

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ACKNOWLEDGMENT

In the name of Allah, the beneficent and the Merciful. All praise be to

Allah Lord of the world, who has blessed the writer in completing this paper.

Peace and blessing be upon the prophet Muhammad SAW, his family, his

companions, and to all his followers.

On this great occasion, the writer would like to say her great honor and

deepest gratitude to his beloved parents: my father, Zakaria. A.Ma.ed (alm) and

my mother, Sarkiyah A.Ma.ed, Her sister, Lianah Dwi A.Ma.ed and her brother,

M. Agus Salim A.Md, and whole family who gave her huge motivation and moral

encouragement to finish the paper.

Her gratitude also goes to:

1. All lecturers of English department who have taught the writer during his

study.

2. Drs. Syauki, M.Pd. as the head of English Department.

3. Mrs. Neneng Sunengsih, M.Pd. as the secretary of English Department.

4. Prof. Dr. Dede Rosyada, MA as the Dean of Tarbiyah Faculty.

5. Dr. Fahriany, M.Pd. as the writer‟s advisor for her sincerity in guiding the

writer carry out this work from beginning to the end.

6. All staffs and officers of the library of UIN Jakarta who have given

permission to use and copy their books for her paper.

7. All the staffs, officers and teachers of SMP Puspita Bangsa Ciputat-

Tangerang Selatan.

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8. All her big families who always keep their pray for the writer.

9. All her best friends (Umi Aisyah, Setiana. S.W Sitepu, S.Pd, Ida S.Pd,

Rupedih, S.Ag, Arif Rahman Tanjung, S.Pd, Moh. Cahyono Adhi Nur,

S.Pd, Nandang Sunandar said, Ade Cahyati, Erma lina, S.Pd, Inayah, S.Pd,

Mira delima, Juweria, Herlinawati, S.Pd and Leni) who always help and

give the writer inspiration and remind her in accomplishing this “skripsi”

May Allah SWT guides and gives them all happiness through out

theirs live. Amin.

Finally, the writer realizes that this “skripsi” is not perfect; therefore, the

writer would like to accept any constructive critic and suggestion to make this

“skripsi” better. By all modesty, the writer hopes this „skripsi‟ would be useful for

the writer and especially who interested in English education.

Jakarta, February 28, 2011

The writer,

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ABSTRACT

MAISARI, LINDA. 2011 Some Difficulties Faced by the Students in

Learning the Present Perfect Tense (A Case Study at the Third year of

SMP Puspita Bangsa Ciputat), Skripsi, English Department, The Faculty

of Tarbiya and Teachers‟ Training, Syarif Hidayatullah State Islamic

University Jakarta.

Advisor: Dr. Fahriany, M.Pd.

Key words: Learning Difficulties, Present Perfect Tense

The purpose of this study is to describe the students‟ difficulties in

learning Present Perfect tense at the third year students of Puspita Bangsa junior

High School Ciputat, it includes what kind of difficulties faced by the students of

SMP Puspita Bangsa in learning Present Perfect Tense.

The aim of the research is to analyze about what kind of difficulties faced

by the third year students of SMP Puspita Bangsa in learning present perfect

tense. Sample of the research are as 36 third year students. This research is using

case study method by collecting data from observation, test and questioner.

The finding of study state that the third year students of SMP Puspita

Bangsa Ciputat still find difficulties in learning present perfect tense, because the

students have not mastered yet the form of present perfect tense: the use of

have/has, regular and irregular verb-form of past participle, especially the form

of past participle. Besides, the students still confuse using the time expression of

present perfect tense.

The writer suggested that the teacher should explained about the form and

the use of present perfect tense in clear way in other to make students understand,

the teacher should give more exercises related to the present perfect tense. For the

students, they must learn individually about present perfect tense and should pay

attention to the teacher‟s explanation.

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ABSTRAK

MAISARI, LINDA. 2011, Some Difficulties Faced by the Students in Learning

the Present Perfect Tense (A Case Study at the Third year of SMP

Puspita Bangsa Ciputat), Skripsi, pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Pembimbing: Dr. Fahriany, M.Pd.

Kata kunci: Kesulitan belajar, Present Perfect tense

Tujuan dari penelitian ini adalah untuk menggambarkan kesulitan-

kesulitan siswa dalam belajar present perfect tense pada kelas tiga siswa SMP

puspita Bangsa Ciputat. Tujuan tersebut untuk mengetahui jenis kesulitan apa

yang siswa SMP Puspita Bangsa hadapi dalam belajar present perfect tense.

Selain itu tujuan penelitian ini adalah untuk menganalisa kesulitan-

kesulitan siswa dalam belajar perfect tense pada kelas tiga siswa SMP Puspita

Bangsa Ciputat. Siswa yang termasuk dalam penelitian ini berjumlah 36 siswa.

Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data-data

observasi, test dan questioner.

Berdasarkan hasil penelitian ini, menyatakan bahwa siswa kelas tiga SMP

Puspita Bangsa Ciputat masih mengalami kesulitan dalam belajar present perfect

tense, karena siswa belum menguasai bentuk present perfect tense: penggunaan

Have/has, perubahan bentuk kata kerja ke tiga baik kata kerja yang beraturan atau

yang tidak beraturan. Selain itu siswa masih bingung kapan waktu menggunakan

present perfect tense.

Penulis memberikan saran kepada guru untuk menjelaskan tentang bentuk

dan penggunaan present perfect tense dengan jelas untuk membuat siswa mengerti

materi tersebut dengan mudah, selain itu guru harus memberikan banyak latihan

yang berhubungan dengan present perfect tense. Untuk siswa, mereka harus

belajar secara individu tentang present perfect tense dan harus memperhatikan

penjelasan guru dengan cermat.

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TABLE OF CONTENTS

Page

COVER .............................................................................................................. i

SURAT PERNYATAAN KARYA SENDIRI ................................................. ii

APPROVEMENT SHET .................................................................................. iii

ENDORSEMENT SHET .................................................................................. iv

ACKNOWLEDGEMENT ................................................................................ v

ABSTRACT ...................................................................................................... vii

ABSTRAK ........................................................................................................ viii

TABLE OF CONTENS .................................................................................... ix

LIST OF TABELS ............................................................................................ xi

LIST OF APPENDICES .................................................................................. xii

CHAPTER I : INTRODUCTION

A. Background of the Study ............................................................. 1

B. Limitation of the Study ............................................................... 6

C. Statement of the Problem ............................................................ 6

D. Objective of the Study ................................................................. 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Tense ............................................................................................ 7

B. Kind of Tense ............................................................................... 8

C. Present Perfect Tense ................................................................... 8

1. The Meaning of Present Perfect Tense ................................... 8

2. The Form of Present Perfect Tense ......................................... 9

3. The Usage of Present Perfect Tense ........................................ 14

D. Learning Difficulty ...................................................................... 18

E. Difficulties in Learning Present Perfect Tense ............................. 22

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1. Difficulty in Form of Present Perfect Tense ............................. 22

2. Difficulty in the Use of Present Perfect Tense ......................... 25

CHAPTER III : RESEARCH METHODOLOGY

A. The Object of the Research ......................................................... 28

B. Place and Time ............................................................................ 28

C. Method of the Study .................................................................... 29

D. Population and Sample ................................................................ 29

E. Instrument of Research ............................................................... 29

F. Technique of Data Collecting ..................................................... 30

CHAPTER IV : RESEARCH FINDINGS

A. Data description ........................................................................ 32

B. Data Analysis ............................................................................ 33

C. Data Interpretation .................................................................... 39

CHAPTER V : CONCLUSION AND SUGGESTION

A. CONCLUSION ........................................................................... 41

B. SUGGESTIONS ......................................................................... 41

BIBLIOGRAPHY ............................................................................................. 43

APPENDIXES ................................................................................................... 45

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LIST OF TABLES

Table Page

Table 4.1 Present Perfect Tenses and Its Distribution in the Test item ............ 32

Table 4.2 Student‟s Score of Test Result .......................................................... 35

Table 4.3 The Classification of Scores by S. Arikunto ..................................... 37

Table 4.4 Frequency of the Difficulty in Present Perfect Tense ....................... 38

Table 4.5 Kind and percentage of difficulty in present perfect Tense .............. 40

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LIST OF APPENDICES

Page

Appendix 1 English test ...................................................................................... 45

Appendix 2 Answer key of students‟ test ........................................................... 47

Appendix 3 Questioner guide for English teacher .............................................. 48

Appendix 4 Questioner transcript from teacher .................................................. 49

Appendix 5 Questioner guide for students .......................................................... 53

Appendix 6 Questioner transcript from students ................................................ 54

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is a foreign language in Indonesia that has been taught from

Elementary School as a Local Content, and Junior High School until Senior

High School as a compulsory subject, up to University. People realize that

teaching English became very important now and needs much concern. In

Learning English, there are four skills (listening, speaking, reading, and

writing) and complements, they are: grammar, pronunciation, and Vocabulary

for supporting the development of those skills. Besides the four skills,

Grammar also should be mastered by students. Grammar is needed even in

communication, without the proper knowledge of grammar the students will

find many problems to build up the sentences and express their idea for

communication activities, lf the grammar is good, they will be confident in

speaking English with other people. According to Penny Ur, “there is no doubt

that a knowledge-implicit of grammatical rule is essential for the mastery of

language: you cannot use words unless you know how they should put

together”1 Without the proper knowledge of the students grammar will find

1 Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press,

1998), p. 4

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many problems to build up the sentences and express their idea for

communication activities.

