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THE EFFECTIVENESS OF INTERACTIVE LEARNING IN TEACHING THE PRESENT CONTINUOUS TENSE (An experimental study at the first grade students of SMK Islam Al -
Fajar, Kedaung, Pamulang)
A "skripsi"
(Presented to the faculty of Tarbiya and Teachers training in a partial fulfillment of the requirements for the degree of S.Pd (first strata degree)
Ill .......
Ull I
By:
NETY ARIYANI 104014000334
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ENGLISH EDUCATION DEPARTMENT FAKULTY OF TARBIYA AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA 2008
LEMBAR PER,NYATAAN KARY A SENDIRI
Saya yang bertanda tangan di bawah ini, Nama Tempat I Tanggal Lahir NIM J urusan I Prodi Judul Skripsi
Dosen Pembimbing
: Nety Ariyani : Gunungkidul, 05 September 1985 : 104014000334 : Pendidikan Bahasa Inggris : The Effectiveness oflnteractive Leaming in Teaching The Present Continuous Tense (An Experimental Study at the First Students of SMK Islam Al - Fajar, Kedaung, Pamulang)
: Drs. Nasrun Mahmud, 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.
Skripsi ini merupakan hasil asli saya yang diajukan untuk memenuhi salah satu persyaratan memperoleh gelar strata 1 di UIN Syarif Hidayatullah Jakaita.
Semua sumber yang saya gunakan dalam penulisan ini telah saya cantumkan sesuai dengan ketentuan yang berlaku di UIN Syarif Hidayatullah Jakarta.
Jika di kemudian hari terbukti bahwa karya ini bukan hasil karya asli saya atau merupakan jiplakan dari karya orang lain, maka saya bersedia menerima sanksi yang berlaku di UIN SyarifHidayatullah Jakarta.
THE EFFECTIVENESS OF INTERACTIVE . LEARNING IN TEACHING THE PRESENT
CONTINUOUS TENSE (An experimental study at the first grade students of
SMK Islam Al - Fajar, Kedaung, Pamulang)
By:
NAME : NETY ARIY AN! NIM : l 04014000334
Approved by; Advisor
(Ors. Nasrun Mahmud, M.Pd.) NIP: 150040070
ENGLISH EDUCATION DEPARTMENT FAKULTY OF TARBIYA AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY SY ARIF HIDAY ATULLAH
JAKARTA 1429 H /2008
ENDORSEMENT SHEET
The paper entitled ''The effectfreness of interactive learning in teaching t/Je 11resent co11ti1111ous tense in teac/1ing t!te present conti11uous tense, an experimental stu,(r at the first grade students of SJlfK Islam Al - Fajar , Keda1111g.Pa11111a11g'\Hitten by Nety Ariyani. student's registration number I 0-101-100033-1 "as legalized in faculty of Tarbiya and Teachers Training Syarif I-Iida: stullah State Islamic UniYersity Jakarta on ..... December 2008. This paper has been accepted and declared to have fulfilled of the requirements of "Sarjana" degree in English Language Education- in the department of English Education.
Chairman
Secretary
Examiner I
Examiner !I
Jakarta,
EXAMINATION COMMITTEE:
: Drs. Syauki. M .Pd NIP: I50246289
December 2008
( ~)
: Neneng Sunengsih, S.Pd ( ' ~Ji. ) NIP: 150293236 V i ' 0 ~
p&<'a•A:" : Sunardi Kartoswisastro. Diol. Ed-:---~=<Ze-c~ NIP: I50002279-~( A~-. '
: Drs.A.M Zaenury. M.Pd ~ NIP: 150I88518
Acknowledged by:
Dean ofTarbiya an ~css Training Faculty
' Prof .Dr. De I Ros' ada. M .A NIP: 15023 56
ABSTRACT
This paper is aimed at proposing an alternative teaching in teaching the present continuous tense that is by using interactive learning and grammar translation method.
The techniques are intended for the English teachers to create a new strategy in teaching the present continuous. tense to be more conducive and interesting in order to enable the students learn in a positive environment and make the English teaching and learning flow smoothly and effectively.
The subjects that are described in this paper are: the definition of the present continuous tense, the usage of the present continuous tense, and the form of the present continuous tense. The writer a.lso would like to explain the definition, basic concept, principles, patterns, characteristics, strength and weaknesses of both interactive learning and grammar translation method.
The writer wants to limit the study in the term of whether teaching the present continuous tense can be conducted more effectively by using interactive learning or the grammar translation method.
In doing the "skripsi", the writer would like to use an experimental method with the paradigm of quantitative. The writer chose the sample of the first grade students of SMK Islam Al - Fajar because according to the syllabus used by the teachers of that school, the present continuous tense was taught in the first grade of senior high school, so the writer could do her experiment in that school.
The first grade students of SMK Islam Al - Fajar Kedaung, Pamulang consists of two classes. Class X AP consists of 21 Students and class X P J consists of 25 students, so the total students in the first grade are about 51 students. Class X AP was chosen by the writer as the experimental class and X PJ as the controlled class.
ACKNOWLEDGMENT
All praise be to Allah, the Lord of the Worlds. May Allah's peace and
blessing be upon all of us.
This paper is presented to the English Department Faculty of Tarbiya
and Teacher's training, State Islamic University as a partial fulfillment of the
requirement of'' Sarj ana'' degree.
In this wonderful occasion, the writer would like to express her honor
and deepest gratitude to:
1. Prof Dr. Dede Rosyada as the dean of faculty of Tarbiya and
Teacher's training.
2. Drs. Syauki M.Pd as chairman of English Education Department
3. Mrs. Neneng Sunengsih, S.Pd as the secretary for the kindness,
4. Drs. Nasrun Mahmud, M.Pd. as her advisor in writing this "skripsi"
who always gives some constructive suggestions to this paper.
5. Drs. Marjono as the principal of SMK Islam Al- Fajar and Miss Erna
Fatmawati as the English teacher at the first grade of Senior High
School for giving her time and place to do the research.
6. Her beloved family, father "Fandi Haryono", mother "Sumiyati",
and her brother "Ari Madiyanto", she thanks a lot for their support,,
advice and pure love.
7. To her most influential boy friend who will accompany her in the rest
of her life, "Syukron Mahmud".
8. The members of "B" class of English Department, especially
Nuning, Mila, Erna, Nina, Ucup, she will never forget this wonderful
friendship.
Finally, she realized that this paper is far from being perfect. It is a
pleasure for her to receive constructive criticisms for improving this paper.
Ciputat, December 2008
(The Writer)
TABLE OF CONTENTS
ENDORSEMENT ............................................................................................ (i)
ABSTRACT ................................................................................................... (ii)
ACKNOWLEDGMENT ................................................................................. (111)
TAJ?LE OF CONTENTS ................................................................................ (iv)
LIST OF DIAGRAM .................................................................................... (vm)
LIST OF TABLE ............................................................................................ (ix)
CHAPTER I: INTRODUCTION ................................................................... (1)
A Background ofthe Study .................................................................... (1)
B. Limitation of the Study ........................................................................ (4)
C. Statement of the Problems ..................................................................... (4)
D. Objective of the Study ............................................................................. .
E. Methodology ofResearch .................................................................. (4)
F. Significance of the Study ....................................................................... (5)
G. Organization of Writing ...................................................................... (5)
CHAPTER II: THEORETICAL FRAMEWORK ........................................ (7)
A INTERACTIVE LEARNING............................ . . . . . . . .. . . . ........ (7)
1. Concept of interactive learning . . . . . . . . . . . . . . . . . . . . . .............................. (7)
2. Definition oflnteractive Learning .................... . ..... ··············· (10)
3. Interactive Principles .................................................................... (11)
4. Characteristics oflnteractive Learning............. . ....................... (13)
5. Pattern of Classroom Interaction ................................................... (13)
6. Teaching the present continuous tense through
Interactive Learning ...................................................................... (19)
7. Hypothesis of the research ............................................................. (22)
B. GRAMMAR TRANSLATION METHOD ........................................ (23)
1. Background of the Grammar Translation Method ....................... (23)
2. Understanding the Grammar Translation Method .. . .................... (24)
3. Characteristics of the Grammar Translation Method ...................... (25)
4. Design of the Grammar Translation Method ................................. (26)
5. Teaching the present continuous tense through the
Grammar Translation Method ...................................................... (27)
C. THE PRESENT CONTINUOUS TENSE ...................... . .. ············ (28)
I. Definition of the Present Continuous Tense............ . . . . . . . . . . . . . . . . . . . . . . . . . . (28)
2. Understanding the Present Continuous Tense ..................................... (29)
3. Form of the Present Continuous Tense ............................................... (29)
4. Spelling of the Present Continuous Tense ............................................ (32)
5. Usage of the Present Continuous Tense .............................................. (33)
CHAPTER III: THE PROFILE OF AL - FAJAR ISLAMIC SENIOR HIGH
SCHOOL ....................................................................................................... (35)
A. Al - Fajar Islamic Senior High School ................................................ (35)
1. History of Al - Fajar Islamic Senior High School.. ........................ (35)
2. Vision and Mission of Al - Fajar Islamic Senior High School ...... (36)
2.2 Missions .................................................................................. (36)
3. School Identity ............................................................................. (36)
4. Infrastmctures supported the teaching and learning process ........... (37)
5. Income Sources ............................................................................. (38)
B. Teachers' Data .................................................................................... (38)
I. Teachers educational background .................................................. (39)
2. Organization of the school committee ............................................ (39)
3. Job description of the teachers ...................................................... (40)
C. Students' Data .................................................................................... (41)
I. Student's Identity ......................................................................... (41)
2. The result of the national examination achieved by
the students in last four years ........................................................ (41)
CHAPTER IV RESEARCH FINDINGS ..................................................... (43)
A. Operational Definition of the variables ............................................... (43)
B. Place and Time of the study ................................................................ (44)
C. Population and Sample ........................................................................ (44)
D. Technique of Data Collecting ............................................................. (45)
E. Technique of Data Analysis ................................................................ (48)
F. Data Description ..................................................... .. ················ (49)
G. The test ofHypothesis................................................ .. ............. (55)
H. The Interpretation ............................................................................... (55)
CHAPTER V: CONCLUSION AND SUGGESTION ................................. (56)
A. Conclusion .......................................................................................... (56)
B. Suggestion .......................................................................................... (57)
BIBLIOGRAPHY ......................................................................................... (58)
APPENDICES
LIST OF DIAGRAM
Diagram of pre-test, post test, and mean score of experimental and control class
............................................................................................................................ (52)
LIST OF TABLE
Table 3.1 .................................................................................................... (37)
Table 3.2 .................................................................................................... (38)
Table 3.3 .................................................................................................... (38)
Table 3.4 .................................................................................................... (39)
Table 3.5 .................................................................................................... (39)
Table 3.6 .................................................................................................... (40)
Table 3.7 .................................................................................................... (41)
Table 3.8 .................................................................................................... ( 42)
Table 4.1 .................................................................................................... (46)
Table 4.2 .................................................................................................... ( 4 7)
Table 4.3 .................................................................................................... (50)
Table 4.4 ................................................................................................... (51)
Table 4.5 .................................................................................................... (53)
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of the study, the scope
and limitation of the study, the statement of the problems, the objectives of study,
research methodology, significance of the study, and organization of writing.
A. Background of The Study
Language is a system of arbitrary, vocal symbols which permit all people
in a given culture, or other people who have learned the system of that culture, to
communicate or to interact.'
Learning is showing or helping someone to learn how to do something,
providing with knowledge, causing to know and understand. While teaching is
guiding and facilitating learning, enabling the learner to learn, setting the
conditions for learning. 2
Teaching English means that we teach not only the four basic skills i.e.
listening, speaking, reading and writing, but we also learn it's components in
order to speak and write English correctly. One of the language components is
grammar. The students who study English need to learn grammar so that they can
use English well.
2
Grammar, after all, is the natural, inherent, meaning - making system of
the language, a system that governs the way words come together to form
meanings; grammar is also the study of that system, the various theories or
perspectives that attempt to understand it.'
Meanwhile, students who learn English meet a number of problems,
es'.1ecially with the grammar as the language that can be and appear confusing.
Some students think of grammar as rather boring subject. When they learn
English, they try to avoid the grammar of that language that for them it is
confusing and hard to be understood. At the beginning, the students find
something hard when they have to study about tense. The example of tenses is the
present continuous tense. They find that the form of the present continuous tense
that we use to express an activity that is in progress at the moment of speaking is
quite complex. They make mistakes because of the lack knowledge of adding the
- ing after the infinitive verb.
In English language teaching, method plays an important role. Method is a
planned and systematic effort of the teacher for establishing sequence in the
various parts of the teaching.
The grammar translation method is a foreign language teaching method
derived from the classical (sometimes called traditional) method of teaching
Greek and Latin. This method requires students to translate whole texts word for
word and memorize numerous grammatical rules and exceptions as well as
enormous vocabulary lists. The goal of this method is to be able to read and
translate literary masterpieces and classics. 4
Many people have learnt new language in this way. It also has been used
by most teachers of English at the secondary level in the Pacific until right now.5
And as far as the writer knows, Indonesia is one of the users. It stayed in schools
3 Craig, Hancock. Grammar in Use, (New York: Longman Group Ltd, 200 I).
4 http://teachingmethodology.lacoe.edu/documentation/.html
3
until the 1960s, when a complete foreign language pedagogy evaluation was
taking place. The trusty of this out of fashion method set the pace for many
classrooms until right now although we know that now, learning in order to
communicate is commonplace. Recent trends in teaching English programs show
the growing concern among educators for the importance of communicative
approach as applied in teaching English.
Through communicative approach, students are supposed to have
ccmmunicative competence in using English. Only few teachers of English in
Indonesia who have already used this method although some experts interested in
this method and they believed that it could reinforce concepts that the students
were studying at school.
