department of english education faculty of...

INCREASING STUDENTS’ MASTERY IN THE SIMPLE PAST TENSE

BY USING INFORMATION-GAP ACTIVITY

(A Classroom Action Research at the Second Grade of SMP IT Annajiah Cibinong)

By:

ERMA AMALIANI

106014000351

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ABSTRACT

AMALIANI, ERMA, 2011, Increasing Students’ Mastery of the Simple Past

Tense by Using Information-Gap Activity (A Classroom Action Research

in the Second Grade of SMP IT Annajiah Cibinong), Skripsi, English

Education Department, The Faculty of Tarbiya and Teachers‟ Training,

UIN Syarif Hidayatullah Jakarta.

Advisor : Drs. H. Bahrul Hasibuan, M.Ed.

Keywords : Information-Gap Activity, Simple Past Tense, Second Grade,

SMP IT Annajiah Cibinong.

This research is aimed to increase the students‟ mastery of the Simple Past

Tense in which less knowledge of the form and the use have been the problem in

the second grade of SMP IT Annajiah Cibinong.

Because of this kind of problem, the writer did Classroom Action

Research. Moreover, this research was conducted on August until October 2010 at

SMP IT Annajiah Cibinong that involved second grade students that consist of

twenty eight students as the respondent. Furthermore, this research used two

cycles that consist of four stages: planning, acting, observing, and reflecting for

each cycles. In order to get the accuracy in data collecting, the writer combined

both qualitative and quantitative data which are observation, interview, and test.

After two cycles done, the writer finds that there is a significant

improvement in teaching Simple Past Tense by using Information-Gap Activity.

From the students‟ score in cycle 1 calculated by N-Gain Formula, the

improvement is still low, which is 0.28. Furthermore, the improvement of

students‟ score in cycle 2 is 0.53 which is categorized medium.

ABSTRAK

AMALIANI, ERMA, 2011, Increasing Students’ Mastery of the Simple Past

Tense by Using Information-Gap Activity (A Classroom Action Research

in the Second Grade of SMP IT Annajiah Cibinong), Skripsi, Jurusan

Pendidikan Bahasa Inggris, Fakultas Tarbiyah, UIN Syarif Hidayatullah

Jakarta.

Pembimbing : Drs. H. Bahrul Hasibuan, M.Ed.

Kata Kunci : Information-Gap Activity, Simple Past Tense, Second Grade,


Penelitian ini bertujuan untuk meningkatkan penguasaan siswa dalam

Simple Past Tense dimana kurangnya pengetahuan mengenai rumus maupun

penggunaannya menjadi permasalahan di kelas dua SMP IT Annajiah Cibinong.

Oleh karena itu, penulis melakukan Penelitian Tindakan Kelas. Penelitian

ini dilakukan pada bulan Agustus sampai Oktober 2010 di SMP IT Annajiah

Cibinong yang melibatkan siswa kelas dua yang terdiri dari dua puluh delapan

siswa sebagai responden. Penelitian ini terdiri dari dua siklus yang pada masing-

masing siklus meliputi empat tahap: Planning, Acting, Observing, dan Reflecting.

Agar mendapatkan keakuratan dalam pengumpulan data, maka penulis

memadukan data kualitatif dan kuantitatif, yakni observasi, wawancara dan tes.

Setelah melalui dua siklus, penulis menemukan peningkatan yang

signifikan dalam pengajaran Simple Past Tense dengan menggunakan kegiatan

Information-Gap. Dari perolehan nilai siswa pada siklus satu yang dihitung

dengan rumus N-Gain, peningkatannya masih rendah, yakni sebesar 0,28.

Peningkatan perolehan nilai siswa pada siklus dua adalah sebesar 0,53 dan

dikategorikan sedang.

ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his

adherence.

This „skripsi‟ under the title “Increasing Students‟ Mastery in the Simple

Past Tense by Using Information-Gap Activity” is presented to the Faculty of

Tarbiyah and Teachers‟ Training in partial fulfillment of the requirements for the

degree of S.Pd (Bachelor of Art) in English Education.