Now English is the most common language used throughout the world.

A distinction is often made that depends on how the language is learned: as a

native language (or mother tongue) or as a foreign language.2 English is as a

foreign language in Indonesia. Many schools in Indonesia, English is

determined as a compulsory subject in national curriculum. The curriculum

that progresses now what it is called A Kurikulum Tingkat Satuan Pendidikan

(KTSP) or issued in 2006 curriculum. In this curriculum, grammar is one of

the point in teaching learning English for junior high school. The grammar

focus for the third year students in second semester are about simple present,

simple past, the present prefect and future.

In this English curriculum of KTSP, each skill has Standar Kompetensi

(SK) and Kompetensi Dasar (KD). Standar Kompetensi (SK) become the

global explanation and Kompetensi Dasar (KD) as the specific explanation of

Standar Kompetensi and Matery (pokok / Pembelajaran).

“Dalam konteks pendidikan, bahasa Inggris merupakan alat untuk

berkomunikasi secara lisan & tulis. Berkomunikasi adalah memahami &

mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu

pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam

2 Sidney Greenbaum and Randolph quirk, A Student’s Grammar of the English Language

(English Longman, 1990), p. 1

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pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan

memahami dan menghasilkan teks lisan & tulis yang direalisasikan dalam

empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca, &

menulis. Ke empat keterampilan inilah yang digunakan untuk menanggapi

atau menciptakan wacana dalam kehidupan bermasyarakat.”3 (on the

educational context, English is means to communicate orally and written.

Communication is to understand and to express informasi, thought, feeling

and to develop knowledge, technology and culture. Ability in communication

and able to understand the text.

Actually, many Junior Hight School students have some difficulties in

learning English language skills and English language complements.

According to their. These problems can be known from the result of the

students’ achievements and the teacher evaluation. So the teacher role is very

important to make the students be creative to solve their problems.

The writer chooses SMP Puspita Bangsa as a case study because the

writer did the research about Some Difficulties Faced By The Students in

Learning Present perfect Tense. To measure the ability and to get the data of

the students’ score in SMP Puspita Bangsa, so the writer decided to give the

test and Questioner. The teacher use book Stepping more, Junior High School

3 Departemen Pendidikan Nasional, Op, Cit. p. 211

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grade IX, Firmansyah Diyata. Chapter V, page 126, and The Bridge English

Competence for SMP Grade IX, page 84.

Some writers believe that in learning English as a foreign language or

second language the learner should, first of all, master the grammar structure

system, the basic structural patterns of the present perfect tense items.

Grammar is one of the language aspects which are taught to every

language learner. It has an important role in understanding the English

language. As said by W. Stannard Allen in living English structure stated:

“English has three main divisions, past, present and future…..”.4 Absolutely,

the verb in English influenced by the “time”, when it happens or will happen

(past, present, or future). So a verb should be concord or related with the time.

Accoring to Raymond Murphy: We use the present perfect (have

been/ have played/ have done etc.) when we talk about a time from the past

until now-for example, your life: I’ve seen that women before but I can’t

remember when.5

In this skripsi, the writer will not discuss grammar in general. She will

write about tense. Tense is one of discussions of grammar in general.

According to Laurie Bauer said tense is usually defined as relating to the time

4 W. Stannard Allen, Living English Structure (London: Logman, 1987), p.75

5 Raymond Murphy, Essential Grammar in Use. (New York: Cambridge University Press,

1990), p.32

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or an action, event or state. 6 The time of the action is commonly expressed by

the verb. Almost all verbs can show the difference between the past and

present by a change in the verb form. With tense students can know when the

action occur, and understand the correspondence between the form of the verb

and their concept of time.

According to Richard Viet, “Tense is frequently described as the

property that relates to the time a verb’s action is performed”7. some

grammarians said that English has a great variety of tenses. This is one of

reasons why the Indonesia students have difficulties in understanding tenses,

because there are no tenses in Indonesia language. Present perfect tense is one

tense that should be mastered by students.

When the students want to tell a verb that “used to indicate an action

that took place at an indefinite time or over a period of time in the past, but

still has relevance in the present”.8 We call it the present perfect tense.

Eventhough the third grade students of Junior High School have

learned it, they still find difficulty in learning present perfect tense, especially

in using forms and usages.

6 Laurie Bauer, English word formation (Cambridge: Cambridge University Press, 1983),

p. 157. 7 Richard Viet, Discovering English Grammar, (Boston Houghton Mifflin Company

1986), p. 149 8 E. Wishon & Julia M. Burks, Let’s Write English, Revised edition, (New York: Litter

Educational Publishing International, 1980), p. 206

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This is the reason, why the writer is interested in writing about the

problems in grammar test in Present Perfect Tense for the third year students

of SMP Puspita Bangsa Ciputat.

B. Limitation of the Study

The writer limits the study error or difficulties at the third year of SMP

Puspita Bangsa Ciputat. These errors are taken from the test focused on

Perfect tense, either the forms or the usages.

C. Statement of the Problem

Based on the writer formulates the problem as follows: WHAT KIND

OF DIFFICULTIES FACED, BY THE STUDENTS OF SMP PUSPITA

BANGSA IN LEARNING THE PRESENT PERFECT TENSE?

D. Objective of the Study

The purpose of the study is to find out the difficulties in learning

grammar, especially present perfect tense of the students at the third year of

SMP PUSPITA BANGSA Ciputat in terms of forms or the usages, and then

can use in their daely life.

In addition, the writer expects this “skripsi” will be useful for herself

and other people in general.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter contains the description of the theoretical framework of

relevent theories concerning by the students in learning present perfect tense.

A. Tense

Definition of English Tense

One of The important things in learning grammar is tense. Marella Frank

defines, “tense is special verb ending or accompanying auxiliary verb signal

the time an event takes place”1 Almost all verbs can show the differences

between the present, past and future time by changing in the verb form. From

this, can be also defined as „tenses is an actual usage, refers consistently only

to grammatical forms2. So time, as Lyons say, tense is “grammaticalizes the

relationships which held between the time up the situation that is being

describe and the temporal zero point of the deictic context”3

Based on the explanation above, the writer can conclude that tense is a

verb form or series of verb Forms used to express a time relation. Tenses may

also indicate whether an action, activity or state is past, present or future.

1 Marcella Frank, Modern English A Practical Reference Guide, (London, Prentice-Hall,

Inc, 1992), p.47. 2 Julia M. Burks and George E. Wishorn, Let’s write English (New York Little

educational publishing inc, 1880), p.192 3 Renat Declerck. Tense in English. Its Strucutre and Use in Discourse. (London:

Routledge, 1994), p.7

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B. Kinds of Tense

Based on Longman Grammar of Spoken and Written English defines,

“from structural point of view, English verbs are inflected for only two tense:

present and past”4

In her book “Modern English: A Practical Reference Guide” Marcella

Frank points out, “there are three past tenses and two future tenses. Note

further that the past perfect is tied in time to the past tense, the present perfect

to the present tense, and the future perfect to the future tense”.5

So, if simple and compound tense are mixed together, there are twelve

kinds of tenses. They are: simple present, simple past, simple future, present

progressive, past progressive, future progressive, present perfect, past prefect,

future perfect, present perfect progressive, past perfect progressive, and future

perfect progressive.

C. Present Prefect Tense

1. The Meaning of Present Prefect tense

Present perfect tense, in Oxford Learner‟s Pocket Dictionary

defined as verb which expresses an action done in a time period up to the

present, formed in English with have/has and past participle.6

Raymond Murphy said: “When we talk about a period of time that

continues up to the present, we use the present perfect”.7

4 Douglas Biber, et.al., Longman Grammar of Spoken and Written English, (Harlow:

Pearson Education limited, 1999), P.453 5 Marcella Frank, Modern English: A Practical Reference Guide, P.66

6 Oxford Learner‟s Pocket Dictionary, (New York: Oxford University Press, 2009), new

ed., p. 347 7 Raymond Murphy, English Grammar in Use With Answer. (Cambridge :Cambridge

University Press, 1985), p. 28

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From two definitions above, the writer concludes that present

perfect tense can be defined as an action occurred in the past which are

completely finished but still have connection to the present or future.

2. The Form of the Present Perfect Tense.

There are many tenses in English grammar; one of them is present

perfect tense. There are some definitions about present perfect tense such

as follows:

According to Betty Schrampfer Azar in Fundamentals of English

Grammar pointes out that “The basic form of the present perfect: have or

has + the past participle. Use have with I, you, we, they, or plural noun

(e.g., Students). Use has with she, he, it, or a singular noun (e.g., Jim).

With pronouns, have is constructed to apostrophe + ve („ve) and has to

apostrophe + s („s)”.8

a. Affirmative

To make affirmative statement, we use the following formula :

S + have/has + Past participle + …

Example:

8 Betty S. Azar, Fundamental of English Grammar, (Jakarta: Binarupa Aksara, 1993),

edisi dwibahasa, second edition, p. 161

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Subject Have / has Past participle

I Have Watched The movie

We Have Played Volleyball

They Have Eaten

Sarkiyah Has Finished Her study

Zakaria Has moved Since 1 p.m.

To make an affirmative statement, we use the following formula :

S + have/has + been + Past participle + …

Example:

Subject Have/has been

I Have been At school Since & a.m.

We Have been here For three day

They Have been To Malaysia This weekend

Sarkiyah Has been To museum This holiday

Zakaria Has been In hospital Since thursday

According A.J. Thomson and A.V. Martinet said: “the present

perfect tense is formed with the present tense of have + the past

participle”9.