To modify positively the situation of the classroom and to make the
teaching learning process lively, the writer would like to propose an alternative
approach rather than teacher - centered approach like in the grammar translation
method, that is the one which common known under the term "interactive
learning".
Interactive learning describes a method of acquiring information through
hands on. This approach will give the students opportunity to play an active role
throughout the whole teaching learning process.
Based on the background above, the writer is interested in doing a research
with a title " The Effectiveness of Interactive Learning in Teaching the
Present Continnons Tense" because it is necessary to look for a new way in
teaching English grammar especially the present continuous tense. The writer
hopes that interaction gives the meaningfulness for learners of any kind of
classroom events.
4
B. Limitation of The Problem
To avoid misunderstanding and to clarify the problem, it is necessary to
make the limitation of the problem. In this stydy, the writer will limit the problem
in the teaching the present continuous tense through interactive learning at the
first year atudents of SMK Islam Al - Fajar Kedaung, Pamulang.
C. Statement of The Problems
The formulation of the problem:' is interactive learning effective m
teaching the present continuous tense?"
D. Objective of the study
In discussing this paper, the writer would like to know:
1. The result of using interactive learning in teaching the present continuous
tense.
2. The result of teaching the present continuous tense using the grammar
translation method.
3. Which is more effective using the interactive learning or the grammar
translation method?
4. To contribute about how to teach the present continuous tense based on
interactive learning.
E. Research Methodology
In this study, the writer uses two ways, the library research and field
research. In the library research, the writer tried to observe some theories related
to the topic and to conduct the library research through reading books as
reference, also as the report of this paper.
In the field research, the writer did it at the first year students of SMK
Islam Al - F ajar, Kedaung , Pamulang. In conducting the research, the writer
gives the pre- test before the teaching learning process and gives post - test after it
was finished.
5
F. Significance of the study
These findings of this study are expected to broaden up the writer's
knowledge concerning the using of interactive learning in teaching the present
continuous tense, and to provide useful information about the kinds of
methodology of teaching English as a foreign language at SMK Islam Al - Fajar,
Kedaung, Pamulang especially in teaching the present continuous tense.
It is expected that this findings can contribute to two groups of people,
they are: the teachers and further researcher.
From the information given, the teachers of SMK Islam Al - Fajar can
evaluate whether the English teaching methodology is well impiemented or not.
The English teachers can maintain the effort such as change the teaching
methodology.
Particularly, the findings of this study will provide information about how
to make the teaching - learning activity running smoothly and effectively. In
addition, the results of this study can be used as a reference to the future
researchers who are interested in conducting the similar studies.
G. Organization of the study
This paper consists of five chapters. The first chapter is introduction. It
covers background of the study, limitation of the problem, statement of the
problems, the objectives of the study, the research methodology, the significance
of the study and organization of the study.
The second chapter discusses the theoretical framework and consists of
three parts. They are interactive learning, traditional method and the present
continuous tense.
The third chapter deals with the profile of institution where the writer did
the research. It describes the data about the school, it includes the history, the
visions and missions, school identity, and the infrastructures supported the
teaching and learning process. It also talks about the teachers' data like teachers'
P.r!ncational bach!round. the time allocation and the iob description of the
6
student's identity and the result of the national examination achieved by the
students of this school in last four years.
The fourth chapter deals with research methodology and findings. It covers
the research methodology which consists of the purpose of study, the operational
definition of variables, place and time ofresearch, the method of study, population
and sample, technique of data analysis, and technique of data collecting. It also
covers the research findings which cover the description of data, the test of
hypothesis, and the interpretation.
The last chapter presents conclusions and suggestions. It is a core review
of previous discussion in this paper. And there are some suggestions that might be
useful for the language teachers, learners in teaching learning process.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter contains theoretical framework of relevant theories
concerning: the interactive learning, the grammar translation method and the
present continuous tense.
A. Interactive Learning
1. The concept of interactive learning
The first step toward developing a principled approach to language
teaching will be turned back to the clock about a century in order to learn from
the historical cycles and trends that have brought us to the present day.
Before we turn to "interactive" language teaching, first we should try
to understand what we mean by method because without backdrop of history,
it is difficult for us to completely analyze the session we just observed.
In describing a method, the difference between a philosophy of
language teaching at the level of the theory and principles and a set of derived
procedures for teaching a language, is central.
In an attempt to clarify this difference, Edward Anthony (1963) said in
''Approach and Methods in Language Teaching'' written by Richards and
Rodgers,''
8
Anthony gave us a definition that has admirably withstood the rest of
the time. Anthony's concept of "method" was the second of three
hierarchical elements, namely approach, method, and technique. '
" ... An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught." " ... Method is as an overall plan for systematic presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.'' " ... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.''
Continue discussing about the term of approach, metho.d, and
technique of language teaching, Richards and Rodgers asserted that at least
there are three different theoretical views of language and the nature of
language proficiency explicitly or implicitly inform current approaches in
language teaching.
The first is the structural view, the view that the language is a system
of structurally related elements for the coding of meaning. The target of
language learning is to see and to master the elements of this system which are
defined in terms of phonological units, morphology, and vocabulary. ; 'Audio
lingual Method" embodies this particular view of language.
The second view of language is the functional view, the view that
language is a vehicle for the expression of functional meaning. This theory
emphasized the semantic and communicative dimension rather than merely the
grammatical characteristics of language. "Functional - Notional Approach"
embodies this particular view of language.
1 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language 7',,,..,,.,/,;,,,,rT fTTQ A· r'"n~h ... ir:l,..,.o TT.~.;,,.,a.- .... it-.. n ... ,,.,...,... 1 OQt:\ ...,, 1 t: 1"7
9
The third view of language can be called the interactional view.
Interactional theories focus on the patterns of moves, acts, negotiation, and
interaction found in conversational exchange. Language teaching content,
according to this view, may be specified and organized by patterns of
exchange and interaction of learners as interactors. "Community Language
Learning" embodies this particular view of language. 2
One of the most comprehensive lists of Communicative Language
Teaching features came some times ago as Finocchiaro and Brumfit (1983: 91
-93) said in "Teaching by Principles, an interactive approach to language
pedagogy'' written by H. Douglas Brown. Finocchiaro and Brumfit described
that interactive learning, cooperative learning, learner center classes, content -
centered education, whole language, etc, included into what called with
principles of Communicative Language Teaching (CLT).3
From the statement above, the writer concludes that interactive
learning is an approach. Interactive language teaching, however, is a theory of
language teaching that starts from a communicative approach. It is an
approach to the teaching of languages that emphasizes interaction as both the
means and the ultimate goal of learning a language. Despite a number of
criticisms, it continues to be popular, particularly in Europe, where views on
language learning and education in general dominate academic discourse.
Communicative language instructions and its measurements - are
focused in twin, proficiency - oriented instruction and language learning
based on idea of learner self direction, are beginning to command attention
around the world. The primary function of language is for interaction and
communication. Communication seen as dynamic, depend on the negotiation
of meaning between two or more persons who share some knowledge of the
language being used. Interactive language teaching provides such exercises
2 Jack C. Richard and TI1eodore S. Rodgers, Approaches ... , p. 17 - 18
3 H. Douglas Brown. Teaching by Principles, an interactive approach to language _ _.A--~--- /l..T.-.u, "\T .... -1,. T ,.......,,......,...,..,..~ r-1 .. ,... ...... T +...1 'lf\f\1\ C',,,.... .... ,....,.:i "'C'A<t<r.•• ,.., Q.::;
10
that enable learners to attain the communicative approach objectives such as
engage learners in communication, require the use of communicative
processes as information sharing, negotiation of meaning, and interaction.
2. Definition of Interactive Leaming
Some linguists gave their arguments m the term of definition of
interactive learning, they are as follows:
According to Wilga M. Rivers, the word interactive is derived from the
Latin verb agree, which means to do, and the Latin preposition inter, which
means among. 4
Interaction is an important word for language teachers. In the era of
communicative language teaching, interaction is, in fact, the heart of
communication as all about. We send messages, we receive them, and we
interpret them in a context. We negotiate meaning, and we collaborate to
accomplish certain purposes.
According to Robert Di Pietro, interactive proficiency is expressed in
three dimensions of language; they are information exchange (with its
grammatical orientation), transaction (with its focus on negotiation and the
expression of speaker intentions) and interaction (with an emphasis on how
language works to portray roles and speakers identities. All natural discourse
contains these three dimensions and therefore should be simulated in the
classroom. A study of interaction leads us to analyze the ways in which the
speakers use language to enact roles. Those roles include the overt ones of
"information seeker" and "information giver".'
While H. Douglas Brown stated that interaction is the collaborative
exchange of thoughts, feelings, or ideas between two or more people, resulting
in a reciprocal effect on each other. Theories of communicative competence
emphasize the importance of interaction as human beings use language in
4 Wilga M. Rivers, Interactive Language Teaching, (London: Cambridge University Press), p.57
11
various contexts to "negotiate" meaning, or simply stated, to get an idea out
of one person's head and into the head of another person and vice versa. 6
Wilga M. Rivers puts it in this way: ''Students achieve facility in using
a language when their attention is focused on conveying and receiving
authentic messages (that is, messages that contain information of interest to
speaker and listener in a situation of importance to both). This is interaction".
Interaction is also an affective, temperamental matter, not merely a question of
someone saying something to someone because interactive language teaching
means elicitation of willing students' participation and initiative; it requires a
high degree of indirect leadership, along with emotional maturity,
perceptiveness, and sensitivity to the feelings of others. 7
Jack C. Richards describes interaction as the use of utterances that take
appropriate account of the speaker's and the hearer's roles implies that
conversation is often just as much a form of social encounter as it is a way of
communicating meanings or ideas. Communication as interaction is aimed at
the need of speaker and hearer to feel valued and approved of '
3. Principles of Interactive Leaming
According to H. Brown Douglas, there are some principles of
interactive learning, they are as follow:
a. Automaticity
True human interaction is best accomplished when focal attention
1s on meanings and messages and not on grammar and other linguistic
forms. Learners are thus freed from keeping language in a controlled mode
and can more easily proceed to automatic modes of processing.
6 H. Douglas Brown. Teaching By Principles .... p. 85
7 Wilga M. Rivers, Interactive Language Teaching, .... , p. 57
8 Jack C. Richards, The Context Of Language Teaching, ( New York: Cambridge
12
h. Intrinsic Motivation
As students become engaged with each other in speech acts of
fulfillment and self actualization, their deepest drives are satisfied. And as
they more fully appreciate their own competence to use language, they can
develop a system of self reward.
c. Strategic Investment
Interaction requires the use of strategic language competence both
to make certain decisions on how to say or write or interpret language, and
to make repair when communication pathways are blocked. The
spontaneity of interactive discourse requires judicious use of numerous
strategies for production and comprehension.
d. Risk Taking
Interaction reqmres the risk of failing to produce intended
meaning, of failing to interpret intended meaning (on the part of someone
else), of being laughed at, of being shimmed or rejected. The rewards, of
course, are great and worth the risks.
e. Interlanguage
The complexity of interaction entails a long developmental process
of acquisition. Numerous errors of production and comprehension will be
a part of this development. The role of teachers' feedback is crucial to the
developmental process.
f Communicative Competence
All of the elements of communicative competence (grammatical,
discourse, sociolinguistic, pragmatic, and strategic) are involved in human
interaction. All aspects must work together for successful communication
to take place. 9
13
4. Characteristics of Interactive Learning
Characteristics of Interactive Learning according to Wilga M. Rivers
are as follows:
a. The classroom turns into a providing ground where such challenges are
faced and are overcome with the aid of the teacher and the cooperation
with the other learners.
b. Interaction involves not only the expression of one's own ideas but
also the comprehension of those of others.
c. Interaction always be understood in context, physical or experimental,
with non verbal cues adding aspects of meaning beyond the verbal. 10
5. Patterns of Classroom Interaction
Related to the term of the patterns of classroom interaction, Sinclair
and Coulthrad( 1975) stated in "A course in Language Teaching: Teaching
and The01y ''written by Penny Ur, that is as follows:
"Observation has shown that the most common type of classroom
interaction is that known as 'IRF' - "Initiation" - "Response" -
''Feedback''. It is kinds of classroom interaction where the teacher initiates an
exchange, usually in the form of a question, one of the students answer, the
teacher gives feedback (assessment, correction, comment), initiates the next
question - and so on." 11
Wilga M. Rivers said that there are two major types of classroom
interaction, they are: students - to - students' interaction and instructor - to -
students' interaction. Each of them will be explained as follow:"
10 Wilga M. Rivers, Interactive Language Teaching, ... , p. 4 - 11
11 Pem1y Ur, A course in Language Teaching: Teaching and Theo1y, (Cambridge University Press), p: 227
14
a. Instructor - to - Students Interaction
The instructor - to - student relationship, unlike the student - to -
student one, is based on superior knowledge and authority. The instructor,
as the language expert, knows more than the student and is thus in a
superior position. Superiority, however, does not prohibit effective
classroom. Instructors who wish to interact naturally with students must
demonstrate clearly that despite their position of authority, they are willing
to mingle freely, adopt an open and playful attitude towards the students,
and accept all kinds of opinion. They must also all ow room for students to
interact with them. The following is a way in which instructors can interact
with their students:
1) Initiating Interaction through Questioning
The most important key to create an - interactive classroom is
initiation of interaction by the teacher. Kam Yin Wu states that one of
the basic ways by which the teacher stimulates student to think and to
learn through questioning. Questions have tended to be examined as a
means of eliciting more or less linguistic output and involving student
interaction. 13Questioning is a universally used activation technique in
teaching, mainly within Initiation - Response - Feedback pattern
described before.
2) Reasons for Questioning
There are some reasons of using questioning as a technique of
teaching language, they are as follows:
• To provide a model for language or thinking.
• To find out something from the learners (facts, ideas, opinions).