First of all, the writer would like to express her greatest love to her

beloved family: her grand mothers (Kuna and Maryam), her grand fathers (Sarbini

and Lettu. Opik Sukarsa), her wonderful mother and father (Aam Amsyari and

Siti Nuraini S.Pd), her beloved sisters (Hesti Permata Sari and Auliannisa), her

great brothers (Eka Firmana, S.Pd., Pradi Khusyufi Syamsu, MA., and Egi

Sugiana) and all extended families who always give the spirit to keep up the

struggle in finishing this „skripsi‟.

The greatest honor and deepest gratitude are expressed to her advisor,

Drs.H.Bahrul Hasibuan, M.Ed. for his valuable helps, guidance, and suggestions,

who has been very patient to devote his attention, energy and time to assist the

writer so that the writer is able to finish this „skripsi‟.

The writer‟s sincere gratitude also goes to:

1. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and

Teachers‟ Training Syarif Hidayatullah State Islamic University Jakarta.

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

3. Neneng Sunengsih S.Pd.,the Secretary of English Education Department.

4. All lecturers in English Education Department who have taught the writer

useful knowledge and skills.

5. H. Dudung Adimyati, S.Ag. the principal of SMP IT Annajiah Cibinong

who has given the opportunity to do the research.

6. Siti Hawa, S.Pd., the English teacher who has given ideas, time, advice

and support during conducting the research.

7. All her beloved friends in English Education Department 2006/2007

academic year with whom she exchanged ideas, especially Dewi Yusuf,

Nuraeni, Rella Agustin, Irna Purnama Sari, Isty Anggraputri, Mega

Muharram, Umi Ruchaniyah, Ulfiana, Eka Nurul Hayat, Mulyani Ratna

Wulan, and all members of A class. The great gratitude is also expressed

to her special friend, Abdul Rahman, who always encourages and supports

her during finishing this „skripsi‟. The writer hopes that Allah will always

bless them all.

The writer does realize that this „skripsi‟ cannot be considered perfect

without critiques and suggestions. Therefore, it is such a pleasure for her to get

critiques and suggestions to make this „skripsi‟ better.