9A.J. Thomson and A.V. Martinet, A Practical English Grammar (London: Oxford

University Press, 1986), p. 165

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Present perfect tense is formed by using the auxiliary verb have/has

and the present participle form of the main verb (have/has+ regular or

irregular verb) and it‟s commonly accompanied by definite time words

such as since and for.

b. Negative

To make a negative statement, we use the following formula

S + have/has + not + Past participle + …

Example:

Subject Have/has Not Past

participle

I Have Not Watched The movie

We Have Not Played Volleyball

They Have Not Eaten

Sarkiyah Has Not Finished Her study

Zakaria Has Not moved Since 1 p.m.

To make a negative statement, the verb be, we use the following

formula:

S + have/ has + not + been + .......

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Example:

Subject Have/has not been

I Have Not been At school Since & a.m.

We Have Not been here For three day

They Have Not been To Malaysia This weekend

Sarkiyah Has Not been To museum This holiday

Zakaria Has Not been In hospital Since thursday

c. Interrogative

To make an interrogative statement of verb other than be we put

have/has before the subject. The following formula:

Have/has + Subject + Past participle +…?

Example:

Have/has Subject Past participle

Have I Watched The movie?

Have We Played Volleyball?

Have They Eaten Meatball?

Has Sarkiyah Finished Her study?

Has Zakaria moved Since 1 p.m.?

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To make an interrogative statement of verb be, we use the

formula:

Have/has + Subject + .......?

Example:

Have/has Subject been

Have I been At school Since 7 a.m.

Have We been here For three days?

Have They been To Malaysia This weekend?

Has Sarkiyah been To museum This holiday?

Has Zakaria been In Hospital Since Thursday?

To make an interrogative statement of verb other than be, we

use the formula:

Haven‟t/hasn‟t + Subject + past participle + .........?

Example:

Have/has Subject Past participle

Haven‟t I Watched The movie?

Haven‟t We Played Volleyball

Haven‟t They Eaten Meatball

Hasn‟t Sarkiyah Finished Her study

Hasn‟t Zakaria Moved Since 1 p.m.?

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To make an interrogative negative statement of verb be, we

put has before the subject. The formula is:

Have/has + Subject + Past participle + .....?

Example:

Have/has Subject not been

Have I Not been At school Since 7 a.m.?

Have We Not been here For three

days?

Have They Not been To Malaysia This weekend?

Has Sarkiyah Not been To museum This holiday?

Has Zakaria Not been In Hospital Since May?

3. The Usage of Present Perfect tense

Betty S. Azar, “the present perfect expresses the idea that

something happened (or never happened) before now, at an unspecified

time in the past. The exact time it happened is not important. If there is a

specific mention of time, the simple past is used. 10

(e.g., I have been here

since seven o‟clock). we can conclude the diagram as follow:

10

Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice

Hall, Inc., 1989), p. 29

15

(Time?)

She also said, “The present perfect also expresses the repetition of

an activity before now. The exact time of each repetition is not important”.

(e.g.: I have met many people since I came here in June).

The present perfect also, when used with for or since, expresses a

situation that began in the past and continues to the present. In the

example, notice the difference between since and for: since + a particular

time, for + duration of time.

E.g.:

1) I have been here since seven o‟clock

2) We have been here for two weeks

In a Practical English grammar, A.J. Thomson and A. V. Martinet

state that this tense may be said to be sort of mixture of present and past, it

is always implies a strong connection with the present and is chiefly used

in conversation, letter, newspaper, and radio reports”. 11

Michael Swan said “when we want to talk about action or

situations, which started in the past and have continued up to the present,

we often use the present perfect to show the connection between past and

present”.12

11

A.J. Thomson and A.V. Martinet, Op.cit, p.166 12

Michael Swan, Practical English Usage (Oxford: Oxford University Press, 1987), p.

494

16

The present perfect is very often used with since and for. Since is

used to say when something started; it is followed by a reference to a point

of time (e.g. Since April 27th)

. For is used to say how long something has

been going on; it is followed by reference to a period of time (e.g. for three

months).

Based on those statements above, it can be concluded that the

present perfect tense is used to express:

a. An action which happened at some unknown time in the past.

Examples:

I have already seen that film. I don’t want to see it again

(It doesn‟t matter when I saw it)

Have you ever been to Germany?

(It doesn‟t matter when you went, I just want to know whether you

have been there or not).

b. An action or activity happened in the past and was repeated over a

period of time.

Examples:

I have eaten Chinese food several times.

She has visited Bali Island twice.

c. An action happened in the past and the result of the action continues to

or is still true at present.

Examples:

I Have closed the door.

17

(The result of the action continues to the present, i.e. now the door is

still close)

d. An action or state happened in the past and continues to the present.

Examples:

I have lived in Jakarta for twenty two years.

(I started to live in Jakarta twenty two years ago and I still live in

Jakarta now.

He has worked at the Bank since 2004.

(He started to work at the Bank in 1994, and he is still work there now)

e. These adverbs are frequently used in present perfect tense: ever,

already, yet, just, never.13

1. Ever means „at any time‟

For example: Have you ever been to the British Museum?

2. Already means „before now‟

For example: Have you already been to the British Museum?

3. Yet means „up to now‟

For example: Have you visited the British Museum yet?

4. Just refers to the very recent past

For example: I have just visited that Museum.

5. Never means „not any time‟

For example: I have never visited that Museum.

13

Elaine Kirn, rt. al., Interactions 1 Grammar 4th

Edition, (New York: Mc Graw-Hill

Companies, 2002), p.113

18

The time signal for present perfect tense are indicated by since, for,

this week, up to now, so far, not yet, already, often, once, twice, three

times, etc.14

From the discussion above the present perfect tense focused on the

action that happened in the past but related to the present moment. It is

used commonly to show that the action has just been completed, or at least

the effect of the action is still felt at the moment if speaking.

D. Learning Difficulty

Some students have difficulties in their learning. It can be showed by

their low/bad scores or achievement in several subject matters. Abu Ahmadi

and Widodo Supriyono defines, “Dalam keadaan dimana anak/siswa tidak

dapat belajar sebagaimana mestinya, Itulah yang disebut dengan kesulitan

belajar”. (The condition where the students cannot learn normally is called

learning difficulty).15

There are some factors which caused learning difficulties. According

to Abu Ahmadi and Widodo Supriyono, there are two factors: internal and

external factors, as follows:16

a. Student‟s internal factors

The student‟s internal factors are divided into two aspects, as follows:

14

Team of five, Improving Reading Skill in English (Jakarta: Darul Ulum press. 2001), p.

64 15

Abu Ahmad and Widodo Supriyono; Psikologi Belajar, (Jakarta: PT. Rineka Cipt,

1991), p.74 (translated by the writer). 16

Abu Ahmad dan Widodo Supriyono; Psikologi Belajar, p. 75-79 (Translated by the

writer)

19

1) Physiological Aspect, this aspect is about the condition of students‟

body from every part of the body.

2) Psychological Aspect, this aspect emphasizes on the inside

conditions of the students. It consists of students‟ intelligence, talent,

interest, motivation, mental health and special type of learner.

b. Students external factors

Student‟s extern factors cover all situations and condition around

environment that do not support student‟s learning activity. Environment

factors cover as follows:

1) Social Environment, the social environment here is the human

environment outside students who have contact directly with them

such as family, in their school, neighbors and mass media.

2) Nonsocial Environment, the factors which include the nonsocial

environment are the location of student‟s house, the school‟s

building, learning instruments, curriculum, and school timing. All

these factors are though could be the influences for student‟s

achievement.

In addition, Syaiful Bahri Jamarah made it more specific

divisions the cause of learning difficulties into student‟s factor,

school‟s factor, family‟s factor, and society‟s factor.17

a. Students Factor

Some factors that make students difficult in learning

17

Drs. Syaiful Bahri Djamarah, Psikologi Belajar, second edition, (Jakarta: Reneka Cipt,

2008), p. 237-246

20

1. Lack of intelligence

2. Lack of talent and not suitable with lesson which learning or

given by teacher

3. Unstable emotion

4. Lack of study activity

5. Lack of healthy

6. Not having motivation in learning

7. Etc.

b. School‟s Factor

1. Personal of teacher is not good

2. Teacher does not have quality

3. Unharmonious relationship between teacher and students

4. Teacher is unskilled to diagnosis student‟s difficult in

learning

5. The way teacher teach is lack of good

6. Media is not complete

7. Condision of school is not graffiti

8. Indiscipline

9. Etc.

c. Family‟s Factor

Family is an informal education (outside of school). It has an

important part in education world. Family also can make student

difficult in learning. Some factors that make it are:

21

1. Lack of tools of study for students in home

2. Less education fee that parents prepared

3. Family‟s healthy is less of good

4. Lack of parents attention

5. Children too much helping parents

6. Etc.

d. Society‟s Factor

Some factors in society that makes students difficult in learning

are:

1. Commotion, noise, dispute, fight, robe that often happen in

society

2. Electronic media like television that often showing properly

programs like immoral, pornograhic, etc.

3. Drugs

4. Slum area, dirty environment

5. Etc.

From the ideas above, the writer concludes that difficulty in

learning is a condition that makes students cannot get the output

learning target because there are barriers or threats that come from

inside or outside of the students.