• To check or to test understanding, knowledge or skill.
• To get learners to be active in their learning, etc. 14
13 RELC JOURNAL. Volume 24 number 2 by Km Yin Wu. Singapore: Regional Language Center. 1993 p: 40 - 50
15
Christenbury and Kelly 1983 and 1991 in "Teaching by
Principles an interactive approach to language pedagogy", written by
H. Douglas Brown said that an appropriate questioning in an interactive
classroom can fulfill a number of different:1 5
a) Teacher's questions give students opportunity to produce language comfortably without having to risk initiating language themselves. It's very scary for students to have to initiate conversation or topics for discussion.
b) Teacher's questions can serve to initiate a chain reaction of student interaction among them. One questions maybe all that is needed to start a discussion; without the initial question, however, students will be reluctant to initiate the process.
c) Teacher's questions give the instructor immediate feedback about the student comprehension. After posing a question, a teacher can use the student response to diagnose linguistics or content difficulties. Grammatical or phonological problem areas, for example, maybe exposed through the students response and it also gives the teacher· some specific information about what to treat.
d) Teacher's questions provide students with opportunities to find out what they think by hearing what they say. As they are nudged into responding to questions about a given topic, reading or watching a film, they can discover what their own opinions and reactions are. This self - discovery can be especially useful for prewriting activity.
b. Student - to - Student Interaction
Student - to - student interaction is based on peer relationships,
which allow the maximum degree of communication. Any instructor
who has witnessed the lively personal interchange between students
working together in small groups and experienced the excellent result
knows the value of fostering small - group dynamics in the classroom.
16
The following is a way in which instructors can interact with their
students. 16
I) Sustaining Interaction through Group Work
Group work is a team covering a multiplicity of techniques
in which two or more students are assigned a task that involves
collaboration and self initiated language. Note that what we
commonly call pair work is simply group work in groups of two. It
is also important to note that group work usually implies "small"
group work, that is, students in groups of perhaps six or fewer.
Large groupings defeat one of the major purposes for doing group
work, that is giving students more opportunities to speak. 17
2) Advantages of Group Work
Using group work as a technique in promoting interactive
learning has many advantages, they are as follows:
• Group work generates interactive language
In so - called traditional language classes, teacher talk is
dominant. Teachers lecture, explain grammar points, conduct drills,
and at best lead whole class discussions in which each student
might get a few seconds of a class period to talk.
Group work helps to solve the problem of classes that are
too large to offer many opportunities to speak. Small groups
provide opportunities for student initiation, for face - to- face, give
and take, for practice in negotiation of meaning, and for extended
conversational exchanges.
• Group work offers an embracing affective climate.
The second important advantage offered by group work is
the security of a smaller group of students where each individual is
not so starkly in public display. In small group, students become
16 Wilga M. Rivers, Interactive Language ... ., p. 58 -66
17
vocal participants in the process. A further affective benefit of small
group is an increase in student motivation.
• Group work is a step toward individualizing instruction.
Each student in a classroom has needs and abilities that are
unique. Small groups can help students with varying abilities to
accomplish separate goals. The teacher can recognize and capitalize
upon other individual difference (age, cultural, field of study,
cognitive style) by careful selection of small groups and by
administering different tasks to different groups.
• Group work promotes learners responsibility and autonomy.
An extreme case, students can "relax" too much in whole -
class work places responsibility for action and progress upon each
of the members of the group somewhat equally. It is difficult to
"hide" in a small group.
There are so many possible ways of stimulating communicative
interaction. To move from one type of classroom (as boring for the
teacher as the students) to the other, all that is needed is a decision
to try - to overcome a certain timidity, even nervousness, for at
least one segment of one lesson and try something new. The
interaction may be quiet; it may be noisy; it may be alert and
dynamic; it may take place in large groups, small groups, or pairs;
but it will be there, with students deeply involved in tasks and
activities that draw on their creativity and stimulate that of the
teacher.
3) Disadvantages of Group Work
Despite of many advantages, there are also some
disadvantages of using group work as a technique in teaching a foreign
language, they are as follows:
18
• Students will use their native language
In English as a Foreign Language classroom, here all the
students have a common native language, and it is possible that
students in small group will use their native language.
• The teacher is no longer to control the class.
It is sure that group work requires some control spacing to
the students. In many classes, the students are indeed the
controlling of the teacher during learning.
• Some learners prefer to work alone.
Learning style variations among students are magnified in
small group. In the process, individual differences become more
silent then they are in whole class work.
• Teacher can not monitor all group at once
Related to the issue of control is sometimes misguided
belief that a teacher should be "in on" everything students say or
do during the class hour. In the work group class teacher could not
be like that.
• Students' errors will be reinforced in small groups.
Errors are a "necessary" manifestation of inter - language
development and we do well not to become observed with their
constant correction.
• The noise level may rise (though seldom more than in choral
repetition).
• The learners may be confused about the task and not do it
properly. 18
19
6. Teaching the Present Continuous Tense through Interactive Learning
In this teaching and learning process, the techniques are carried out
through questioning, game (mime) and remembering pairs.
a. Through Questioning
This activity provides instructor - to - student interaction, in this
activity, teacher can use WH- questions with reference to the present
continuous tense. The following are the steps:
1) The teacher begins the class hour with some small talk with the
students, commenting on the weather, one student's previous
evening's activities, etc.
2) The teacher then asks the students to keep their textbook closed and
directs them to the chalkboard.
3) Teachers calls on individual students and asks them some questions
about their lives.
4) Students respond with a few prompts and selected corrections from
the teacher. In two or three cases, students make errors, then teacher
chooses not to correct.
5) After a few minute of this conversation, teacher directs them to the
kinds of question sentences listed on the board, and then she I he
explains one or two of them further.
6) Students are then directed to work in pairs and make up their own
questions using the question models on the board, and to respond
appropriately in complete sentences, using one of the new
vocabularies. Before splitting students into pairs, teacher models
some of the questions and responses that they have just gone over.
During the pair work, teacher circulates and listens in, offering
occasional comments.
7) Following the pair work, students are told to open their textbooks.
Here they see the following passage accompanied by a picture of a
secretary typing a letter.
20
8) Teacher directs the students to the picture and asks questions about
the picture. After some silence, two students venture to ask
questions: "what is this? what is she doing? Teacher then quickly
moves on.
9) Teacher reads the passage aloud twice while the students listen.
10) Teacher makes statements, some right and some wrong about the
text and asks students individuals to volunteer their response by
saying either "that is right" or "that is wrong". If the information
is wrong, students are told to give the correct information.
11) Teacher models the correct pronunciation and has the students make
several attempts at a correct pronunciation.
12) Individual students are called on to read their answers aloud. Other
students are asked to make any corrections or to ask questions.
13) Teacher explains the grammatical form of the sentences m the
passages and she also writes examples on the board.
14) Teacher skips the exercises in the textbook, which offer practice in
the use of the present continuous tense in various contexts.
15) Teacher explains that it is common to ask question like" what are
you doing? and that the respond usually using the present
continuous tense.
16) Teacher then models several questions and asks the students to
repeat chorally.
17) Teacher next has all the students leave their seats with a pad of
paper and pencil in hand and interview at least five other people in
the class to find out three things about what persons doing in the
classroom.
18) While students are mingling and asking questions, teacher circulates
and assists with pronunciation, vocabulary and grammar problem.
19) For the final activity, selected students give their findings. 19
21
b. Through Games (Guessing Mimes)
Guessing mime is kinds of games m teaching grammar which the
purpose is to describe action in progress; reading and oral guessing.
Materials:
Simple sentences for guessing, using the present continuous tense :
You are opening a tin.
You are making a cup of tea.
You are watching a comedy on television.
Alternatively, similar situations depicted in drawings.
Procedure:
One student is given a cue card, and mimes its content for the rest
of the class to guess:
Are you holding something?
Are you opening something?
Comment:
It is important in such activities to make sure that not too much time
is spent only on silent mime. The students should be encouraged to keep
guessing during the mime. 20
c. Through Remembering Pairs
Materials:
Sets of small cards made up of matched pairs of identical pictures.
Each pair depicts a person or animal doing some easily identified action: a
man I woman/ dog running, for example, or a girl/boy/cat eating. There
should be at least 20 pairs. The teacher will need to copy twice to get the
pairs; or make cards from published materials.
20 Penny Ur, Grammar Practice Activities, a practical guide .for teachers. (New York: r ..... nhr-ir1<TA T T-n1uPrcihr PrPC'C' 1 OSHl\ n ')J.R - ')J.0
22
Procedure:
Students work in small groups of no more than four participants.
Each group has a set of cards, which are randomly distributed before them
face down. The first participant turns over any two cards and describes the
pictures revealed in brief present continuous sentences:
Example:
He is running.
She is eating.
They are fighting.
Then replace them face down. This process is repeated, in turn, by the
participants, the aim was to remember where the different cards were
located and to turn up a matching pair - which then becomes the property
of the one who found them. The winner is the one who has the most pairs
at the end. 21
7. Hypothesis of the research
Based on the question of the research, the writer formulates two
hypotheses that will be tested by using the "t" test. The two hypotheses are
null hypothesis (Ho) and the alternative hypothesis (Ha).
Ho = There is no significance differences between the result of teaching the
present continuous tense using the interactive learning approach and the
grammar translation method.
Ha = There is significance differences between the result of teaching the
present continuous tense using the interactive learning approach and the
grammar translation method.
23
B. THE GRAMMAR TRANSLATION METHOD
1. The Background of Grammar Translation Method
A historical sketch of the last hundred years of language - teaching
must be set in the context of a prevailing, customary language teaching
"tradition". For centuries, there were few if any theoretical foundations of
language learning upon which to base teaching methodology. In the western
world, "foreign" language learning in schools was synonymous with the
learning of Latin or Greek. Latin, thought to promote intellectuality through
"mental gymnastics," was until relatively recently held to be indispensable to
an adequate higher education. Latin was taught by mean of what has been
called the Classical Method.22
As other languages began to be taught in educational institutions in the
eighteenth and nineteenth centuries, the Classical Method was adopted as the
chief means for teaching foreign language.
In the nineteenth century the Classical Method came to known as the
Grammar Translation Method. This method withstood attempts at the turn of
the twentieth century to "reform" language teaching methodology. And this
day, it is practiced in too many educational contexts.
The grammar translation method stayed in schools until the 1960s,
when a complete foreign language pedagogy evaluation was taking place. In
the meantime, teachers experimented with approaches like the direct method
in post-war and depression era classrooms, but without much structure to
follow. The trusty grammar translation method set the pace for many
classrooms for many decades.
Nearly all school foreign language teaching in the world was
conducted by the Grammar Translation Method throughout the nineteenth
century. It continued to dominate until World War 11, when the audio-lingual
method swept into importance during the 1950's and l960's. A changed
24
version of the Grammar Translation Method also became popular in the late
1960's and early 1970's.
This way mainly a results of the influence of the cognitive language
learning theory which emphasized that language used is based on knowledge
'rules. The knowledge is needed, however, be conscious, and the language
user may not be aware of the rules she I he using.
The last twenty years (1965 - 1985), there were many other important
developments in ways of helping people to learn language.
By the nineteenth century, the approach based on the study of Latin
had become the standard way of studying foreign language in schools. A
typical textbook consisted around grammar points. This approach was known
as the Grammar Translation Method. 23
2. The Understanding of the Grammar Translation Method
The grammar translation method is a foreign language teaching
method derived from the classical (sometimes called traditional) method of
teaching Greek and Latin. The method requires students to translate whole
texts word for word and memorize numerous grammatical rules and
exceptions as well as enormous vocabulary lists. The goal of this method is to
be able to read and translate literary masterpieces and classics. 24
Classes were conducted in the native language. A chapter in a typical
· textbook of this method would begin with a massive bilingual vocabulary
lists. Grammar points would come directly from the texts and be presented
contextually in the textbook, and also explained elaborately by the instructor.
Grammar provided the rules for assembling words into sentences. Tedious
translation and grammar drills would be used to exercise and strengthen the
knowledge without much attention to content. Sentences would be
deconstructed and translated. Eventually, entire texts would be translated
25
from the target language into the native language and tests would often ask
students to replicate classical texts in the target language. Very little attention
was placed on pronunciation or any communicative aspects of the language.
The skill exercised was reading, and only in the context oftranslation.25
Grammar Translation Method is not new because teachers have been
used it for many years. It was used for the pt1rpose of helping students read
and appreciate foreign language literature. It "as also hoped that, through the
study of the grammar of the target language, students would become more
familiar with the grammar of their native language, and this familiarity would
help them speak and write their native language better.
There was a certain amount of vocabulary and a lot of grammar
teaching. As a lot of teachers were at first not native speakers of pupils'
mother tongue, however, there was certain amount of direct teaching of
English too.
This method involves the learner to spend a lot of time m
understanding the language structure. Though both listening as well as
speaking suffer because of it. However, grammar and vocabulary are being
stressed throughout the teaching method.
3. The Characteristics of Grammar Translation Method
Grammar Translation Method has many characteristics but the
principal characteristics were as follow these:
a. The goal of foreign language study is to learn a language in order to
read its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study.
b. Reading and writing are the major focus; little or no systematic
attention is paid to speaking or listening.
26
c. Vocabulary selection is based solely on the reading texts used, and
words are taught through bilingual word lists, dictionary study, and
memorization.
d. The sentence is the basic unit of teaching and language practice.
e. Accuracy is emphasized. Students are expected to attain high
standards in translation, because of the high priority attached to
meticulous standards of accuracy which, as well as having an
intrinsic moral value, was a prerequisite for passing the interesting
number of formal written examinations that grew up during the
century.26
4. The Design of Grammar Translation Method
The important goal of GTM is to make the students to be able to
translate each language into the others because the fundamental purpose of
learning a foreign language is to be able to read its literature. The primary
skills to be developed are reading and writing.