Jakarta, Desember 2010

The Writer

TABLE OF CONTENT

TITLE……………………………………………………………………………..i

APPROVAL……………………………………………………………………...ii

ABSTRACT …………………………………………………………………….iii

ABSTRAK……………………………………………………………………….iv

ACKNOWLEDGEMENT………………………………………………………v

TABLE OF CONTENT………………………………………………………..vii

LIST OF TABLES................................................................................................x

LIST OF FIGURES………………………….………………………………….xi

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

CHAPTER I : INTRODUCTION

A. The Background of the Research……………………...1

B. The Limitation of the Research………………………..4

C. The Objectives of the Research………………………..4

D. The Significance of the Research……………………...5

E. The Organization of Writing ………………………….5

CHAPTER II : THEORETICAL FRAMEWORK

A. Information-Gap Activity

1. The understanding of Information-Gap Activity……...7

2. The characteristics of Information-Gap Activity……...8

3. The techniques of Information-GapActivity………….9

4. The advantages of Information-Gap Activity………..12

5. The disadvantages of Information-Gap Activity…….12

B. Simple Past Tense

1. Understanding of Simple Past Tense………………...13

2. The form of Simple Past Tense……………………....14

3. The use of Simple Past Tense………………………..17

4. The teaching Simple Past Tense through Information-

Gap Activity…………………………………………18

5. The Technique of Information-Gap Activity Modified in

Teaching Simple Past Tense……………………………….. 19

C. Classroom Action Research

1. The understanding of Classroom Action Research……..……..21

2. The designs of Classroom Action Research……...…………... 23

3. Collaborative Action Research ………………………..…….24

CHAPTER III : RESEARCH METHODOLOGY

A. The objective of the research…………………………….26

B. The place and time of the research……………………….26

C. The method of the research………………………............26

D. The design of the research.……………………...…......…27

E. The subject of the research…………………………….…29

F. The role of the writer on the research…………………....29

G. The procedures of the classroom action research………...29

1. Planning…………………………………………..29

2. Acting……………………………………...……..29

3. Observing…………………………..…………….30

4. Reflecting…………………..…………………….30

H. The technique of data collecting……………………........30

1. interview……………………………...…………..30

2. Observation……………………..………………..31

3. Test………………………...……………………..31

I. The technique of data analysis……………...………..…..32

J. The validity of data……………………………………....33

K. The criteria of action success………………...…………..34

CHAPTER IV : RESEARCH FINDING

A. The description of data……………………………..…....35

1. Before implementing the action………………….35

2. The implementation of CAR…………………….37

3. After implementing the action…………………...43

B. The analysis of data……………………………..............46

C. The interpretation of data……………………………….50

CHAPTER IV : CONCLUSION AND RECOMENDATION

A. Conclusion……………………….……………….....52

B. Recommendation………….………………………...53

BIBLIOGRAPHY……………………………………………………………..54

APPENDIX

CHAPTER I

INTRODUCTION

A. The Background of the Research

Language is a means of communication in humans’ life. As in Oxford Advanced

Learner’s Dictionary, “language is the system of sounds and words used by humans to

express their thought and feeling.”1 In addition, Carlyle in Millward defines language as a

systematic and conventional means of human communication by way of vocal sounds; it

may (or may not) include written symbols corresponding in some way to these vocal

sounds.2 The writer may infer that language is a common way in which people can

exchange information both oral and written. With language people can share their ideas

and express their feelings besides its social function in order to communicate and

socialize with each other.

English as the first foreign language in Indonesia has an important role both in

social aspect and educational aspect. Nowadays, English has become a need in social

aspect since many job institutions place a good English ability as one of the

requirements of good positions. English fluency both oral and written tends to be a

marketable skill in Indonesian trade world. Besides that, English also has an important

role in educational aspect since English has become a subject in every educational level

in Indonesia. English in Primary School is as a local content, a compulsory subject in

Secondary Schools, and a complementary subject in university. Moreover, English in

Secondary Schools is as one of the subjects in the national examination.

In English learning, a student has to master the four basic language skills, namely

listening, speaking, reading, and writing. Besides those skills, a student also has to

increase his/her knowledge on grammar aspect because it is inseparable aspect from

the four skills above. It means that grammar places an important role in learning English

as Ur states, “there is no doubt that a knowledge –implicit or explicit- of grammatical

rules is essential for the mastery of language: you cannot use words unless you know

1 A.S. Hornby. Oxford Advance Learner’s Dictionary, (New York: Oxford University

Press, 1995), 5th

ed., p.662. 2 C.M. Millward, A Biography of the English Language, (Boston: Ted Buchlhlolz, 1996),

2nd

ed., p.2.

how they should be put together.”3 From the citation above the writer may infer that a

language, in this case English, cannot be constructed without grammar.

The way of teaching grammar influences students’ understanding of the

grammar itself. Teachers need to develop their strategy in teaching grammar since a

monotonous grammar teaching leads to an unattractive learning process for students. It

makes them feel bored and have less motivation in learning grammar, so they also have

less understanding in grammar knowledge.

This sort of problem can be minimized through the appropriate ways of teaching

grammar. Harmer states that one way of teaching grammar is to use an explain and

practice procedure.4 In addition, according to Ur “the stage of practice consists of a

series of exercises done both in the classroom and for home assignments, whose aim is

to cause the learners to absorb the structure thoroughly; or, to put in another way, to

transfer what they know from short-term memory to long-term memory.”5 It may be

inferred that teaching grammar needs practice in order that students can acquire the

structure and retain it in their memory for a long time.

Teachers need to create grammar practice in communicative way so as to

motivate students in such interesting activities. Pennington states, “motivation and

accessibility of input are provided in the present volume by activities that attend to

communicative need and purpose.”6 In other words, communicative activity is one of

the ways that can motivate and facilitate students in learning grammar.