22

E. Difficulties in Learning Present Perfect Tense

As it mentioned above that present perfect tense is one of the subject

in grammar that most of the students usually find the difficulties in learning

it. Martin Parrot in his book Grammar for English Language Teachers said

that “learners generally have far more difficulty in using present tense

correctly than in understanding them. Even if they don‟t know or are unclear

about the difference in meaning between different tense, in most cases there is

plenty of information in the context to help them understand whether, for

example, an action is temporary or not.18

He also made some list of typical

difficulties for learners when they study the present perfect tense, they are:

form and meaning, the use of how long with for and since, and over-use of

present perfect forms.19

In English subject, some students have some difficulties in learning

tense, especially present perfect tense. Based on the description above, the

writer divided the two main difficulties in learning present perfect tense, they

are: the difficulty in form of present perfect tense and the difficulty in the use

of present perfect tense.

a. Difficulty In Form of Present Perfect Tense

The form of present perfect tense is have/has + past participle.

Have used for subject I, we, they, you while has used for subject he, she,

it. Raymond Murphy state, “we form the present perfect tense with

have/has + past participle. Uses have with I, we, they, you. Use has with

18

Martin parot, Grammar for English Language Teachers, p. 162 19

Martin parot, Grammar for English Language Teachers, p. 163

23

he, she, it”.20

But in fact, there are some students still have difficulty in

understanding the form of present perfect tense.

Here are the examples of mistakes made by students:

I has lost my chance to study abroad.

She have finished her homework.

The above sentences are wrong because the students use “has” for

subject I and use “have” for subject she. The correct answers for examples

above are:

I have lost my chance to study abroad.

She has finished her homework.

It proved that there are some students who still have difficulties in

understanding the form of present perfect tense, especially in putting

have/has for subject.

As it is mentioned above the form of present perfect tense is

have/has + past participle. But from the form above, there are some

students who also still have difficulties in using verb-form which is either

regular or irregular verbs of past participle.

Martin Parrot in Grammar for English Language Teachers,

explained about several reasons why learners may make mistakes in the

use of regular and irregular forms. They may:

1. (consciously or unconsciously) have learnt the wrong form of a

particular verb.

20

Raymond Murphy, English Grammar in use With Answer, p. 26

24

2. be quessing the form because they don‟t know what it is.

3. over-generalize ruler (for example, ignoring irregular forms or using

past forms in questions or infinitives)21

Here is the explanation about regular and irregular verbs, while

according to Raymond Murphy, English verbs consist of two kinds, as

follows:

1) Regular verbs

The simple past and past participle of regular verbs end in – ed. For

example: clean (base form) – cleaned (simple past) – cleaned (past

participle).

2) Irregular verbs

a) With some irregular verbs, all three forms (base form, simple

past, and past participle) are the same. For example: hit

b) With other irregular verbs, the simple past is the same as the

past participle (but different from the base form). For example:

tell – told

c) With other irregular verbs all three forms are different. For

example: break - broke – broken.22

An irregular verb is one of verb-forms that do not end in – ed to

show past action. Therefore, to increase knowledge about irregular verbs,

students must be learned individually and must memorize the irregular

21

Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge

Press, 2004), p. 192 22

Raymond Murphy, Grammar in use, p. 254

25

forms. According to Robert Krohn, “Many verbs, however, have irregular

forms. These forms must learn individually”.23

Because the irregular verbs must be memorized, therefore there are

many students who still get difficulties in learning present perfect tense.

Although there are some students who have already memorized the

irregular verbs, they still get difficulties in putting these verbs in sentence.

Here are the examples of student‟s difficulties in past participle:

Andy has knew Liza for a long time.

I have meeted many people since I came here in June.

The correct answers for example above are:

Andy has known Liza for a long time. (The irregular verbs all three forms

are different: know-knew-known

I have met many people since I came here in June. (The past participle is

same with simple past: meet-met-met)

The above example proved that there are some students who still

do not know of irregular verbs. They are still confused, when they should

use the first, the second or third verbs in their own sentences.

b. Difficulty in the Use of Present Perfect Tense

Some grammarians said that English has a variety of tense. This is

one of the reasons why the Indonesia students have difficulties in

understanding tense, because there are no tenses in Indonesia language.

23

Robert, Krohn English Sentence Structure, (Ann Arbor, The University of Michigan

Press, 1986), p.82

26

But in learning English, especially tenses, the students must be able to

distinguish every tense in English, especially between present perfect

tense and simple past tense. These tense are interrelated. They are used in

the past time. Some students are still confused to distinguish the use.

Wishon and Julie M. Burks said, “ the past tense is used for

activities that occurred over a period of time in the past, but are now

finished, or that occurred at intervals in the past, but don‟t occur now”.24

While the present perfect tense is used to express the activity that

happened in the past but still related to the present moment of speaking.

According Betty Schrampfer Azar in Understanding and Using

English Grammar defined, “The present perfect expresses the ideas that

something happened (or never happened) before now, at an unspecified

time in the past. The exact time it happened is not important”.25

That statement has been supported by Elaine Kiln and Darcy Jacks

who said, “The present perfect tense refers to an event that happened at an

unknown or unspecified time in the past. No specific time is given in a

present perfect statement or question. (If we use past time expression such

as yesterday or last week, we use the past tense)”.26

But in fact, there are many students who still make mistakes in

distinguishing the use of present perfect tense and simple past tense. This

is the example of student‟s mistake: she has lived in Jakarta last year.

24

George E. Wishon and Julia M. Burks, Let’s write English revised edition, p. 195 25

Betty Schrampfer Azar, Understanding and Using English Grammar, p. 29 26

Elaine Kirn and Darcy Jack, Interactions 1 Grammar, (New York: McGraw-Hill

Companies, inc., 2002), 4th

edition, p. 130

27

The above sentence is wrong because the students use present

perfect tense instead of simple past tense. The correct answer is: She has

lived in Jakarta. That is because present perfect is not stressing the time

of the action whether past tense is stressing. It proved that there are some

students who find it difficult in distinguishing the use of present perfect

tense and simple past tense.

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this

research, includes the objective of study, place and time of research, method of

the study, population and sample, instrument of research, and technique of data

collecting.

A. The Object of the Research

The object of the research is the third year student of SMP Puspita

Bangsa Ciputat. First grade consists of 120 students which divided into three

classes; second grade consists of 136 students which divided into three

classes. Third grade consist of 121 students. So the write just consist third

grade A consist of 36 student.

In the field research, to make the writer easier in analyzing the data.

The writer did the observation, by giving the test and questioner to find out

some difficulties face by students in learning present perfect tense.

B. Place and time

The writer did the research at SMP Puspita Bangsa that is located at

Aria Putra Street no 9 Ciputat, Tangerang. The writer did the research from

January 27th

up to February 24th

2010.

29

C. Method of the Study

This paper is written based on case study and field research: In this case

the writer took SMP Puspita Bangsa Ciputat Tangerang as place for

investigation to be discussed. In field research the writer observed some

difficulties and problem of SMP Puspita Bangsa Ciputat the third year student

in learning process of Present Perfect tense after collecting and processing the

data the writer did the observation and gave the test to the students by giving

the question to find out some data from the students. The would like to offer

an alternative to solve the problem.

D. Population and Sample

In this research the writer took the population of the third year students of

SMP Puspita Bangsa Ciputat consisting of 3 classes (3a, 3b and 3c). The total

population is about 121 students.

In sample. The writer did not take all the population. The writer took

one class as a sample that is in the third class A of 36 students when the writer

was doing the research.

E. Instrument of the research

In this study, the writer used instruments to get the data needed, they

are :

a. Observation. It is used to see exactly the classroom atmosphere of class

IX-A in teaching-learning activities by observing the English teaching, the

30

textbook that used by teacher and students, English teaching-learning

process included the problem faced by students in understanding the

English lesson, especially present perfect tense.

b. Test. The test helps to the teacher understand, the students, plan learning

experiences for them, and determine the extent to which the instructional

objectives are being achieved.

c. Questioner. The data of this study is also collected by using questioner,

such as the reasons why the students find difficuties in learning present

perfect tense.

F. Technique of Data Collecting

To get objective data based on the correctness that happened in the

field, the writer used some techniques of data collecting, they are:

1. Observation. It is the main technique in collecting data about teaching

English in the classroom. It was conducted from January 27th

up to

February 24th

2010. In this case, the writer acted as an observer who

observed the teaching learning process without being involved in the

process. Without being invplved in the present.

2. Test. In the research, the writer used test as the instrument to get the data.

It is given to find out students’ difficulties in learning present perfect tense

and got the students’ test score. She made the test that covered present

perfect tense. The test consists of 25 items which are asking about three

main aspect, they are from of has/have (number of item are 1, 4, 7, 10, 13,

31

16, 19, 22, 25), regular verb (number of the item are 2, 5, 11, 14, 17, 20,

23), and irregular verb (number of the items are 3, 6, 9, 12, 15, 18, 21, 24).

So, every correct item gets 2 points. Finally, the total score for the test is

got from the total correct answers in part multiple-choice them divided by

5.

3. Questioner the data of this study also collected by using questioner

technique. This technique is used to find the data neeted which are not

covered by observation technique and test, such as the reasons why the

students find difficulties in learning present perfect tense. Therefore, this

questioner is also used to convince the writer about the data gained

through other techniques. The questioner technique is using mustiful

choice.

32

CHAPTER IV

RESEARCH FINDINGS

In line with the research problems, technique of data collecting present

finting as follow it presents technique of data collecting presents finding as

follows: (1) Data description (2) Data Analysis (3) Data Interpretation.