The teacher has a big role. He or she is the authority in the classroom.
Meanwhile the students do as he or she says so they can learn what he or she
knows.27
In most GTM, a syllabus was followed for the sequencing of grammar
points throughout texts, and there was an attempt to teach grammar in an
organized and systematic way. "in a typical GTM text, the grammar rnles are
presented and illustrated, a list of vocabulary items are presented with their
translation equivalents, and translation exercises are prescribed. 28 Vocabulary
and grammar are emphasized. Reading and writing are the primary skills.
26 Jack C. Richards and Theodore S. Rodgers, Approaches and Method"·· p. 3 - 4.
27 Diana Larsen and Free1nan, Technique and Principles in Language Learning(Ne\v York:Oxford University Press. 1986), p. 11
27
There is much less attention given to speaking and listening. Pronunciation
receives little.
5. Teaching the Present Continuous Tense through Grammar
Translation Method
Typically, a grammar translation method started with an explanation
(usually in the learner's mother tongue) ofa grammar point. The procedure of
teaching the Present continuous tense using the grammar translation method is
as follow:
First, the teacher greets the students and tells them that today they are
going to study about the present continuous tense and she explains it to them.
In this "skripsi", the teacher is written with the letter (T), while the students
are written with the letter (S).
T : The present continuous tense is formed with the auxiliaries verb be
(is, am, are) plus the present participial. She then writes the formula
on the white board and explains about the use of to be according to
each subject.
T : For example, "I am studying", "she is singing".
T : So, what is the continuous tense of" she walks to the school?
S She is walking to the school.
T : Good.
T : It is used to express an action that is happening right now, to
express the beginning, progression or end of an action, etc.
T : For example, "you are sitting now" and "it is beginning to snow".
T : After the teacher explains the rnles, she then draws the illustration
about the present continuous tense.
28
~ ----------/ r . Start now finish
T : The Present Continuous Tense expresses an activity that in progress
at the moment of speaking. We are at this point in time (now), but
the activity began in the recent past, and will probably end at
some point in the futurew
After reading over the rule and the example, the students are asked to
put the correct to be and to make the present participle from the words given
in order to make a good sentence in continuous form. They do the first two
together.
1.
2.
We _______ English right now. (study)
She__ read a book. (read).
When the students finished this exercise, they read their answer aloud.
After that the teacher gives some exercises to the students related to the
present continuous tense. At the end of the lesson, the teacher asks the
students to do the remaining exercises in the lesson that include practice with
to be and the form of present participle for the next lesson. 30
C. THE PRESENT CONTINUOUS TENSE
1. Definition of Tense
According to Michael Swan, tense is the verbs forms which show
differences in time. Tenses are formed either by changing the verb (e. g know,
29 Betty S. Azar. Understanding and Using English Grammar. (New Jersey: Prentice Hall Regents Englewood Clifts. l 986)p. 11
29
knew; work, worked), or by adding auxiliary verbs ( e. g. will know; had
worked). " 31
There are many kinds of tenses in Grammar of English; one of them is
the present continuous tense that will be discussed in this chapter.
2. Understanding the Present Continuous Tense
According to Patricia K. Werner, the present continuous tense is kind
of tenses of English which describe activities that are happening at the
moment of speaking, activities that are currently in progress, or plans for the
future.32
While Robert Krohn said that the present continuous tense is tense
made with a form of be and the -ing form of the main verb, indicates an action
or event which is actually in progress at this moment, but may terminate at
any time. 33
3. Form of Present Continuous Tense
According to A.J Thomson and AV Martinet, the present continuous
tense is formed with the present tense of auxiliary verb to be + the present
participle (the infinitive + ing):34 The present continuous tense consists of four
forms, they area:
31 Michael Swan, Practical English Usage, (Oxford: ELBS/Oxford University Press, 1980), p.500
32 Patricia K. Werner, Interactions II A Communicative Grammar. (United States: McGraw- Hill, Inc. l 990)p. 12
33 Robert Krolm, English Sentence Structure, (United States: University of Michigan, 1971),p. 36
a. Affirmative
We form the affirmative statement by using this formula: 35
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE (ing- form)+ Object
For example:36
Subject To Be Present Object
Participle
I Am watching a movie
You Are watching a movie
He/ She/It Is eating The cake
We/They Are watching a movie
b. Negative
To make negative statement, put not after the auxiliary be:37
Subject+ TO BE (am, are, is)+ not+ PRESENT PARTICIPLE (ing - form) + Object
For example:
Subject Tobe Not Present participle Object
I Am not Watching a movie
You Are not Watching a movie
He/ She/It Is not Eating the cake
We/They Are not Watching a movie
35 A.J Thomson and A. V Marline!. A Practical English ... p. 139
36 Robert Krohn. English Sentence ... p. 37
30
31
c. Interrogative
To make an interrogative statement, we put the form of be before the
subject.3H
TO BE (am, are, is)+ SUBJECT+ PRESENT PARTICIPLE ing- form) + Object +?
For example:
To Subject Present Participle Object
be
Am I Watching a movie?
Are You Watching a movie?
Is He/ She/It Eating the cake?
Are We/ They Watching A movie?
d. Negative Interrogative
To make interrogative statement, put contractive form of be+ not
before the subject.
Contractive form of BE ( am, are, is) Not + SUBJECT + PRESENT PARTICIPLE (- ing- form)+ Object+?
For example:
Contractive form Subject Present Participle Object
ofBE +Not
aren't I watching a movie?
aren't You watching a movie ?
isn't He/ She/It eating the cake?
aren't We I They watching a movie?
32
4. The spelling of the present participle:
The followings are the way of spelling the present continuous tense
according A.J Thomson and A. V Martinet:
a. When a verb ends in a single e, this e is dropped before -ing:39
Example: argue arguing
Hate hating
Love loving
Except:
Age agemg
Dye dyeing
Singe singeing
a verb ending in -ee is also dropped before -ing:
Example:
Agee agreemg
See seemg
b. When a verb of one syllable has one vowel and ends m a single
consonant, this consonant is doubled before -ing :
Example:
Hit hitting
Run running
Stop stopping
c. Verbs of two or more syllables whose last syllable contains only one
vowel and ends in a single consonant double this consonant if the
stress falls on the last syllable.
Example:
Admit
Begin
Prefer
admitting
beginning
preferring
But:
Budget
Enter
(Stress not on the last syllable)
budgeting
entering
A final 1 after a single vowel is, however, always doubled:
Signal
Travel
Except: in American English.
signaling
traveling
33
d. -ing can be added to a verb ending in y without affecting the spelling
of the verb:
Example:
carry carrymg
en Joy enJoymg
hurry hurrying
5. The Usage of Present Continuous Tense
According to A.J Thomson and A V Martinet, there are some usages
of Present Continuous Tense as follows:4°
a. For an action happening now.
Example: it is raining right now.
b. For ar1 action happening about this time but not necessarily at the
moment of speaking.
Example:
She is teaching English and Arabic. (She may not be doing both of
them at the moment of speaking).
c. For a definite arrangement in the near future.
Example:
I am meeting John tonight.
34
B.D Graver said that the present continuous tense is used for :
a. For a temporary activity over a more extended period of time.
Example:
Do you think I look any thinner? I am slimming.
b. For a habitual activity over a limited period of time.
Example:
We are eating in the kitchen during this cold weather.
c. We use the present progressive when we use to stress the idea that
something is happening by degrees or gradually.
Example:
Now that my eyes are getting used to the dark, I am seeing things a bit
more clearly. 41
CHAPTER III
THE PROFILE OF AL - FAJAR ISLAMIC SENIOR HIGH
SCHOOL
A. Al - Fajar Islamic Senior High School
1. The history of Al - Fajar Islamic High School
Al - Fajar Islamic Senior High School located at Aria Putra Street number
102, Kedaung District, Pamulang sub district, Tangerang Regency, Banten
Province. This school had the registration number NSS/NSM/NDS,
202020400061/2002040102 and was established in 1996. At first, this school had
only about eight rooms.
Al - Fajar Islamic Senior High School was built on 1. 130, 5 meters the
land with the building legalization number 642.2/183-DB/l 996.
Today, Al - Fajar Islamic Education Foundation has changed from year by
year. In 2007, this school has created output that joined and worked in
government institution or private companies.
The leadership of Al - Fajar Islamic Education Foundation was held by
those experienced in education persons like Mr. Djafar and Mr. Kamto Trisusilo.
Al - Fajar Islamic Education Foundation also provide the educational
program begin in kindergarten, elementary, junior high school and senior high
school level. This indication showed that this foundation grew well. More over,
this foundation always did the best and concern in quality of education. It started
from the continued effort in improving the educational services as the competence
36
and professionalism of the teachers to be the educational system which was
occurred.
2. The Vision and Mission of Al - Fajar Islamic Junior High School
In order to be exist in the era of globalization and in order to develop some
aspects which included in the educational scope, the Al - Fajar Islamic Education
Foundation has the vision and mission:
2.1 Vision:
"make Al - Fajar Islamic Education Foundation as the agent of education with
the concern in competitive and prospectus"
2.2 Missions:
I. Do the teaching and learning program based on the government's educational
law and the program of Al - Fajar Islamic Education Foundation itself
2. Do the educational program with the low fee and give the educational services
competitively.
3. Correct the management which refers to the principle of improving the quality
in order to make the Al - Fajar Islamic Education Foundation became
retarded.
4. Take care of all of the development and the progress of the technology to be
implicated in the process of education appropriate with the ability of Al -
Fajar Islamic Education Foundation.
3. School's Identity
The followings are the identity of SMK Islam Al - Fajar:
School Name : SMK Islam Al- Fajar
Registration Number : 20603273
Number of decree founding : 3049/102-1/Kep. OT /1999
Address
Telephone r-.._ ... __ £': ____ : ___ ... t._ ..J ____ _
Jl. Aria Putra No. 102, Kedaung, Pamulang,
Tangerang.
: (021) 7442956
• f'\") /A""l/1 f'\f'\f'\
37
4. The Infrastructures supported the teaching and learning process:
Infrastructures are needed in a teaching and learning process. They will
create significance changes for the students. If there were no infrastructures, the
process of teaching and learning activities may be unsuccessful.
Based on the observation done by the writer, there were some facilities of
education which complete the infrastructure in Al - Fajar Islamic Education
Foundation, they are:
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Table3.l
The infrastructures supported the teaching and learning process
at SMK Islam Al - Fajar
Names of infrastructures Total
Headmaster Room 1
Administrative Stuff Room 2
Teachers Room 1
Intra Organization of Students Room I
Medical Room 1
Toilet for Teachers 2
Toilet for Students 2
Computer Laboratory 1
Wardrobe Room 1
Warehouse Room 1
Students Room 6
Canteen 1
Productive Unit Room 1
Prayer Room 1
Administrative Room 1
Practicum Room 2
38
5. Income Sources
SMK Islam Al - Fajar is a private school. So, in doing their
educational program, its get some income which is come from same
institution like:
Table 3.2
Income Sources ofSMK Islam Al - Fajar
No. Names of aid Year Amount of aid Source of aid
1 School Grant 2006 17.500.000 Center
2 School Grant 2007 17.500.000 Center
3 BOMM 2007 7.400.000 Center
4 BKM 2007 27.300.000 Center
5 BOM 2008 12.900.000 Center
6 BKM 2008 23.400.000 Center
B. Teachers' Data
Teacher takes a main part in a school. Without teachers, the teaching and
learning process will never run well. There are some teachers who join and
support the education process in Al - Fajar Islamic Senior High School. They are
as follow:
Table 3.3
The teacher's data ofSMK Islam Al- Fajar
Description Position
Civil Servant -
Non Civil Servant 23 persons
Honorary Teachers 18 persons
Fixed Teachers 5 persons
39
1. Teachers Educational Background
Because of the significance of the teachers in doing the education, Al -
Fajar Islamic Education Foundation has classified the teachers' educational
background in order to identify the qualification of the teachers as follow:
Table 3.4
The teacher's educational background of SMK Islam Al - F ajar
Number Description Male Female Total
I. Sarjana Degree 9 11 20
2 Diploma 3 3 - 3
3 Senior High School - - -
Total 12 II 23
2. Organization of the school committee:
Al - Fajar Islamic foundation is an organization focused on education. It
was lead by:
Table 3.5
The organization of the school committee of SMK Islam Al - Fajar
No. Name Position
I Drs.Marjono Chairman
2 Dra. Nurhasni Secretary
3 Wilawati Treasurer
4 Sanwani, A Ma. Member
5 Abdul Haris Member
6 Hasbih Member
7 Mimi Sutarmi Member
8 Rusman Member
9 Wasno Member
40
3. Job Distribution of the teachers
In order to make the teaching and learning process in SMK Islam Al -
Fajar running smoothly and efficiently, it is necessary for the curriculum and
academic divisions of this school to manage the job distribution of the teachers.