One of the communicative grammar practices is Information-Gap Activity which

is one of the teaching technique in Communicative Approach as Freeman states, ”the

most obvious characteristics of the Communicative Approaches that almost everything

that is done is done with communicative intent”7. Furthermore, the activities that are

truly communicative according to Morrow have three features: information-gap,

3 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge:

Cambridge University Press, 2002), p.4. 4 Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), new

ed., p.88. 5 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, …, p.7. 6 Martha C. Pennington (ed), New Ways in Teaching Grammar, (Alexandria: Teachers Of

English To Speakers Of Other Languages Inc, 1995), p. x. 7 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:

Oxford University Press, 1986), p. 132.

choices, and feedback.8 It means that according to Freeman and Morrow, Information-

Gap is one of the activities in Communicative Approach which provides students with

communicative purposes.

The definition of Information-Gap Activities itself according to Hilles and Murcia

is in the course of doing the activity, one participant should be in position to tell one or

more other people something that the others do not know yet.9 It can be inferred that

Information-Gap Activity is the activity that provide a gap between one and the other

students in order to share information they need.

Information-Gap Activity can both motivate and stimulate students by

interesting pictures and exchanging information that could be held in pair or even in

group. Scrivener states, “Such gaps of information between people gives us a need and

desire to communicate with each others.”10 The writer may infer that according to

Scrivener, Information-Gap Activity is a stimulation to create communicative class

activity between one student and others.

According to the interview that was conducted by the writer to the teacher in

SMP IT Annajiah Cibinong, she knew that the students had less motivation in learning

grammar in which the problem of learning Simple Past Tense appeared. It was

supported by the observation in which the writer found that the students tend to be

passive in learning grammar.

Based on the phenomenon described above, the writer is interested in doing a

research in the school under the title: INCREASING STUDENTS’ MASTERY IN THE SIMPLE

PAST TENSE BY USING INFORMATION-GAP ACTIVITY. It is a Classroom Action Research at

the Second Grade Students of SMP IT Annajiah Cibinong.

B. The Limitation and Formulation of the Problem

The problem that will be discussed is limited only on the using of Information-

Gap Activity as a part of Communicative Approach in understanding the Simple Past

8 K. Morrow, Principle of Communicative Methodology, (Essex: Longman, 1981), p.59.

9 Marianne Celce-Murcia and Sharon Hilles, Technique and Resources in Teaching

Grammar, (Oxford: Oxford University Press, 1988), p.27-28. 10

Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers,

(New York: Mcmillan), 2nd ed., p. 423.

Tense which covers the irregular verbs required in learning the Simple Past Tense in


To make it clearer, the writer formulates the problem as follow: Can

Information-Gap Activity increase students’ understanding of the Simple Past

Tense?

C. The Objective of the Research

There are three objectives of this research. First, to increase students’

understanding of the Simple Past Tense both cognitively and affectively. Second, to

develop learning strategy to place students as a subject in teaching learning activity.

Third, to involve students communicatively in applying “Learning by Doing” strategy.

D. The Significance of the Research

This research has several significances both for teacher and also for student.

For teacher it can develop learning strategy in teaching Simple Past Tense and

increase teacher’s professionalism quality as an English teacher. On the other hand,

for student it can create an enjoyment in learning Simple Past Tense, increase

student’s motivation in learning grammar, creating communicative class activity,

and acquire the Simple Past Tense knowledge through the activity.

E. The Organization of Writing

This paper is divided into five chapters. The following is a short description

about what each paper contains.

Chapter I

Introduction contains the background of the research, the limitation and

formulation of the problem, the objective of the research, the significance of

the research, and the organization of writing.

Chapter II

Theoretical framework consists of three parts. Part A is Information-Gap

Activity which covers the understanding of Information-Gap Activity, the

characteristics of Information-Gap Activity, the techniques of Information-

Gap Activity, and the advantages of Information-Gap Activity. Moreover, in

part B is Simple Past Tense which consists of the understanding of Simple

Past Tense, the form of Simple Past Tense, the use of Simple Past Tense, and

the teaching Simple Past Tense through Information-Gap Activity. Besides,

part C is Classroom Action Research which consists of the understanding of

Classroom Action Research, and the design of Classroom Action Research.