A. Data description

The writer got the results from the English test score about present

perfect tense. She gave the test to the thirty six students of third which consists

of 25 items which is asking about has/have, regular verb, and irregular verb.

The instrument of the test can be seen in appendix I, page 34.

The following tables are the students’ score and the present perfect

tense and its distribution.

Table 4.1

Present Perfect Tenses and Its Distribution in the Test item

No Difficulty Number of Item

1. has/have 1, 4, 7, 10, 13, 16, 19, 22, 25

2. regular verb 2, 5, 8,11, 14, 17, 20, 23

3. irregular verb 3, 6, 9, 12, 15, 18, 21, 24

From the table 4.1 previously, the test consists 25 items which are

asking about three main areas of the difficulties in present perfect tense. The

33

test is a multiple choice. This test consists of 25 items which is asking about

the difficulties in present perfect tense. This test consists of 25 items which are

divided into three main aspects, they are has/have (number of item are 1, 4, 7,

10, 13, 16, 19, 22, 25), regular verb (number of the item are 2, 5, 11, 14, 17,

20, 23), and irregular verb (number of the items are 3, 6, 9, 12, 15, 18, 21, 24).

So, every correct item gets 2 points. Finally, the total score for the test is got

from the total correct answers in part multiple-choice then divided by 5.

B. Data Analysis

The data analysis is conducted by arranging the data obtained

systematically. This is done to make easier for the writer to write the research

report. The data gained from observation consist of two types, field-notes and

observation sheets. Then the data are analyzed to answer research questions.

The data gained from test dealing with what the difficulties are faced

by students in learning present perfect tense.

The writer also used the formula that purposed by Anas Sudijono

2004, such as:

M = TS

N

M = Mean Score

TS = Total of the Scores

N = Number of the Students

34

Besides the formula above, the writer also used the percentage the test

formula, as follow:

P = f x 100 % 1

N

P = Percentage

f = Frequency of error made.

N = Number of sample which is observed

After having percentage and frequency, the writer looked for the

average by using the formula:

p = f x 100 %

N x n

P = Percentage

F = Frequency

N = Number of the Students

n = Number of item test

To know the test result, the writer shows table as follow:

1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo

Persada, 2004), p.43

35

Table 4.2

Student’s Score of Test Result

No Sample Score

1. Student 1 28

2. Student 2 32

3. Student 3 36

4. Student 4 80

5. Student 5 20

6. Student 6 28

7. Student 7 24

8. Student 8 32

9. Student 9 36

10. Student 10 12

11. Student 11 80

12. Student 12 36

13. Student 13 24

14. Student 14 64

15. Student 15 32

16. Student 16 76

17. Student 17 12

18. Student 18 44

19. Student 19 36

Adapted from student’ test score

36

20. Student 20 36

21. Student 21 40

22. Student 22 72

23. Student 23 36

24. Student 24 28

25. Student 25 40

26. Student 26 26

27. Student 27 52

28. Student 28 28

29. Student 29 64

30. Student 30 28

31. Student 31 24

32. Student 32 36

33. Student 33 32

34. Student 34 24

35. Student 35 32

36. Student 36 36

Total 1366

The writer uses formula to find the mean, as follow:

M = TS

N

= 1366

36

37

= 37.9

According to the data above, it is found out that the mean score is 37.9

Suharsini in her book write the classification of score as follow2

Table 4.3

The Classification of Scores by S. Arikunto

Score Grade Remark

80 - 100 Excellent A

66 - 79 Good B

56 – 65 Fair C

40 – 55 Poor D

30 - 39 Fail E

Based on the classification of score above, it can be divided into the

high, meddle, and low scores:

The high scores : 80 – 100

The middle scores : 56 – 76

The low scores : 30 – 55

Futhermore, the writer will determine the percentage of the score by

using formula below: P = F x 100 %

N x n

2 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi aksara, 2003),

p. 251

38

The frequency of difficulty of present perfect tense, could be seen to

the following table:

Table 4.4

Frequency of the Difficulty in Present Perfect Tense

No

Present Perfect

Tense

Item

Number

Frequency of

difficulty

Percentage

1. Has / Have 1 25 69.44%

2. Has / Have 4 22 61.11%

3. Has / Have 7 11 30.56%

4. Has / Have 10 22 61.11%

5. Has / Have 13 7 19.44%

6. Has / Have 16 21 58.33%

7. Has / Have 19 25 69.44%

8. Has / Have 22 27 75.00%

9. Has / Have 25 13 36.11%

10. Regular verb 2 24 66.67%

11. Regular verb 5 14 38.89%

12. Regular verb 8 23 63.89%

13. Regular verb 11 22 61.11%

14. Regular verb 14 12 33.33%

15. Regular verb 17 25 69.44%

Adapted from student’ test score

39

16. Regular verb 20 27 75.00%

17. Regular verb 23 18 50.00%

18. Irregular verb 3 10 27.88%





23. Irregular verb 18 28 77,78%



Total 25 535 59.44%

To find out the whole average is using the formula:

P = F x 100 %

N x n

= 535 x 100 %

36 x 25

= 535 x 100%

900

= 59.44 %

C. Data Interpretation

After analyzing the items of area tested and explaining the frequency

of error on each items, the writer present the difficulties in learning present

perfect tense, as follow :

40

Table 4.5

Kind and percentage of difficulty in present perfect Tense

No Kind of difficulty Percentage of error

1. has/have 36%

2. regular verb 32%

3. irregular verb 32%

Based on the table above, the table shows that in present perfect tense

items test, there are 36 % students who still get difficulty of has / have, 32 %

students who still get difficulty of regular verb, and 32 % students who still

get difficulty of irregular verb.

41

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter present about conclusions and suggestions of the writer which

done at SMP Puspita Bangsa Ciputat.

A. CONCLUSION

The writer concluded that many students are still confused in the form

and the usage of present perfect tense. It shows from the result of the research

in the frequency of students’ error made in the form and the usage of present

perfect tense. The writer concluded that the students still get difficulty in

understanding present perfect tense. For this case, the students should know

more when and how to use present perfect tense correctly.

B. SUGGESTIONS

There are some suggestions that can be given in relation to the writer’s

conclusion. The suggestions are as follows:

1. It is hoped that the teacher can give more attention in teaching present

perfect tense because the student have understoont yet correctly.

2. The teacher should be creative in using the methods of English teaching,

especially in teaching present perfect tense.

42

3. It is hoped that the teacher should explane the present perfect tense clearly

way in order to the students understand it easily.

4. It is necessary for the teacher to give more exercises of present perfect

tense to the students.

43

BIBLIOGRAPHY

Ahmad, Abu and Supriyono Widodo; Psikologi Belajar, Jakarta : PT. Rineka

Cipta, 1991.

Azar, Betty S. Fundamentals of English Grammar. Jakarta. Binarupa Aksara,

1993, edisi dwibahasa, second edition.

Azar, Betty S. Understanding and Using English Grammar. New Jersey: Prentice

Hall, Inc., 1989.

Allen, Stannard W. Living English Structure. London: Logman, 1987.

Arikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi aksara,

2003.

Bauer, Laurie. English word formation. Cambridge: Cambridge University Press,

1983.

Djamarah, Syaiful Bahri Drs., Psikologi Belajar, Jakarta : Rineka Cipta, 2008.

Departemen Pendidikan Nasional. Kurikulum 2006 Standar Kompetensi. Jakarta:

Departemen Pendidikan Nasional, 2006.

Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey:

Prentice Hall.

Greenbaum, Sidney and Quirk, Randolph. A Student’s Grammar of the English

Language. English Longman, 1990

Himpunan Perundang-undangan RI, Sistem Pendidikan Nasional. Bandung:

Nuansa Aulia, 2008.

Kirn, Elaine rt. al., Interactions 1 Grammar 4th

Edition. New York: Mc Graw-Hill

Companies, 2002.

Parrott, Martin, Gramer for English Language Teachers, Cambridge University

Press, 2010.

Murphy, Raymond. English Grammar in Use With Answer. Cambridge:

Cambridge University Press, 1985.

Murphy, Raymond. Essential Grammar in Use. New York: Cambridge University

Press, 1990.

44

Oxford Learner’s Pocket Dictionary. New York: Oxford University Press, 2009.

new ed.

Pedoman Penulisan Karya Ilmiah, Skripsi, Tesis dan Disertasi. Jakarta: CeQDA,

2007.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo

Persada, 2004.

Swan, Michael. Practical English Usage. Oxford: Oxford University Press, 1987.

Team of five, Improving Reading Skill in English. Jakarta: Darul Ulum press.

2001).

Thomson, A.J. and Martinet, A.V. A Practical English Grammar. London:

Oxford University Press, 1986.

Ur, Penny. Grammar Practice Activities. Cambridge: Cambridge University

Press, 1998.

Viet, Richard. Discovering English Grammar. Boston Houghton Mifflin

Company, 1986.

Wishon, E. & Burks, Julia M. Let’s Write English, Revised edition. New York:

Litter Educational Publishing International, 1980.

45

Appendix 1

RESEARCH INSTRUMENT

Name/Class : ________________

Date : ________________

Choose the correct answer to fill in the blank the sentence below by crossing

A,B,C,D, or E use only present perfect tense!