The follow!ngs are the short description of the job distribution of the teachers in
SMK Islam Al Fajar:
Table 3.6
The Job Distribution of the teachers of SMK Islam Al - Fajar
No. Teachers name Class Time Total of subjects allocatio time
n allocatio 11
I Ors. Marjono Civic 2 6
Education XII 4 12
2 Hasbih Islamic XI,XII 3 18
Studies
3 Hilmi Karim, S. Ag. Religion X,XII 2 6
4 Supar Lukyto, S. Pd. Social X,XI,XII 4 12
5 Inna Suzita, S. Pd. English XI,XII 4 12
6 Orajad Sap to Math X, XI,XII 5 15
Wahono
7 Ora. Teti Sri Indonesian XII 5 10
Amperawati Language
8 Eko Siwi N, S. Pd. Productive X,XI 2 6
9 Moch. Zuhdi Atnin, Computer XI,XII 3 9
S.HI Science
10 Mruyanah, S. Pd. Civic x 2 6
Education
II Ismail Husni Prasetya Sport XI 2 6
12 Sutarto Sport X,XII 2 6
13 Sriyono Computer x 3 18
Science
14 Masfofah, S. Pd. Science X,XI 4 16 . - - -· . ~ - . - - ~TTT --
41
16 Udin Sajidin, S.E Productive XI 2 6
17 Suyitno, S.E Productive X, XI, XII 5 12
18 Triatmaja, S.Pd Productive X,XI,XII 29 27
19 Winda Armaya, SE Prductive XI, XII 19 29
20 Lasadi, S.Pd. Art and x 7 13 Culture
21 Masfofah, S.Pd. Science X,XI 2 6
22 Nur Asiyah, S.Pd. Al- Islam X,XI,XII 5 12
C. Students' Data
1. Students' Data
Al - Fajar Islamic Senior High School has a different total number of
students in each academic year. The followings are the data:
Table 3.7
Students' data of SMK Islam Al - Fajar in last four years
Academic Class X Class XI Class XII Total
Year
2003/2004 60 students 5 9 students 59 students I 78 students
2004/2005 5 6 students 54 students 5 2 students 162 students
2005/2006 54 students 52 students 53 students 15 9 students
2006/2007 5 I students 53 students 55 students 15 9 students
2. The result nf national examination achieved by the students in last
four years
National examination is a test given to the students of the last grade of
each educational level. In Indonesia, there are the national examinations for the
last grade students of elementary school, junior high school and of course the
senior high school students.
The purpose of this examination is to measure the ability of the students in
mastering lessons along three years studying at school. It is a prestigious for a
school if they could get the maximal score in every national examination which is
done.
42
The followings are the score average of national examination of SMK
Islam Al - Fajar:
Table 3.8
The Score Average of National Examination of SMK Islam Al - Fajar
No. Year Score Average
I 2004 6.46
2 2005 5.81
3 2006 6.35
CHAPTER IV
RESEARCH FINDINGS
This chapter presents and discusses the findings of the research based on
the data gathered during the experimentation. In line with the prob !ems, it presents
and discusses the research findings as follows:
1. Operational Definition of Variables
According to David Nunan, "variable can be defined as anything which
does not remain constant. It includes language proficiency, aptitude, motivation,
and so on. Variables can be classified into two kinds: independent and dependent
variable.
Independent variable is variable that the experimenter expects to influence
the other. In this case, this would be the teaching method. The independent of this
study is the application of interactive learning.
The dependent variable is the variable upon which the independent
variable is acting. I In this case, the dependent variable is teaching the present
continuous tense.
1 David Nunan, Research Method in Language Leaming,(Carnbridge: Cambridge University Press, 1992),p.25
44
In this research, there are two variables, they are:
Interactive Learning is the collaborative exchange of thoughts,
feelings, or ideas between two or more people,
resulting in a reciprocal effect on each other.
The Present Continuous Tense the present continuous tense is kind of tenses
which describe activities that are happening at
the moment of speaking, activities that are
currently in progress, or plans for the future.
According to Sumardi Suryasubrata, "operational definition of variable is
a researcher's chance to explain how each variable is being defined with respect to
the construct in question". 2
2. Place and Time of Study
The writer did the research at SMK Islam Al - Fajar which located at JI.
Aria Putra number 102 Kedaung, Pamulang, Tangerang.
She conducted this research from July up to September 2008. It began by
observation of the Al - Fajar Senior High School from July to August. Then, in
August to September 2008, the writer held an experiment by using interactive
learning in teaching the present continuous tense in experimental class and using
the grammar translation method in control class. In addition, the teaching
processes were held for three meetings for each class, so the totals are 6 meetings.
3. Population and Sample
The population in this research is the first grade students of SMK Islam Al
- Fajar Kedaung, Pamulang. The first grade of this school consists of two classes.
Class X AP consists of 23 Students and class X PJ consists of 28 students, so the
total students in the first grade are about 51 students.
45
The writer took the total number of population as sample. When the writer
conducted the research, there were 21 students in class X P J as the sample, two
others students did not attend the class. The other population was taken from class
X AP. There were 28 students in this class, but when the writer did the research,
there were three students who did not come, so the writer just took 25 students
from this class as the sample. Class X AP was chosen by the writer as the
experimental class and X PJ as the controlled class.
4. Technique of data collecting
The techniques of collecting data used in this research are:
a. Observation
Before doing the research, the writer first of all observes the location and
population where the research is carried out.
b. Teaching
The writer did the teaching learning process six times, three times in
control class and three times in experimental class before giving the post test to
the students. 3
c. Test
The instrument of this research is the present continuous test which
consisting of 25 questions. The test is divided into three forms; the first part is
multiple choices, the second part is structured essay and third part is unstructured
essay. They are divided into three categories: easy (30 %), middle (60 %), and
difficult ( 10 % ). The test was made by the class teacher. 4
Multiple choices consist of 15 items from number 1 to number 15. It's
score per item is 10. It means if the students can choose the answer of 1 item
correctly, they will get 10 score and if they can choose the answer of 15 items
correctly, they will get 150 scores.
3 See Appendix 5 Lesson Plan p.66
46
Structured essay consists of 5 items from number 16 to number 20. It's
score per item is 30. It means if the students can make the sentence of l item
perfectly, they will get 30 score and if they can make the 5 sentences perfectly,
they will get 150 scores.
Unstructured essay consists of 5 items from number 21 to 25. It's score per
item is 40.It means if the students can make the sentence of 1 item perfectly, they
will get 40 score and if they can make the 5 sentences perfectly, they will get 200
scores.
From the description of each test form above, we can see that the highest
score of this test is 150 + 150 + 200 = 500: 5 = 100 scores. The following table is
the description of the test:
Table 4.1
The description of the test items
NO PRESENT CONTINUOUS QUESTION TOTAL
TENSE NUMBER
Easy (60 %) 13;22;25
1 Form Middle (30 %) 21;23 6
Difficult (10 %) 24
Easy (60 %) 3;4;6;9;10;11;12
2 Usage Middle (30 %) 1;2;5;7 12
Difficult (10 %) 8
Easy (60 %) 14;15;16;17
3 Spelling Middle (30 %) 18;20 7
Difficult (10 %) 19
TOTAL 25
47
Table 4.2
The Table of specification of the test items
No Indikator Ranah Nomor Soal Jumlah Kognitif
Mencocokkan to be sesua1
1 subjeknya dalam kalimat
Cl 1;3;4;6;8;10;1 l;
8 present continuous tense 12 dengan teoat. Mengidentifikasi to be sesuai
2 dengan bentuk present Cl 13 1 continuous tense Menggunakan bentuk verb yang tepat untuk membuat
3 kalimat yang berstruktur C3 16;17;18;19;20 5 present continuous tense dengan teoat. Mengubah kalimat yang berstruktur present 2;5;7;9;21 ;22;2
4 continuous tense menjadi C2 3;24;25
9 bentuk positive, negative dan interrogative dengan teu at. Memilih bentuk penulisan yang benar pada verb yang
5 dipakai dalam kalimat C3 5;14;15 3 present continuous tense dengan benar.
Ju ml ah 25
The writer gave the students two test namely pre - test and post - test. Pre
- test was given before she began the teaching and learning process in two classes.
The pre - test is similar in form to post test that was given after three times in the
instruction.
Firstly, both the experimental class and control class were given the pre -
test before the lesson is begun to know the students knowledge of the materials
that will be taught.
Secondly, both the experimental and control class were given the same
materials but with different techniques of presentation. The experimental class
48
thinking and learning is can be conducted through questioning. Questions have
tended to be examined as a means of eliciting more or less linguistic output and
involving students' interaction. The writer also sustains interaction through Group
Work and game such as guessing mime and remembering pairs.
In the other hand, the control class was given without interactive learning
or in this study; the writer used the grammar translation method. In this section,
the writer involves the learner to spend a lot of time in understanding the language
structure. The grammar rules are presented and illustrated, a list of vocabulary
items are presented with their translation equivalents, and translation exercises are
pre~cribed.
The last step in the experiment, the writer gave the post - test to the two
classes, class X P J and X AK Post test was given after the lesson is finished, in
order to find the students understanding about the materials.
5. Technique of data analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. In analyzing the data, the writer compares the score between
experimental class and the control class. This technique is useful to prove
statistically whether there is significant difference between two variables, in this
case are between using the interactive learning and without using the grammar
translation method.
To find out the differences of student's score in usmg the Interactive
Learning Approach in teaching the present continuous tense compared to the
student's score that used the Grammar Translation Method in teaching the present
continuous tense, the writer uses the t - test 5
Before using the t - test formula, the writer has to seek the differences of
mean variables by using formula as follows:
5 n....... A ........ <" <:::nrl1nnn Ponnnnfnr S:tnfi_~tilr PPnr!idiknn_ (J~karta: Raia Grafindo Persada,
49
to = M1 - M' SEM I - M 2
t 0 = t - observation
M1 = Mean of Variable X (variable I)
Mz = Mean of Variable Y (variable II)
SEM1 Standard Error of Mean Variable X
SEM2 = Standard Error of Mean Variable Y
6. Data Description
To know the result of the test (pre - test and post test) the writer makes the
table of students score from both classes (experimental class and control class).
There are 25 items in the test. The writer divides the test into three parts.
The first part, the writer gives 15 items in the form of multiple choices. In this
part, if students answered the questions correctly, they would be given 10 point
each items so the total points are 150 points, In the second part, the writer gives 5
items in the form of structured essay. In this part, if the students answered
correctly, they would get 30 point each item, so the total points they would get are
150 points. And in the last part, the writer gives 5 items in the form of
unstructured essay. In this part, if the students answered the questions correctly,
they would get 40 point each item, so the total score are 200. The score for the
whole items are 150 + 150 + 200 = 500:5 = lOO(The form of the test and the key
answer can be seen in appendix). The writer obtained the score after doing the
field research, as follow:
1. The scores of pre-test and post-test of experiment class. The students in class
X-PJ average score 62.38 for pre test, 87.38 for post test, and 25 for gain
score.
50
Table 4.3
The result of experiment class with interactive learning
STUDENTS PRE-TEST POST-TEST GAIN
I 60 80 20
2 72 94 22
3 74 90 16
4 30 56 26
5 50 72 22
6 70 93 23
7 72 100 28
8 70 98 28
9 60 90 30
JO 72 98 26
11 70 94 24
12 70 98 28
13 70 96 26
14 60 86 26
15 62 96 34
16 58 88 30
17 70 94 24
18 70 100 30
19 50 86 36
20 50 62 12
21 50 64 14
TOTAL 1310 1835 525 AVERAGE 62.38 87.38 25
52
3. The score of pre - test, post- test, and mean score of experimental class
and control class.
The data collected from pre - test, post - test, gained by experiment class
and control class showed the average score of pre - test in experiment class was
62.38 for pre - test, 87.38 for post - test and 25 for gain score; while the mean
score of pre- test in control class is 50.68, 65.40 for post -test and 14.72 for gain
score.
Diagram of pre - test, post - test, and mean score of experiment class and
control class.
90
80
70
Experimental Class Control Class
0 Pre - Test
~Post -Test
§Gain Score
No x 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
TOTAL
Table 4.5
The result calculation of gain score
Both experiment class and control class
y x v x2 20 14 -5 -0.72 22 10 -3 -4.72 16 18 -9 3.28 26 18 1 '.1.28
22 10 -3 -4.72
23 2 -2 -12.72
28 2 3 -12.72
28 4 3 -10.72
30 24 5 9.28
26 30 1 15.28
24 10 -1 -4.72
28 8 3 -6.72
26 6 1 -8.72
26 10 1 -4.72
34 52 9 37.28
30 30 5 15.28
24 34 -1 19.28
30 40 5 25.28
36 16 11 1.28
12 8 -13 -6.72
14 6 -11 -8.72
6 -8.72
0 -14.72
2 -12.72
8 -6.72
525 368 0 0
53
y2
25 0.5184
9 22.2784 18 10.7584
1 10.7584
9 22.2784
4 161.7984
9 161.7984
9 114.9184
25 86.1184
1 233.4784
I 22.2784
9 45.1584
I 76.0384
I 22.2784
81 1389.7984
25 233.4784
1 371.7184
25 639.0784
121 1.6384
169 45.1584
121 76.0384
76.0384
216.6784
161.7984
45.1584
665 4247.04
From the table above, the writer got LX = 525 by adding all scores in
variable X, while :LY = 368 by adding all scores in variable Y, afterwards, the
writer calculated them based on the steps of the t -test formula, as follow:
1. Determining Mean I with formula:
LX 525 Mean Variable I= -- = - = 25
N 21
2. Determining Mean II with formula:
~--
3. Determining of Standard Deviation of variable I:
~L,xz = ..)665 = ..)31.6666 = 5.62731=5.627 N 21
4. Determining standard of error mean of variable II:
w = ..)4247
·04
= ..)169.8816=13.03386=13.034 N 25
5. Determining standard of error mean of variable I:
SEMx 5.627 = 5.627 = 5.627 = 1.25827 = 1.2558 ..J21-1 .J20 4.472
6. Determining standard of error mean of variable II:
13.034
..J25-1
13·034
= 13
·034
= 2.66054 = 2.661 J24 4.899
7. Determining standard of error mean difference of Mx and My:
SEMx -My =~SEMx2 +SEM/ =~1.258 2 +2.661 2
8. Determining to with formula:
= ..Jl.582564+7.080921
= ..)8.663485
= 2.943379
=2.943
to= Mx -My = 25-14.72 = 10.28 = 3.493034 = 3.493 SEMx - My 2.943 2.943
9. Determining t -table in significance level 5 % and 1 % with elf
df= ( N 2 + N 1)- 2 = (21+25)- 2 = 46- 2 = 44
54
Because the value of 44 is not mentioned in the table, the writer use that
closer to 44 is 45 as (elf) degree of freedom.
1. The significance level of 5 % tt (t -table)= 2.02
55
I 0. The comparison between t - score with t -·table:
T- Score= 2.02 < 3.493 > 2.69
7. The test of hypothesis
The writer hypothesis described in chapter one is ''the application of
interactive learning is effective in teaching the present continuous tense".
The statistic hypothesis:
Ifto > t1 significance= there is significance difference and Ha is accepted,
and Ho is rejected.
If to < tt = there is not significance difference or the same and Ha is
rejected, and Ho is accepted.
To = t observation
Tt = t table
From the result of the statistic calculation indicates that the value of the t0
is 3 .493. The degree of freedom df is 44 (obtained from (NI + N2 - 2) = 21 + 25 -
2 in this paper, the writer used the degree of significance of 5 % and I %, the
value of the degree of significance are 2.02 and 2.69.
Comparing to of with each value of the degree of significance, the result is
2.02 < 3.493 > 2. 69. Since the score in the table is smaller than t1 score obtained
from the result of the calculating, the alternative hypothesis (Ha) is accepted and
the null Hypothesis (Ho) is rejected, or there is significance difference between
teaching the present continuous tense without interactive learning.
8. The interpretation
Based on the explanation of the calculation above, which used t - test
formula, the writer can make interpretation that using interactive learning in
teaching the present continuous tense applied in experimental class and without
interactive learning in control class of student of SMK Islam Al - Fajar, Kadaung,
Pamulang, is effective in teaching the present continuous tense.
CHAPTERV
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion from the researcher
based on the research done at SMK Islam Al - Fajar, Kedaung, Pamulang.
A. Conclusion
Based on the data that has been collected from the test of hypothesis and
data analysis the writer concludes that the application of interactive learning is
more effective in teaching the present continuous tense. It is because the result of
to (table of operational) was 3.493 and the degree of freedom (c(f) was 45. In this
analysis the writer used the degree of significance. Since the score in the t
observation is smaller than score in the t score obtained from the result of the
calculating, the alternative premise (Ha) is accepted and the null hypothesis is
rejected.
57
B. Suggestion
Based on the conclusion above, the writer gives suggestions about
teaching the present continuous tense. The suggestions are as follow:
1. The English teachers should promote interactive learning in English
teaching learning process.
2. The English teacher should have the comprehensive knowledge about
all sort teaching methods to get teaching more effective.
3. The English teachers are encouraged to use varies teaching method so
the students can achieve the better material understanding.
4. The English teachers should be creative in developing the teaching
learning activities in classroom to make the class alive.
5. The English teachers should encourage the students to be active
participating in teaching process and drawing students into discussion.
6. The English teachers should try using small group that would be make
students active.
BIBLIOGRAPHY
Allen, B. Harold & Campbell, Russel, Teaching English a.\' a Second language. New delhi: tata me. Graw - hill publishing company ltd. l 972.
Azar S, Betty. Understanding and Using English Grammar, .New Jersey: Prentice Hall Regents Englewood Clifts.1986
Benson, Cliff Teaching English as a Second Language I. Fiji: University of the South Pacific, 1987.
Brown, H. Douglas. Teaching by Principles; an Interactive Approach to Lailguage Pedagogy, second edition, New York: Longman Group ltd.200l
___ _,· eaching by Principles; an Interactive Approach to Language Pedagogy, third edition, New York: Longman Group ltd.200 I
De Pietro, R·Jbert J. Stretegic Interaction, Cambridge University Press.1987.
Freeman, Diane Larsen. Techniques and Principles in Language Teaching New Yore: Oxford University Press. 1986.
Graver, B. D. Advanced English Practice Third Edition . New York: Oxford University Press.1986.
Hancock, Ciaig. Grammar in use. New York: Longman Group Ltd, 2001.
Hornby, AS Guide to Pattern and Usage in English, New York: Oxford Un'versity Press,1983.
Kim Yin Vfu. RELC JOURNAL. Volume 24 number 2. Singapore: Regional Language Center. 1993
Krohn, Robert. English Sentence Structure. United States: University of Michigan.1971.
Nunan, David Research Method in Language Leaming, Cambridge: Cambridge University Press, 1992.
Richards, Jack C. and Rodgers, Theodore S. Language Teaching Matrix, New York: Cambridge University Press.1985.
59
-··-· ___ .Approaches and Methodv in Language Teaching. USA: Cambridge University Press, 1986. ·
Sudjono, Anas. Pengantar Statistik Pendidikan .Jakarta: Raja Grafindo Persada, 2002.
Suryasubrata, Sumadi. Metodologi Penelitian, (Jakarta:PT Raja Grafindo Utama,2003.
Swan, Michael Practical English Usage. Oxford: ELBS/Oxford University Press.1980.
Thomson, A. J and A.V Martinet. A Practical English Grammar Third Edition,N ew York; Oxford University Press, 1980.
___ . A practical English grammar fourth edition. New York: Oxford University Press, 1986
Ur, Penny. A course in Language Teaching: Teaching and Themy, New York: Cambridge University Press.1986.
--- Grammar Practice Activities, a practical guide for teachers. New York: Cambridge University Press, 1988.
Werner, K. Patricia. Interactions II A Communicative Grammar. United States: McGraw- Hill, Inc. 1990.
Wilga, M. Rivers. Interactive Language Teaching, London: Cambridge University Press.1987.
http:// en. Wikipedia. org/ wiki I direct method
http: //en. Wikipedia. Org/wiki/grammar-translation#method
http: // en. Wikipedia. Org/wiki/Latin
http:// en. Wikipedia. org/w/index. php?title: GrammarTranslation&action=edit§ion=?
http://teachingmethodology.lacoe.edu/documentation/.html
---------·--·-··--·-·------··-·---·----------- ·-· ---
Nomor Lamp. Hal
DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGEIU
SYARIF HIDAYATULLAH .JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
: Un.Ol/FI/TL022f7/b /2008 : Abstraksi/Outline : BIMBINGAN SKRIPSI
Kepada Yth. Drs. H. Nasrun Mahmud, M.Pd Pembimbing Skripsi. Fakultas llmu Tarbiyah dan Keguruan U!N Syarif 1-l idayatullah Jakarta.
Assalamu 'alaikum wr. wb.
Tclp. : (62-21) 7443328, 7401925, Fnx. (62-21) 74433
Email ; [email protected]
Jakarta, 20 Juni 2008
Dengan ini diharapkan ·kesediaan Saudara untuk menjadi Pembimbing I/II (materi/teknis) penulisan skripsi mahasiswa:
Na1na
NIM
Jurusan
Semester
Judul Skripsi
Nety·Ariyani
10,1014000334
Pendidikan Bahasa lnggris
VIII
The Application Of Interactive Learning in Teaching The Present Continuous Tense ( An experment at the first grade students of SMP Islam Al- Fajar
Judul ·tersebt1t telah disetujui oleh Jurusan yang bersangkutan pada tanggal 27 Mei 2008 dengan abstrak/outline sebagaimana terlamp_ir. Pembimbing dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungijurusan terlebih dahulu.
Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjang selama 6 bu Ian berikutnya tanpa surat perpanjangan.
Atas perhatian dan ke1ja sama Saudara, kami ucapkan terima kasih.
Wassalamu 'alaikum wr. wb.
Tembusan:
DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
1da Nomor 95, Ciputat 15412, Indonesia Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email : [email protected]
Nomor Lamp. Hal
: Un.O l/FIJTL022/ f te.? 12008 : Outline/Proposal · : Riset
Kepada Yth. Kepala SMP Islam Al- Fajar Pamulang Ci putat
Assa/mm1 'alaikum wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Nety Ariyani
104014000334
Jakarta, 20 Juni 2008
Jurusan
Semester
Pendidikan Bahasa Inggris
VIII
Judul Skripsi The Application Of Interactive. Learning in Teaching The Present Continuous Tense ( An experment at the first grade students ofSMP Islam Al- Fajar
adalah benar mahasiswa Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun slaipsi, dan akan mengadakan Riset di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat menglzinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Saudara, kami ucapkan. terima kasih.
Tembusan: 1.. Dekan FITK
2. Ketua Jurusan ybs. 3. Mahasiswa yang bersangkutan.
YAYASAN PERGURUAN ISLAM AL-FAJAR SEKOLAH MENENGAH KEJURUAN
SMK AL-FAJAR Status : Diakui
JI. Aria Putra No.102 Kedaung - Pamulang - Tangerang Telp. (021) 7404805
SURAT KETERANGAN
Nomor: 224/SMK-AL/XI/2008
·an~ bertanda tan~an dibawah ini Kepala Sekolah Menengah Kejuruan (SMK) Al-Fajar
engan ini menerangkan bahwa:
Nama
Tempat Tanggal Lahir
NIM
Jurusan
Jenjang Pendidil5an
: NETY ARIY ANI
: Bantu!, 04 September 1986
: 104014000334
: Pendidikan Bahasa lnggris
: Strata Satu (S 1)
lenar yan!;\ bersangkutan adalah benar Mahasiswa UIN Syarif Hidayatullah Jakarta dan telah
nelaksanakan penelitian disekolah kami dari bulan Juli S/d September 2008 dalam rangka
ienyusunan skripsi dengan judul The Efffectivenes Of Using Interactive Learning In
reaching The Present Continuous Tens (An Experimental Study at The First Grade
)tudent Of SMK Al-Fajar, Kedaung - Pamulang.
)emikian surat keterangan ini kami buat, agar dapat dipergunakan sebagainJana mestinya.
Appendix 1
LEMBAR PENGAMATAN/OBSERV ASI
Tanggal Pengamatan
W aktu I Jam Ke
Narna Guru
Kelas Mengajar
Jumlah Siswa
Petunjuk
: Juli 2008
: 07.00 I I
: Erna Fatmawati
:XAP
: 25 siswa
: isilah lembar pengamatan ini sesuai dengan
keadaan yang sebenarnya dengan cara melingkari jawaban yang tepat,
dengan mengisi titik- titik atau dengan memberi (anda checklist(./).
I. Pada awal pelajaran, apa yang dilakukan guru ? (Beri tanda
checklist ('1) pada kolom yang sesuai dengan keadaan!
No Deshiptor Ya Tidak
I Mengucapkan salam .;
2 Mengabsen siswa .;
3 Memotivasi siswa --./
4 Mereview pelajaran yang lalu (appersepsi) .;
5 Mengemukakan tern a I topic yang akan .;
dibahas
6 Langsung menyampaikan materi baru --./
7 Kegiatan Lain
No.
I
2
3
2. Proses belajar mengajar berlangsung, kegiatan apa sajakah
yang dilakukan oleh guru?(beri tanda ('1) pada kolom yang
sesuai dengan keadaan.
Description Ya Tidak
Penyajian Materi Pelajaran
• Memberitahukan tujuan I TPK yang -,j
ingin dicapai
• Penyajian materi mendukung TPK -,j
• Materi disajikan secara sistematis -,j
• Materi disajikan secara tuntas -,j
Strategi Pembelajaran
• Kegiatan Belajar Mengajar
mendukung TPK
• Metode dan teknik yang digunakan
bervariasi
• Berpusat pada siswa(mengaktifkan
siswa)
• Terintegrasikannya keempat
keterampilan berbahasa
Penggunaan Alat I Media Pembelajaran
• Sesuai dengan TPK -,j
• Sesuai dengan materi pembelaj aran -,j
• Sesuai dengan metode pembelajaran -,j
4
• Sesuai dengan kebutuhan belajar '-/
siswa
• Dapat memotivasi siswa '1
Penutupan Pelajaran
• Menyimpulkan materi pelajaran '1
• Memberitahukan materi pelajaran '1
untuk pertemuan berikutnya
3. Kegiatan pemlman apa saJakah yang d1lakukan oleh guru pada
akhir pelajaran? Sebutkanjenis dan pelaksanaanya.
• Guru menyuruh siswa untuk membaca text yang sedang dipelajari
dan siswa lain menge1jakan latihan - latihan yang ada di buku
paket.
Appendix 2
RESEARCH INSTRUMENT:
I. Choose the correct answer! r---
1 .. Look! The boys .......... \.unde~he rain happily. --.,~--
a. Play c. are playing e. will be playing
b. Is playing d. will play
2. Romeo : What.. ........ to do on Sunday?
Juliet I am going to swim at the Jake.
a. Are you c. You are e. will you
b. Are you going d. You are going
3. Aminah .............. the piano at the moment.
a. Played c. is playing
b. Playing cl. plays
4. They ............... their classroom now.
a. Are cleaning
b. Clean
c. is cleaning
cl. cleaned
5. What is she ............ now?
a. Doing c.do
b. Does cl. did
e. are playing
e. cleaning
e. is doing
6. Now Ali and Amir ................. hard for the final examination.
a. Study c. are studying e. is studying
b. Studied cl. studies
7. What ........ you ........ for tomon-ow?
a. Is-doing c. are - doing e. is - do
b. Are- do cl. do - doing
8. I ......... : ........ my uncle tomorrow.
a. Am - visiting c. am - visited e. do - visit
b. Am- Visit cl. do - visiting
9. He ..... not. .............. .in the workshop at the moment.
a. Is - practice c. is - practiced e. will - practicing
10. Miss Blue ......... a magazine now.
a. Is reading c. are reading e. readings
b. Am reading d. reading
11. The boys ......... a football now.
a. Am playing c. is playing e. playing
b. Are playing d. playings
12. Mr. Black ........ a Television right now.
a. Is watching c. am watching e. watchings
b. Are watching d. watching
13. The baby ........ not crying.
a. Am c. are e.have
b. Is d. has
14. I am .......... a letter for my friend.
a. Writeing c. wrote e. writings
b. Writes d. writing
15. Do you think I look any thinner? I am ......... ..
a. Slims c. slimming e. slim
b. Sliming d. slimmed
I. Change the verbs into the present continuous tense!
1. Jack (do) his homework now.
2. I (wait) for my friend at that moment.
3. The teacher (explain) the lesson.
4. They (look) for you.
5. It (rain) at the moment.
II. Change these sentences below into affirmative, negative, and
interrogative form!