1. …………… you ever visited Mexico?

a. are b. have c. had d. were

2. I have (write) …………my wife a letter every other day for the last two

weeks.

a. written b. wrote c. writen d. wratten

3. I (attend, not)……………any parties since I came here.

a. hasn’t attended c. hadn’t attended

b. haven’t attended d. has attended

4. How long. ……….. Anna lived here?

a. is b. Did c. have d. has

5. In her whole lifetime, Anna (see, never)…………. Snow.

a. has never seen c. has never see

b. have never seen d. have never been seen

6. I (Finish) ……………… my Work. I finished it two hour ago.

a. finished c. has finished

b. have finished d. have finishing

7. Up to now, Professor Williams…….. given our class five tests.

a. is b. were c. have d. has

8. I have (get) ……… four letters so far this week.

a. got b. went c. gotten d. gone

9. You have……. The door.

a. locked b. locking c. locks d. lock

10. ……….. You seen that movie?

a. did b. have c. does d. were

46

11. We have (be) ………. here for two weeks.

a. was b. did c. were d. been

12. I have (like) ……….. cowboy movie ever since I was a child

a. liked b. liking c. look d. likes

13. We …….. had four tests so far

a. are b. have c. has d. were

14. I have (know)…… him for many years

a. knew b. knowed c. known d. knowing

15. They have (move)……… into a new apartment.

a. moved b. moving c. moven d. been moven

16. Mr. Parker travels to Washington, D.C., frequently she……… flown there

many time.

a. has b. have c. does d. is

17. Have you even (eat)………….. at that restaurant?

a. eaten b. ate c. eating d. have eaten

18. Try not be absent from class again for the rest of term. You have already

(miss)………….. too many classes.

a. missing b. missed c. mised d. mousse

19. So far this week. I ……….. had two tests and a quiz.

a. are b. have c. has d. had

20. I have already ………..that movie.

a. see b. saw c. seen d. sow

21. His niece has………… the table

a. cleans b. cleaning c. clean d. cleaned

22. I (meet)……….Ann’s husband. I met him at a party last week.

a. has met b. have meet c. have met d. had met

23. I have……… this same pair of shoes for three years.

a. have b. having c. has d. had

24. Our younger brother hasn’t …………the window.

a. open b. opening c. opened d. opens

25. They ……… done their homework


47

Appendix 2

Answer Key of Students’ test

1. B

2. A

3. B

4. D

5. A

6. B

7. D

8. C

9. A

10. B

11. D

12. A

13. B

14. C

15. A

16. A

17. A

18. B

19. B

20. C

21. D

22. C

23. D

24. C

25. B

48

Appendix 3

Questioner

Hari\Tanggal : Rabu, 24 Februari 2010

Nama : Ibu Setiana S.W Sitepu S.Pd.

Jabatan : Guru Bahasa Inggris

Tempat : Ruang Guru

A. Pertanyaan :

1. Metode apa yang Ibu gunakan dalam pengajaran bahasa Inggris khususnya

tentang present perfect? Dengan cara menghapal rumus atau dengan cara

yang lain?

2. Kesulitan apakah yang menjadi kendala Ibu ketika mengajarakan materi

present perfect?

3. Apakah siswa mendapat kesulitan dalam menerima materi tersebut?

4. Bagaimanakah Ibu mengatasi kendala tersebut?

5. Bagaimana antusiasme siswa terhadap mata pelajaran Grammar khususnya

present perfect?

6. Apakah siswa dapat membentuk kalimat positif dalam present perfect?

7. Apakah siswa dapat membentuk kalimat negative dalam present perfect?

8. Apakah siswa dapat membentuk kalimat interrogative dalam present

perfect?

9. Apakah siswa dapat menguasai perubahan verb ketiga?

10. Apakah yang Ibu lakukan ketika siswa tidak mengerti tentang pelajaran

grammar khususnya present perfect?

11. Apakah siswa mendapatkan kesulitan membentuk kalimat positif dalam

present perfect?

12. Apakah siswa mendapatkan kesulitan membentuk kalimat negative dalam

present perfect?

13. Apakah siswa mendapatkan kesulitan membentuk kalimat interrogative

dalam present perfect?

49

Appendix 4

Hasil Questioner


Nama : Ibu Setiana S.W Sitepu S.Pd.

Jabatan : Guru Bahasa Inggris

Tempat : Ruang Guru

A. Pertanyaan :

1. Metode apa Ibu gunakan dalam pengajaran bahasa Inggris khususnya

tentang present perfect?

Jawaban: Dengan cara menghapal rumus atau dengan cara yang lain?

Metode yang saya gunakan adalah metode komunikatif sesuai dengan

kurikulum KTSP yang lebih menekankan kepada bagaimana cara siswa

aktif berinteraksi di dalam kelas dengan menggunakan bahasa Inggris.

Ya, terkadang saya menyuruh mereka menguasai materi grammar dengan

cara menghafal namun kadang juga dengan cara menganalisa bacaan yang

terdapat materi gammar yang hendak dipelajari.

2. Kesulitan apakah yang menjadi kendala Ibu ketika mengajarakan materi

present perfect?

Jawaban: Kendala yang sering saya temukan adalah kurangnya

keterampilan beberapa siswa dalam hal vocabulary terkadang mereka

kurang memahami konteks, karena mereka tidak mengerti kosa kata yang

dimaksud. Selain itu, Murid juga terkadang masih mengalami kesulitan

untuk membedakan kata kerja.

3. Apakah siswa mendapat kesulitan dalam menerima materi tersebut?

Jawaban: Tidak terlalu sulit hanya merubah kalimat positif, negative dan

interrogative. Tetapi ketika mereka dikasih materi yang sama tetapi dalam

bentuk soal yang berbeda mereka langsung binggung. Di karenakan

kurang memahami pelajaran present perfect, kadang kala hanya tahu

rumus tapi tidak memahami kontek membuat mereka tidak paham.

50

4. Bagaimanakah Ibu mengatasi kendala tersebut?

Jawaban: Untuk mengatasi kesulitan-kesulitan tersebut, saya

memperbanyak latihan tentang materi grammar dalam bentuk menjabarkan

rumus-rumus yang mudah dalam setiap materi grammar khususnya materi

present perfect dan dalam perubahan past participle.

5. Bagaimana antusiasme siswa terhadap mata pelajaran Grammar

khususnya present perfect?

Jawaban: Mereka merespon, walaupun tidak semua siswa merespon

hanya sebagian siswa karena meraka merasa bosan ketika belajar grammar

khususnya present perfect. Mereka harus menghafal rumus dan perubahan

kata kerja.

6. Apakah siswa dapat membentuk kalimat positif dalam present perfect?

Jawaban: Bisa, karena hanya menggikuti rumus yang ada, sehingga siswa

dapat membentuk kalimat positif berdasarkan pola.

7. Apakah siswa dapat membentuk kalimat negative dalam present perfect?


dapat membentuk kalimat negative berdasarkan pola.

8. Apakah siswa dapat membentuk kalimat interrogative dalam present

perfect?


dapat membentuk kalimat intorrogative berdasarkan pola.

9. Apakah siswa dapat menguasai perubahan verb ketiga?

Jawaban: Tidak semua siswa menguasai perubahan kata kerja ketiga

hanya sebagian siswa.

10. Apakah yang Ibu lakukan ketika siswa tidak mengerti tentang pelajaran


Jawaban: Ketika mereka tidak mengerti. Mereka saya beri kesempatan

untuk bertanya materi mana yang mereka anggap sulit, sehinga saya dapat

menjelaskan kembali. Terkadang mereka saya berikan PR.

51

11. Apakah siswa mendapatkan kesulitan membentuk kalimat positif dalam

present perfect?

Jawaban: Tentu saja ada siswa yang menggalami kesulitan dalam

membentuk kalimat positif khususnya dalam perubahan kata kerja ketiga

dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua siswa,

karena sebagian dari mereka adalah siswa-siswa yang memiliki

kemampuan akademis yang baik yang juga ditunjang dengan mengikuti

belajar bahasa Inggris di luar jam sekolah seperti kursus. Dan bagi mereka

yang kurang dapat berdiskusi belajar bersama dengan teman yang mampu

ketika menemui kesulitan.

12. Apakah siswa mendapatkan kesulitan membentuk kalimat negative dalam

present perfect?


membentuk kalimat negative khususnya dalam perubahan kata kerja ketiga

dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua siswa,

karena sebagian dari mereka adalah siswa-siswa yang memiliki


belajar bahasa Inggris di luar jam sekolah seperti kursus, dan bagi mereka



13. Apakah siswa mendapatkan kesulitan membentuk kalimat interrogative

dalam present perfect?


membentuk kalimat interrogative khususnya dalam perubahan kata kerja

ketiga dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua

siswa, karena sebagian dari mereka adalah siswa-siswa yang memiliki


belajar bahasa Inggris di luar jam sekolah seperti kursus. Dan bagi mereka

52



Tangerang, 24 Februari 2010

Setiana S.W Sitepu S.Pd. Linda Maisari

53

Appendix 5

Questioner

Hari\Tanggal : Rabu, 24 februari 2010

Nama :

Jabatan : Siswa

Tempat : Dalam Kelas

A. Pertanyaan :

1. Apakah Anda menyukai pelajaran Grammar Khususnya Present Perfect?

2. Apakah Anda bisa mengikuti dan memahami penjelasan guru Anda

tentang Present Perfect?

3. Apakah sebelumnya anda pernah mempelajari grammar terutama Present

Perfect?

4. Apakah Anda mengalami kesulitan dalam mempelajari Present Perfect

dalam perubahan verb (kata kerja ketiga)?