!. We are waiting for the bus(?)
2. The teacher is not teaching the student(+)
3. Are they listening to the teacher? (-)
4. Jack is not reading a magazine. (?)
5. Is she cooking a soup now?(+)
Appendix]
KEY ANSWER:
I. FIRST SECTION:
1. A
2. c 3. c 4. A
5. A
6. c 7. A
8. c 9. B
10. A
11. B
12. A
13. B
14. D
15. c II. SECOND SECTION
1. is doing
2. am waiting
3. is explaining
4. are looking
5. is raining
III. THIRD SECTION
1. Are we waiting for the bus?
2. The teacher is teaching the students.
3. They are not listening to the teacher.
4. Is Jack reading a magazine?
5. She is not cooking a soup now.
Appendix 4
THE DESCRIPTION OF THE TEST ITEMS:
NO PRESENT CONTINUOUS QUESTION TOTAL
TENSE NUMBER
Easy (60 %) 13;22;25
1 Form Middle (30 %) 21;23 6
Difficult (10 % ) 24
Easy (60 %) 3;4;6;9;10;11;12
2 Usage Middle (30 %) 1;2;5;7 12
Difficult (10 % ) 8
Easy (60 %) 14;15;16;17
3 Spelling Middle (30 % ) 18;20 7
Difficult (10 % ) 19
25
Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN
(PERTEMUAN 1)
(FOR CONTROL CLASS)
Nama Sekolah
Mata Pelajaran
Kelas/Scmestcr
Alokasi Waktu
Materi
Hari I Tanggal Tahun Pelajaran
I. STANDARKOMPETENSI
: SMK Islam Al-Fajar
: Bahasa lnggris
: XJ2
: 2 x 40 menit
: The Present Continuous Tense
: 2007/2008
Memahami ungkapan - ungkapan dasar pada interaksi social untuk
kepentingan kehidupan.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan
ungkapan yang benar dalam berkomunikasi sehari - hari.
III. INDIKATOR
a. Siswa mampu mengidentifikasi -to be sesuai dengan subjeknya
dalam kalimat present continuous tense.
b. Siswa mampu mernbuat kelirnat present continuous tense dalam
bentuk affirmative, negative, interrogative negative, and
interrogative.
IV.TUJUAN PEMBELAJARAN
Pada akhir pernbelajaran, peserta didik rnarnpu:
1. Bereaksi atau rnerespon dengan benar kalirnat yang berbentuk
present continuous tense.
2. Menernukan garnbaran urnurn tentang present continuous tense.
3. Menemukan inforrnasi dalam text yang berbentuk present
continuous tense.
4. Menafsir makna kata, frase, kalirnat berdasarkan konteks pada
kalimat present continuous tense.
V. MA TERI POKOK
The Present Continuous Tense
VI. PRESENT ASI
1. Guru memberikan penjelasan tentang the present continuous tense
besrta contohnya masing - rnasing, diantaranya:
• Rurnus Present Continuous Tense
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE (ingform) +Object
• Bentuk Positif dari Present Continuous Tense
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE (ingform) +Object
For example:
You are watching a movie.
• Bentuk Negatif dari Present Continuous Tense
Subject+ TO BE (am, are, is)+ not+ PRESENT PARTICIPLE (ing- form)+ Object
For example:
You are not watching a movie.
• Bentuk Interrogative dari Present Continuous Tense
TO BE (am, are, is)+ SUBJECT+ PRESENT PARTICIPLE )ingform) +Object+?
For example:
Are you watching movie?
VII. METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metode: Proses pembelajaran menggunakan pendekatan Grammar
Translation Method.
2. Slm1ber dan Alat Pembelajaran:
•!• Buku Text
•!• Buku text
•!• Buku Diane Larsen and Freeman, Technique and Principles in
Language Learning
•!• Kamus bahasa Inggris - Indonesia karya Hassan Shadily
•!• Syllabus and Handout
VIII. LANGKAH- LANGKAH KEGIATAN
1. Pendahuluan:
./ Guru memberikan salam
./ Guru menyapa siswa
./ Guru mengabsen siswa
./ Guru memotivasi siswa
./ Guru menjelaskan metode yang hendak digunakan dalam mengajar
2. Kegiatan Inti
./ Guru bertanya apakah mereka mengetahui present continuous tense?
./ Guru mengatakan bahwa mereka akan belajar present continuous
tense .
./ Guru menjelaskan rumus yang dipakai dalam present continuous tense
dan contohnya masing - masing .
./ Guru memberikan latihan - latihan kepada semua siswa yang
berhubungan dengan present continuous tense .
./ Siswa menjawab bersama - sama .
./ Guru memberikan latihan kepada siswa dan meminta untuk
menge1jakan soal secara individual.
3. Kegiatan Penutup
Refleksi: mengadakan Tanya jawab tentang materi yang telah
dipelajari dan be1ianya tentang hambatan - hambatan yang dihadapi
siswa pada saat pelajaran berlangsung.
REN CANA PELAKSANAAN PEMBELAJARAN
(PRTEMUAN KEDUA)
FOR CONTROL CLASS
Nama Sekolah
Mata Pclajaran
Kclas/Scmcster
Alokasi Waktu
Hari I Tanggal
Materi
Tahun Pclajaran
I. STANDAR KOMPETENSI
: SMK Islam Al-Fajar
: Bahasa Inggris
; X/2
: 2 x 40 menit
: The Present Continuous Tense
; 2007/2008
Menghasilkan tuturan sederhana yang cukup untuk fungsi -fungsi
dasar.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan ungkapan
yang benar dalam berkomunikasi sehari - hari.
III. INDIKATOR
1. Siswa mampu mengidentifikasi -to be sesuai dengan subjeknya
dalam kalimat present continuous tense.
2. Siswa mampu membuat kelimat present continuous tense dalam
bentuk affirmative, negative, interrogative negative, and
interrogative.
3. Siswa mampu bertanya dan menjawab secara lisan kalimat -
kalimat dalam bentuk present continuous tense.
4. Siswa mampu merespon pertanyaan dalam bentuk present
continuous tense.
5. Siswa mampu menemukan berbagai informasi dalam kalimat yang
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, peserta didik mampu:
1. Bereaksi atau merespon dengan benar kalimat yang berbentuk
present continuous tense.
2. Menemukan gambaran umum tentang present continuous tense.
3. Menemukan informasi dalam text yang berbentuk present
continuous tense.
4. Menafsir makna kata, frase, kalimat berdasarkan konteks pada
kalimat present continuous tense.
V. MATERI POKOK
PRESENT CONTINUOUS TENSE
1. Definition
The present continuous tense is kind of tenses which describe activities
that are happening at the moment of speaking, activities that are currently
in progress, or plans for the future.
2. The Form of the present continuous tense
a. Rumus Present Continuous Tense
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE (ingform) +Object
b. Bentuk Positif dari Present Continuous Tense
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE (ingform) +Object
For example:
You are watching a movie.
c. Bentuk Negatif dari Present Continuous Tense
Subject+ TO BE (am, are, is)+ not+ PRESENT PARTICIPLE (ing - form)+ Object
For example:
You are no! watching a movie.
d. Bentuk Interrogative dari Present Continuous Tense
TO BE (am, are, is)+ SUBJECT+ PRESENT PARTICIPLE )ingform) +Object+'?
For example:
Are you watching movie?
VI. METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metocle: Proses pembelajaran menggunakan penclekatan
Grammar Translation Method.
2. Sumber clan Alat Pembelajaran:
•!• Buku text
•!• Buku Diane Larsen and Freeman, Teclmique and Principles
in Language Learning
•!• Kamus bahasa Inggris - Indonesia karya Hassan Shadily
•!• Syllabus and Handout
VII. LANGKAH- LANGKAH KEGIATAN
1. Pendahuluan:
./ Guru memberikan salan1
./ Guru menyapa siswa
./ Guru mengabsen siswa
./ Guru memotivasi siswa
./ Guru menj elaskan metocle yang henclak cligunakan clalam
mengajar
2. Kegiatan Inti
./ Guru bertanya apakah mereka mengetahui present continuous tense? .
./ Guru mengatakan bahwa mereka akan belajar present continuous
tense .
./ Guru menjelaskan runrns yang dipakai dalam present continuous tense
dan contohnya masing - masing .
./ Guru memberikan latihan - latihan kepada semua siswa yang
berhubungan dengan present continuous tense .
./ Siswa menjawab bersama - sama .
./ Guru memberikan latihan kepada siswa dan meminta untuk
menge1jakan soal secara individual.
3. Kegiatan Penutup
Refleksi: mengadakan Tanya jawab tentang materi yang tel ah dipelajari
dan bertanya ten tang hambatan - hambatan yang dihadapi siswa pada saat
pelaj aran berlangsung.
RENCANA PELAKSANAAN PEMBELAJARAN
(PERTEMUAN KETIGA)
(FOR CONTROL CLASS) Nama Sekolah : SMK Islam Al-Fajar
Mata Pclajara11
Kelas/Semester
Alokasi Waktu
Hari I Tanggal
Matcri
Tahun Pelajaran
: Bahasa Inggris
: X/l
: 2 x 40 menit
: The Present Continuous Tense
: 2007/2008
I. STANDAR KOMPETENSI
Menjelaskan secara sederhana kegiatan yang sedang terjadi.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan ungkapan
yang benar dalam berkomunikasi sehari - hari.
III. INDIKATOR
a. Siswa mampu mengidentifikasi -to be sesuai dengan subjeknya dalam
kalimat present continuous tense.
b. Siswa mampu membuat kelimat present continuous tense dalam
bentuk affirmative, negative, interrogative negative, and inte1Togative.
c. Siswa mampu bertanya dan menjawab secara lisan kalimat - kalimat
dalam bentuk present continuous tense.
d. Siswa mampu merespon pertanyaan dalam bentuk present continuous
tense.
e. Siswa mampu menemukan berbagai informasi dalam kalimat yang
berbentuk present continuous tense.
IV. MATERI POKOK
PRESENT CONTINUOUS TENSE
1. The spelling of the present participle:
1. When a verb ends in a single e, this e is dropped before -ing: Example: argue arguing
Hate hating Love loving
Except: Age ageing Dye dyeing Singe singeing
a verb ending in -ee is also dropped before -ing: Example:
Agee agreeing See seeing
2. When a verb of one syllable has one vowel and ends in a single consonant, this consonant is doubled before -ing:
Example:
Hit hitting Run running Stop stopping
3. Verbs of two or more syllables whose last syllable contains only one vowel and ends in a single consonant double this consonant if the stress falls on the last syllable.
Example: Admit Begin Prefer But:
admitting beginning preferring
Budget budgeting Enter entering (Stress not on the last syllable) A final 1 ajier a single vowel is, however, always doubled: Signal signaling Travel traveling Except: in American English.
4. -ing can be added to a verb ending in y without affecting the spelling of the verb:
Example: carry enJOY hurry
carrying enjoying hurrying
2. The Usage of Present Continuous Tense
According to A.J Thomson and A. V Martinet, there are some
usages of Present Continuous Tense as follows:
a) For an action happening now.
Example: it is raining right now.
b) For an action happening about this time but not necessarily at the
moment of speaking.
Example:
She is teaching English and Arabic. (She may not be doing both of them at
the moment of speaking).
c) For a definite arrangement in the near future.
Example:
I am meeting John tonight.
B.D Graver said that the present continuous tense is used for:
a) For a temporary activity over a more extended period ohime.
Example:
Do you think I look any thinner? I am slimming.
b) For a habitual activity over a limited period ohime.
Example:
We are eating in the kitchen during this cold weather.
c) We use the present progressive when we use to stress the idea that
something is happening by degrees or gradually.
Example:
Now that my eyes are getting used to the dark, I am seeing things a bit
more clearly
V. METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metode: Proses pembelajaran menggunakan pendekatan Grammar
Translation Method.
2. Sumber dan Alat Pembelajaran:
•:• Buku text
•:• Buku Diane Larsen and Freeman, Technique and Principles in
Language Learning
•:• Kamus bahasa lnggris - Indonesia karya Hassan Shadily
•:• Syllabus and Handout
Vl.LANGKAH-LANGKAH KEGIATAN
1. Pendahuluan:
,/ Guru memberikan salam
,/ Guru menyapa siswa
,/ Guru mengabsen siswa
,/ Guru memotivasi siswa
,/ Guru menjelaskan mctode yang hendak digunakan dalam mengajar
2. Kegiatan Inti
,/ Guru memberikan bacaan yang berkaitan dengan present continuous
ten~e kepada siswa
,/ Guru meminta siswa untuk membacanya.
,/ Guru bertanya apakah siswa ada hambatan dalam pemahaman kosa
kata dalam bacaan.
,/ Guru meminta siswa untuk menunjukkan kalimat mana yang
mengandung present continuous tense kemudiar; meminta siswa
mengubahnya dalam bentuk positive dan negative.
,/ Guru meminta siswa menjawab pertanyaan berkenaan dengan bacaan
terse but.
,/ Guru dan siswa mengoreksi peke1jaan bersama - sama.
3. Penutup
Refleksi: mengadakan Tanya jawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan - hambatan yang dihadapi
sis'wa pada saat pel<tjaran berlangsung.
RENCANA PELAKSANAAN PEMBELAJARAN
(PERTEMUAN KEEMPAT)
(FOR CONTROL CLASS)
Nama Sekolah
Mata Pelajaran
Ke!as/Semester
Alokasi Waktu
Materi
Tahun Pelajaran
I. STANDAR KOMPETENSI
: SMP Islam Al-Fajar
: Bahasa Inggris
: VII/ 2
: 2 x 40 menit
: The Present Continuous Tense
: 2007/2008
Menghasilkan tuluran yang sederhana yang cukup untuk fungsi -
fungsi dasar.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan ungkapan
yang benar clalam berkomunikasi sehari - hari.
III. INDIKATOR
1. Siswa mampu mengidentifikasi -to be sesuai dengan subjeknya
dalam kalimat present continuous tense.
2. Siswa mampu membuat kelimat present continuous tense dalam
bentuk affirmative, negative, inteirogative negative, and
interrogative.
3. Siswa mampu bertanya dan menjawab secara lisan kalimat -
kalimat clalam bentuk present continuous tense.
4. Siswa mampu merespon pertanyaan dalam bentuk present
continuous tense.
5. Siswa mampu menemukan berbagai informasi dalam kalimat yang
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, peserta didik mampu:
I. Bereksi atau merespon dengan benar kalimat yang berbentuk present
continuous tense.
2. Menemukan gambaran umum tentang present continuous tense.
3. Menemukan informasi dalam text yang berbentuk present continuous
tense.
4. Menafsir malma kata, frase, kalimat berdasarkan konteks pada kalimat
present continuous tense.
V. MATERI POKOK
PRESENT CONTfNUOUS TENSE
•!• The Verbs Not Normally Used In The Present Continuous Tense
We have seen that the distinctive characteristic of progressive
forms is that they refer to actions or series of actions viewed at some point
between their beginning and end, and that they indicate limited duration.
There are a number of verbs whose inherent meaning is not easily
compatible with the use of the progressive, they are:
a) Verbs referring to activities of the mind, the emotions or the senses,
e.g.:
think forget love
believe wish hate
understand want notice
remember like recognize
prefer suppose love
doubt dislike smell
imagine realize feel
b) Verbs referring to a state or condition, where an essential element in
the meaning of the verbs is that of performance, e.g.:
belong
equal
c) Use of the senses:
appear
hear
taste
have
contain
look
see
seem
comprise
smell
sound
d) Communicating and causing reactions:
agree deny impress
please satisfy promise
astonish disagree mean
surprise
e) Other
be deserve measure (=have length, etc)
belong fit need
concern include owe
consist involve own
contain lack posses
depend matter weigh
Note:
•!• Some verbs may have more than one meaning or use, and one of
these meanings maybe compatible with the use of a progressive
form:
Example:
VERBS NON PROGRESSIVE PROGRESSIVE
Think I think he is a kind I am thinking about
man. this grammar.
Have He has a car. I am having trouble.
T2ste This food tastes good. The chef is tasting the
sauce.
Smell These flowers smell Don is smelling the
good. rose.
you see it? the patients.
Feel The cat's fur feels soft. Sue is feeling the
cat's fur.
Look She looks cold. I will I am looking out the
window.
Appear
lend my coat.
He appears
asleep.
to be The actor is appearing
the stage.
Weigh A piano is heavy I 0 kg. The grocer IS
Be I am hungry.
weighing the bananas.
Tom is being foolish.
•!• Progressive and non progressive uses
Compare the progressive and non progressive uses of some of the
verbs listed above.
• I am feeling fine. (OR I feel fine)
I feel we should not do it. (NOT I am feeling we should not do it)
• What are you thinking about?
What do you think of the government?
(NOT what are you thinking of the government?)
• I am seeing Leslie tomorrow.
I see what you mean. (NOT I am seeing what you mean).
• Why are you smelling the meat? Is it bad?
Does the meat smell bad? (NOT Is the meat smelling bad?)
• I am just tasting the cake to see ifit is OK)
The cake tastes wonderful. (NOT The cake is tasting wonderful).
• The scales broke when I was weighing myself this morning.
I weighed 68 kilos three month ago - and look at me now!
(NOT I was weighing 68 kilos ... )
•!• " non progressive" verbs are occasionally used in progressive
forms in order to emphasize the idea of change or development.
• These clays, more and more people are preferring to take early
• The water is tasting better today.
• Can is often used with see, hear, feel, taste, smell, understand, and
remember to give a kind of progressive meaning, especially in British
English.
Example:
I can see Sue coming down road.
Can you smell something?
See, hear, feel, smell, taste.
• When these verbs refer to perception (receiving information through
the eyes, ears etc), we do not normally use progressive forms. To talk
about seeing, hearing etc at a particular moment, we often use can, see,
can hear, etc (especially in British English)
Example:
I can see Susan coming. (NOT I am seeing .... )
Can you hear somebody coming up the stairs?
What did you put in the stew? I can taste something funny.
Suddenly she realized she could smell something burning.
In American English, I see I hear etc is common in this sense.
VI.METODE, SUMBER DAN ALAT PEMBELAJARAN
I. Metode: Proses pembelajaran menggunakan pendekatan Grammar
Translation Method.
2. Sumber dan Alat Pembelajaran:
b. Buku Text
c. Buku text
d. Buku Diane Larsen and Freeman, Technique and Principles in
Language Leaming
e. Kamus bahasa Inggris - Indonesia karya Hassan Shadily
f. Syllabus and Handout
VII.LANGKAH - LANGKAH KEGIATAN
v" Guru memberikan handout pada siswa.
,/ Guru meminta siswa untuk mendengarkan text yang dibacakan dan
meminta siswa untuk mengisi kalimat yang rumpang dalam soal.
v" Siswa mendengarkan.
v" Guru meminta siswa agar menukar jawaban kepada teman lain.
,/ Guru dan siswa mengoreksi jawaban.
,/ Guru bertanya apakah siswa menemukan kosa kata yang sulit dari text
yang diberikan.
,/ Guru menjelaskan kernbali present continuous tense dengan 111aca111-
macam bentuknya .
./ Guru menjelaskan to be dan pasangannya dengan subject suatu
kalimat.
,/ Guru memberikan lalihan kepada siswa berkenaan dengan materi yang
telah dipelajari.\
PENILAIAN
./ Read the text carefully and answer the following questions!
Students are having recess time. Look! They are doing many activities in
the school yard. Anisa and Yosi are sitting under a tree. Rio, Adil and Jojo
are playing basketball in the basketball court. Desi, Ima and Redo are
discussing their lesson. Mr. Aris, their teacher, is talking to students. Alim
is playing a guitar and Ida is singing .
./ Answer the following questions!
1. What are the students doing in the school?
2. Are Anisa and Yosi sitting under the tree?
3. Is Rio playing basket alone?
4. Who are discussing the lesson?
5. Is Alim playing guitar?
Rubrik penilaian:
Score 5 jika spelling, kosa kata, grammatika, dan tanda baca semuanya
benar I sempurna.
Score 4 jikajawaban benar tapi salah tulis tanda baca. Spelling
sempurna, kosa kata kurang tepat, grammatikanya tidak sempurna
tetapi tidak mengurangi makna.
Score 3 jikajawaban benar tapi salah tulis tanda baca. Spelling kurang
sempuma, kosa kata kurang tepat, grammatikanya tidak sempuma
tetapi tidak mengurangi makna.
Score 2 jika jawaban mendekati benar.
Score I jikatidak menjavmb.
Appendix 6
THE TABLE OF SPECIFICATION OF THE TEST ITEMS:
No Indikator Ranah Nomor Soal Jumlah Kognitif
1 Mencocokkan to Cl 1;3;4;6;8;10;11;12 8 be sesuai subjeknya dalam kalimat present continuous tense dengan tepat.
2 Mengidentifikasi Cl 13 1 to be sesuai dengan bentuk present continuous tense
3 Menggunakan C3 16;17;18;19;20 5 bentuk verb yang tepat untuk membuat kalimat yang berstrnktur present continuous tense dengan tepat.
4 Mengubah C2 2;5;7 ;9;21 ;22;23;24;25 9 kalimat yang berstruktur present continuous tense menjadi bentuk positive, negative dan interrogative dengan tepat.
5 !Ylemilih bentuk C3 5;14;15 3 penulisan ya11g benar pada verb yang dipakai dalam kalimat present continuous tense dengan benar.
Appendix 7
RENCANAPELAKSANAANPEMBELAJARAN
(PERTEMUAN PERT AMA)
(FOR EXPERIMANTAL CLASS)
Mata Pelajaran
Tingkat Pendidikan
Kclas I Semester
Waktu
Matcri
: Bahasa Inggris
:SMK
: XI 1
: 2 x 40 menit
: The Present Continuous Tense
I. STANDAR KOMPETENSI
Siswa dapat menggunakan the present continuous tense untuk
berkomunikasi antara lain: mendengarkan, expresi diri,
berpendapat, menyampaikan informasi.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan
ungkapan yang benar dalam berkomunikasi sehari - hari.
III. INDIKATOR
Siswa dapat menguasai kosakata yang berubungan dengan
kegiatan yang dilakukan sehari - hari terutama yang berhubungan
dengan hal yang sedang terjadi dan untuk mengungkapkan
rencana.
IV. PRESENTASI
./ Menggunakan Questioning:
1. Pendahuluan:
A. Guru memberikan salam
B. Guru menyapa siswa
C. Guru mengabsen siswa
D. Guru memotivasi siswa
2. Kegiatan Inti:
1. Mendiskusikan kegiatan yang sedang te1jadi.
2. Mendiskusikan verb -ing.
3. Mencari tahu tentang kegiatan yang sedang dilakukan.
4. Tanyajawab menggunakan WH question form of the
present continuous tense.
5. Menjawab pertanyaan guru dengan struktur present
continuous tense.
3. Penutup
Refleksi: mengadakan Tanyajawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan - hambatan yang dihadapi
siswa pada saat pelajaran berlangsung.
V. MATER! POKOK
The Present Continuous Tense
VI. METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metode: Proses pembelajaran menggunakan pendekatan
Interactive Learning.
2. Sumber dan Alat Pembelajaran:
•!• Buku Text
•!• Buku Diane Larsen and Freeman, Technique and Principles
in Language Learning.
•!• Kn11111s hnhnsn Trnr<>ris- Tnclonesin knrvn Hnssnn Shnclilv~
Appendix8
RENCANAPELAKSANAANPELAJARAN
(PERTEMUAN KEDUA)
(FOR EXPERIMENTAL CLASS)
Mata Pelajaran : Bahasa Inggris
Tingkat Pendidikan : SMK
Kelas I Semester : X / 1
Waktn : 2 x 40 menit
Materi : The Present Continuous Tense
I. STANDAR KOMPETENSI
Siswa dapat menggunakan the present continuous tense untuk
berkomunikasi antara lain: menclengarkan, expresi cliri,
berpenclapat, menyampaikan informasi.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan
ungkapan yang benar clalam berkomunikasi sehari - hari.
III. INDIKATOR
Siswa clapat menguasai kosakata yang berubungan clengan
kegiatan yang clilakukan sehari - hari terutanm yang berhubungan
clengan ha! yang seclang terjadi clan untuk mengungkapkan
rencana.
IV . PRESENTASI
./ Menggunakan Game:
I. Pendahuluau:
A. Guru memberikan salam
E. Guru menyapa siswa
F. Guru mengabsen siswa
G. Guru memotivasi siswa
2. Kegia tan In ti;
1. Melangkapi dialog dan mempraktekkan di clepan kelas
berpasangan.
2. Menggunakan percakapan pendek per group dari drill yang
diberikan guru.
3. Penutup
Refleksi: mengadakan Tanyajawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan - hambatan yang
dihadapi siswa pacla saat pelajaran berlangsung.
V. MATER! POKOK
The Present Continuous Tense
VI. METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metode: Proses pembelajaran menggunakan pendekatan
Interactive Learning.
2. Sumber clan Alat Pembelajaran:
•!• Buku Text
•!• B uku text
•!• Buku Diane Larsen and Freeman, Technique and Principles
in Language Learning
•!• Kamus bahasa Inggris - Indonesia karya Hassan Shadily
•!• Syllabus and Handout
RENCANA PELAKSANAAN PEMBELAJARAN
(PERTEMUAN KETIGA)
(FOR EXPERIMENTAL CLASS)
Mata Pelajaran
Tinglrnt Pcndidikan
Kelas I Semester
Waktu
Materi
: Bahasa Inggris
:SMK
: XI 1
: 2 x 40 menit
: The Present Continuous Tense
I. STANDAR KOMPETENSI
Siswa dapat menggunakan the present continuous tense untuk
berkomunikasi antara lain: mendengarkan, expresi diri,
berpendapat, menyampaikan informasi.
II. KOMPETENSI DASAR
Siswa mampu merespon ungkapan - ungkapan menggunakan
ungkapan yang benar dalam berkomunikasi sehari - hari.
III. INDIKATOR
Siswa dapat menguasai kosakata yang berubungan dengan
kegiatan yang dilakukan sehari - hari terutama yang
berhubungan dengan hal yang sedang te1jadi dan untuk
mengungkapkan rencana.
IV. PRESENTASI
./ Menggunakan Matching the picture:
1. Pendahuluan:
A. Guru memberikan salam
B. Guru menyapa siswa
2. Kcgiatan Inti:
1. Wawancara temen
2. Mengaktingkan
3. Melaporkan wawancara didepan kelas.
3. Penutup
Refleksi: mengadakan Tanyajawab tentang materi yang telah
dipelajari clan bertanya tentang hambatan - hambatan yang
clihaclapi siswa pacla saat pelajaran berlangsung.
V. MATER! POKOK
The Present Continuous Tense
VI.METODE, SUMBER DAN ALAT PEMBELAJARAN
1. Metocle: Proses pernbelajaran menggmmkan pendekatan
Interactive Learning. Dengan aktivitas matching the picture.
2. Sumber clan Alat Pembelajaran:
•!• Buku Text
•!• Buku text
•!• Buku Diane Larsen and Freeman, Technique and Principles
in Language Learning
•!• Kamus bahasa Inggris - Indonesia karya Hassan Shadily
•!• Syllabus and Handout