5. Apakah Anda mengalami kesulitan membentuk kalimat positif?

6. Apakah Anda mengalami kesulitan dalam membentuk kalimat negatif?

7. Apakah Anda mengalami kesulitan dalam membentuk kalimat

interrogative?

8. Apakah yang Anda lakukan ketika anda tidak mengerti tentang pelajaran


9. Dimanakah letak kesulitan Anda dalam mempelajari grammar terutama

present perfect?

54

Appendix 6

Hasil Questioner


Nama :

Jabatan : Siswa

Tempat : Dalam Kelas

A. Pertanyaa :

1. Apakah Anda menyukai pelajaran Grammar Khususnya Present Perfect?

A. Ya, karena pelajarannya tidak terlalu sulit.

B. Ya, Sempet suka, Susah sempet pusing.

C. Tidak.

D. Ya, karena cukup mudah.

E. Saya tidak terlalu menyukainya karena terlalu menyulitkan perubahan

kata kerjanya.

F. Tidak.

G. Ya, pelajaran itu tidak terlalu sulit.

H. Ya, pelajaran itu tidak terlalu sulit.

I. Tidak, karena baru kali ini.

J. Ya, karena pelajaran yang menyenangkan, mudah dipahami dan bisa

menambah pengetahuan.

K. Ya, karena soalnya mudah.

L. Lumayan, karena engga susah-susah banget.

M. Suka, karena mudah dimengerti.

N. Ya, saya menyukainya, karena saya menyukai pelajaran bahasa

Inggris.

O. Tidak, karena baru kali ini.

P. Yah, tapi sedikit sulit.

Q. Yah, karena agak mudah dimengerti.

R. Ya, karena saya ingin bisa.

S. Yah saya sangat menyukainya, tetapi saya masih banyak belum

memahaminya.

T. Ya, karena agak mudah dimengerti.

U. Tidak, karena saya belum terlalu bisa.

V. Ya, saya cukup menyukainya.

W. Ya, karena gurunya menjelaskan secara detail.

X. Yah, lumayan mudah.

Y. Yah, gurunya menyampaikan secara mudah, sehingga saya suka.

Z. Tidak, karna tidak tau.

2. Apakah Anda bisa mengikuti dan memahami penjelasan guru Anda

tentang Present Perfect?

A. Ya, karena pelajarannya tidak membosankan.

B. Ya bisa, tetapi untuk memahami penjelasan guru tidak, rumusnya

susah.

55

C. Yah, karena mudah dipahami.

D. Bisa karena guru menjelaskannya dengan sangat jelas.

E. Saya memahaminya tetapi ketika sudah keluar dari pembahasan itu,

saya akan lupa.

F. Yah, karena mudah dipahami.

G. Ya, karena pelajarannya tidak membosankan.

H. Ya, karena mudah memahaminya.

I. Ya, karena mudah dipahami.

J. Ya, karena mudah dipahami.

K. Ya, karena mudah dipahaminya.

L. Ya, karena guru menjelaskannya dengan jelas.

M. Tidak, karena tidak terlalu sulit.

N. Saat guru menjelaskan saya mengerti dan bisa mengikutinya, tetapi

mudah lupa jika tidak dipelajari lagi.

O. Yah, karena mudah dipahami.

P. Ya, karena pelajarannya mudah dipahami.

Q. Ya, saya dapat memahaminya.

R. Saya kurang bisa tetapi, saya berusaha untuk memahaminya.

S. Semoga saja, saya bisa memahaminya.

T. Ya, saya dapat memahaminya.

U. Sedikit binggung

V. Insya Allah saya bisa memahaminya.

W. Ya, karena gurunya tidak membosankan.

X. Bisa, karena gurunya asik.

Y. Yah, karena gurunya menjelaskannya mudah dipahami.

Z. Sedikit-sedikit.

3. Apakah sebelumnya Anda pernah mempelajari grammar terutama

Present Perfect?

A. Belum, karena baru kali ini.

B. Tidak pernah mempelajarinya.

C. Yah.

D. Tidak, saya belum pernah mempelajarinya, baru sekarang ini.

E. Pernah, sewaktu saya SD, sebelumnya saya pernah belajar present

perfect tense.

F. Ya, gampang.

G. Belum, karena baru kali ini.

H. Tidak, karena baru kali ini.

I. Ya.

J. Belum pernah, karena memang belum diajari.

K. Tidak, karena baru kali ini.

L. Belum, baru kali ini.

M. Belum, hanya di sekolah saja.

N. Belum, baru saat ini ajah.

O. Tidak, karena sebelumnya belum pernah di pelajari.

P. Belum, baru kali ini saya belajar present perfect.

56

Q. Ya, waktu saya masih SD saya pernah mempelajarinya.

R. Belum.

S. Belum pernah, baru kali ini saya mempelajarinya.

T. Yah, waktu saya SD, saya pernah mempelajarinya

U. Belum pernah

V. Belum, baru kali ini.

W. Tidak, baru kali ini.

X. Belum, sebelumnya kita belum pernah mempelajarinya.

Y. Tidak, karena baru kali ini.

Z. Belum dipelajari.

4. Apakah Anda mengalami kesulitan dalam mempelajari Present perfect

dalam perubahan verb (kata kerja ketiga)?

A. Tidak, karena mudah dipahami.

B. Sulit banget, tadi ajah engga ngerti.

C. Tidak, karena sudah paham.

D. Ya, karena ada yang beraturan dan ada yang tidak beraturan.

E. Iya, karena saya kesulitan menghafalkan rumusnya.

F. Tidak, karena sudah paham.

G. Tidak, karena mudah dipahami.

H. Ya, karena verb kata kerja ketiga sangat sulit.

I. Ya, karena tidak mengerti.

J. Ya, karena mengubah bentuk kata menjadi verb 3 itu sangat sulit.

K. Tidak, karena sudah paham.

L. Lumayan, karena masih kurang paham dalam perubahan verb.

M. Ya, perbedaan kata yang cukup rumit.

N. Ya, binggung.

O. Yah, sungguh sangat sulit.

P. Ya, perubahan kata yang membuat saya sangat sulit.

Q. Ya, menggalami kesulitan.

R. Ya, untuk penempatan verb ( kata kerja)

S. Yah, karena ini sulit untuk dipahami.

T. Ya, menggalami kesulitan.

U. Yah, saya belum terlalu bisa.

V. Yah, perubahan katanya membuat saya terkecoh.

W. Yah, karena menggunakan perubahan verb 3 (kata kerja ketiga).

X. Yah, karena saya belum bisa merubah verb3 (kata kerjanya)

Y. Tidak, karena cara guru menjelaskan membuat saya paham.

Z. Yah, karena belum mengerti.

5. Apakah Anda mengalami kesulitan membentuk kalimat positif?

A. Tidak, karena mudah.

B. Emang engga ngerti.

C. Tidak, karena mudah.

D. Karena cukup mudah.

57

E. Bagi saya itu mudah, tetapi saya tidak terlalu pandai dalam merubah

kata kerja.

F. Yah. Sudah ngerti.

G. Tidak, karena mudah.

H. Tidak, karena mudah.

I. Ya, susah dipahami.

J. Tidak terlalu sulit, karena soalnya tidak terlalu sulit.

K. Tidak, karena mudah.

L. Tidak, karena sudah paham.

M. Tak, karena mudah dimengerti.

N. Tidak, jika sudah tahu verbnya.

O. Yah, karena sangat sulit.

P. Masih binggung.

Q. Tidak, karena hanya mengikuti kata yang sudah ada.

R. Tidak, karena saya sudah mempelajarinya terlebih dahulu.

S. Sedikit.

T. Tidak, karena hanya mengikuti pola yang sudah ada.

U. Yah, karena binggung.

V. Yah.

W. Iyah, karena rumusnya tidak hapal.

X. Iya. Karena masih binggung dengan kalimat present perfect.

Y. Tidak, hanya mengikuti rumus.

Z. Yah, susah sekali.

6. Apakah Anda mengalami kesulitan dalam membentuk kalimat negatif?

A. Tidak, karena tingal ditambah kata not.

B. Orang jarang di pelajari, gimanah mau bisa kalau gituh.

C. Yah.

D. Tidak kerena cukup mudah.

E. Tidak terlalu sulit karena sebelumnya saya pernah mempelajarinya.

F. Yah, sudah ngerti.

G. Tidak, karena tinggal di tambah kata not saja.

H. Tidak, karena mudah.

I. Ya, susah dipahami

J. Tidak terlalu sulit karena hanya menambah kata not.

K. Tidak, karena hanya ditambah not saja.


M. Tak, karena tinggal ditambah not saja.

N. Tidak, jika sudah tahu verbnya.

O. Yah, membentuk kalimat negative tuh sangat sulit.

P. Sedikit mengerti.

Q. Yah, saya masih binggung dalam perubahan katanya.

R. Tidak, karena saya sudah dapat memahami cara penempatan kata.

S. Saya hanya sedikit memahaminya.

T. Ya, saya agak binggung dalam penambahan kata.

U. Yah, karena sulit.

58

V. Yah, masih ada yang saya tidak mengerti.

W. Tidak hanya di tambah not saja

X. Tidak, karena hanya ditambah not saja.

Y. Tidak, hanya ditambah not saja.

Z. Yah, susah.

7. Apakah Anda mengalami kesulitan dalam membentuk kalimat

interrogative?

A. Ya, karena bingung mengubah kata kerja ketiga.

B. Sering menggalami kesulitan, karena belum dipelajari.

C. Ya, karena menggubah kata-katanya.

D. Tidak, karena cukup mudah.

E. Tidak terlalu sulit, karena sebelumnya saya pernah mempelajarinya.

F. Yah, karena merubah kata kerjanya.

G. Ya, karena binggung mengubah kata-katanya.

H. Ya, karena sangat susah.

I. Ya, susah dipahami.

J. Tidak terlalu sulit, karena hanya dibalik saja.

K. Ya, karena merubah kata-katanya.


M. Lumayan, karena kata-katanya hanya dibalik sajah.

N. Tidak jika sudah tahu verbnya.

O. Yah, membentuk kalimat interrogative tu sangat sulit.

P. Tidak, karena tinggal ditambah kalimat perubahannya.

Q. Tidak, karena hanya dibolak-balik saja.

R. Tidak, karena mudah dikerjakan.

S. Masih kurang paham.

T. Tidak, karna hanya dibolak-balik saja

U. Yah, sedikit binggung.

V. Tidak.

W. Yah, Karena tidak bisa merubah kata kerja.

X. Tidak, karena gampang.

Y. Yah, karena ada perubahan rumus, sehingga saya binggung

merubahnya.

Z. Yah, susah.

8. Apakah yang Anda lakukan ketika anda tidak mengerti tentang pelajaran


A. Ya, bertanya kepada Guru.

B. Menanya kepada guru jika tidak mengerti.

C. Yah, bertanya kepada guru yang mengajar.

D. Bertanya kepada guru.

E. Bertanya kepada teman.

F. Bertanya kepada guru.

G. Bertanya kembali pada guru.

H. Bertanya kepada guru.

59

I. Bertanya kepada guru.

J. Menanyakan kepada guru untuk diminta dijelaskan kembali.

K. Bertanya kepada guru yang menggajar.

L. Meminta guru untuk meneranginya lagi.

M. Menanyakan pada guru.

N. Meminta guru menjelaskan kembali atau bertanya pada teman yang

sudah mengerti.

O. Diam saja.

P. Bertanya kepada guru agar lebih mengerti

Q. Bertanya kepada guru hingga mengerti.

R. Mencoba untuk memahaminya pada saat pelajaran.

S. Bertanya kepada guru agar lebih paham.

T. Bertanya kepada guru hingga saya mengerti.

U. Bertanya kepada guru.

V. Bertanya pada guru agar lebih paham dan mengerti.

W. Bertanya kembali kepada guru.

X. Menyakan kepada guru bidang study.

Y. Bertanya kepada guru.

Z. Bertanya kepada guru.

9. Dimanakah letak kesulitan Anda dalam mempelajari grammar terutama

present perfect?

A. Ketika harus merubah kalimat interrogative.

B. Kesulitan, membuat kalimat positif, negative dan interrogative. Karena

sulit dimengerti.

C. Dikalimat interrogative.

D. Merubah verb1, verb 2 dan verb 3.

E. Saya menggalami kesulitan dalam pengubahan kata kerja.

F. Dikalimat interrogative.

G. Dikalimat interrogative.

H. Dikalimat interrogative.

I. Verbnya tidak mengerti.

J. Membentuk suatu kata kedalam (verb 3) kata kerja ketiga.

K. Dikalimat interrogative.

L. Perubahan verb 1, verb 2, dan verb 3

M. Membentuk verb 3 (kata kerja yang ketiga).

N. Perubahan verb (kata kerja).

O. Ya, dalam menentukan kata kerjanya (verb).

P. Diperubahan verb 3 (kata kerja ketiga).

Q. Kalimat interrogative.

R. Dalam penempatan kata kerja dan perubahan kata kerja ketiga (verb 3).

S. Perubahan verb.

T. Dalam perubahan kalimat negative.

U. Semuanya, karena saya tidak paham semuanya.

V. Perubahan kata kerja (verb 3).

W. Dalam kalimat interrogative.

60

X. Dalam perubahan verb 3 (kata kerja ketiga).

Y. Dalam perubahan Dikalimat interrogative.

Z. Semuannya pelajaran present perfect dan perubah verb 1, verb 2 dan

verb3.

61

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

MATA PELAJARAN : Bahasa Inggris

KELAS / SEMESTER : IX / 2

PERTEMUAN : ke 1

ALOKASI WAKTU : 2 x 40 menit

STANDAR KOMPETENSI : S.K. Memahami makna dalam percakapan lisan

pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari,

khususnya present perfect tense.

STANDAR KOMPETENSI : K.D. Merespon makna yang terdapat dalam

percakapan pendek sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur

memberi berita yang menarik perhatian, dan memberi komentar terhadap berita,

khususnya present perfect tense.

Indikator Pembelajaran:

Siswa dapat:

1. Merespon kalimat yang berbentuk positive

2. Merubah kalimat positive kedalam bentuk negative

3. Merubah kalimat negative menjadi kalimat tanya

4. Menjelaskan perubahan kata kerja

Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Menentukan kalimat positif

2. Memilih jawaban dengan cepat

3. Merubah kalimat positif menjadi negative

4. Merubah kalimat positif menjadi kalimat tanya.

5. Menulis kalimat positif, negative dan interrogative dengan tepat

Materi Pembelajaran

1. Pengertian Present Prefect Tense

2. Penjelasan tentang perubahan kata kerja dalam Present Prefect Tense

3. Penjelasan tentang kalimat positive, dan negative dalam Present Prefect Tense

4. Penjelasan tentang Interogative dalam Present Perfect Tense

62

Langkah Pembelajaran

a. Kegiatan Pendahuluan

Pembukaan

Tanya jawab tentang pelajaran yang kemarin

b. Kegiatan Inti

Mengajak siswa untuk dapat membedakan Tenses khususnya dalam

kalimat yang berbentuk present perfect tense

Mendengarkan penjelasan tentang bentuk positive dalam kalimat present

perfect tense

Mendengarkan penjelasan tentang bentuk negative (haven’t / hasn’t)

Mendengarkan penjelasan tentang bentuk interrogative

Merubah kata kerja menjadi past participle

Mendengarkan pelafalan kata kerja yang tersedia

Kegiatan Penutup

1. Menanyakan kesulitan belajar siswa

2. Menyimpulkan kegiatan pembelajaran

Sumber atau alat belajar :

1. The teacher use book Stepping more, Junior High School grade IX,

Firmansyah Diyata.

2. The Bridge English Competence for SMP Grade IX, Penerbit Yusdhistira

Penilaian

a. Teknik : Tes tertulis

b. Bentuk : Pilihan ganda

c. Istrumen

Choose the correct answer to fill in the blank of the sentence below by

corssing A, B, C, D or E use only present perfect tense.

1. ………. you ever visited Mexico?

a. are b. have c. had d. were

2. I have (write) … my wife a letter every other day for the last two weeks.

a. written b. wrote c. writen d. wratten

3. I (attend, not) …. Any parties since I came here.

a. Hasn’t attended c. hadn’t attentded

b. Haven’t attended d. has attended

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4. How long …. Anna lived here?

a. is b. Did c. have d. has

5. In her whole lifetime, Anna (see, never)............. Snow.

a. has never seen c. has never see

b. have never seen d. have never been seen

6. I (Finish) .................. my Work. I finished it two hour ago.

a. finished c. has finished

b. have finished d. have finishing

7. Up to now, Professor Williams........ given our class live tests.

a. is b. were c. have d. has

8. I have (get) ......... four letters so far this week.

a. got b. went c. gotten d. gone

9. You have....... The door.

a. locked b. locking c. locks d. lock

10. ........... You seen that movie?

a. did b. have c. does d. were

11. We have (be) .......... here for two weeks.

a. was b. did c. were d. been

12. I have (like)........... cowboy movie ever since I was a child

a. liked b. liking c. look d. likes

13. We ........ had four tests so far

a. are b. have c. has d. were

14. I have (know)...... him for many years

a. knew b. knowed c. known d. knowing

15. They have (move)......... into a new apartment.

a. moved b. moving c. moven d. been inoven

16. Mr. Parker travels to Washington, D.C., frequently she......... flown there many

time.

a. has b. have c. does d. is

17. Have you even (eat).............. at that restaurant?

a. eaten b. ate c. eating d. have eaten

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18. Try not be absent from class again for the rest of, term. You have already

(miss).............. top many classes.

a. missing b. missed c. mised d. mousse

19. So far this week. I ........... had two tests and a quiz.


20. I have already ...........that movie. .

a. see b. saw c. seen d. sow

21. His niece has............ the table

a. cleans b. cleaning c. clean d. cleaned

22. I (meet)..........Ann’s husband. I met him at a party last week.

a. has met b. have meet c. have met d. had met

23. I have......... this same pair of shoes for three years.

a. have b. having c. has d. had

24. Our younger brother hasn't............the window.

a. open b. opening c. opened d. opens

25. They ......... done their homework


d. Pedoman Penilaian

1. Untuk tiap nomor dengan jawaban benar mendapat skor 2

2. Jumlah skor maksimal benar dikiali 2 dan dibagi 5 maka nilainya 10

3. Nilai maksimal 10

4. Nilai siswa = skor perolehan x 2

5

Cipuatat, 24 Februari 2010

Guru Mata Pelajaran

Setiana S.W. Sitepu. S.Pd.

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66

67

68

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SOME DIFFICULTIES FACED BY THE STUDENTS IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/2909/1/LINDA... · SOME DIFFICULTIES FACED BY THE STUDENTS IN LEARNING THE PRESENT