Chapter III

Research methodology. Research methodology consists of the objective of

the research, the place and time of the research, the subject and the object

of the research, the method of the research, the design of the research, the

role of the writer on the research, the procedure of Classroom Action

Research, the instrument of the research, the technique of data analysis,

and the interpretation of data.

CHAPTER IV

Research finding. Research finding covers the description of data, the data

analysis, and the interpretation of data.

Chapter V

Conclusion and recommendation

CHAPTER II

THEORETICAL FRAMEWORK

A. Information-Gap Activity

1. The Understanding of Information-Gap Activities

According to Prabhu, “Information-Gap Activities are where each person

in a pair has only part of the required information.”11

Furthermore, according to Morrow, an information gap means that the

speaker must tell the listener something that he or she does not know yet.12

Scrivener defines information gap as one person knows something that the

other doesn’t, and such gaps of information between people gives us a need and

desire to communicate with each other.13

Based on Harmer’s opinion, “information gap activity is when one

student has to talk to partner in order to solve a puzzle, draw a picture (describe

and draw), put things in the right order (describe and arrange), or find

similarities and differences between picture.”14

Joycey states that informational gap are mental processes in which a

speaker transfer information, makes choices in terms of what he will say and

how he will say it, and interprets feedback he receive.15

In addition, Werner, Nelson, and Spaventa state that information gap

activity is a communicative activity to be done orally in pairs in which each

student is given part the information required to complete a particular task and

11 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s

Guide, (Oxford: Blackwell Publisher, 1993), p.60. 12 K. Morrow, Principle of Communicative Methodology, (Essex: Longman, 1981), p.59.

13 Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers,

(New York: Mcmillan), 2nd ed., p. 423. 14

Jeremy Harmer, The Practice of English Language Teaching, (Essex: Pearson

Education Limited, 2007), 4th ed., p.349. 15

Ed Joycey, Modern English Teacher: Groupwork, The Information gap, and The

Individual, Vol. X, No. 1, September 1982.

should look only at his/her own information by listening and speaking to

exchange the information to successfully complete the task.16

Finally, According to Harmer in How to Teach English, “Information Gap

activities are those where students have different pieces of information about

the same subject and have to share this information (usually without looking at

what their partner has got) in order for them both to get all the information

they need to perform a task.”17

The writer may infer that information-gap activities is the activities that

are carried out in pair or group where the first learner must exchange the

information he/she has to the second learner through verbal interaction that is

followed by completing the worksheet since they have diffrent information

related to the worksheet, so that it can create a stimulation to communicate

with each other.

2. The Characteristics of Information-Gap Activities

Information gap activity is characterized as follow:18

a). In each activity the student is given a task.

b). Since the information they need for the task is split into two parts (Student A

and Student B), no student has enough information to be able to do it alone.

c). The students have to ask each other for the information they need and come

to a decision together.

d). The activities are not exercises, but contexts in which the students can use

language to find out about things they genuinely need to know and to share

ideas.

The writer infers that there are four main points as the characteristics of

Information-Gap Activity: task-based learning, work in pair or group, there is

16 Patricia K. Werner, John P. Nelson, and Marilynn Spaventa, A Communicative

Grammar, (Boston: MoGraw-Hill, 1997), 2nd

ed., p.xi. 17

Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), new

ed., p.275. 18

David Nunan, Designing Task for the Communicative Classroom, (New York:

Cambridge University Press, 1992), p.124.

information sharing through speaking, and use language to bridge “a gap”

between them.

3. The Techniques of Information-Gap Activities

Legutke and Thomas give several examples of various manifestations of

the information-gap’s techniques:19

Example 1: Using pictures (adult and high-school learners of English at

Intermediate level)

a). The class is subdivided into pairs and one person in the pair is given an

unusual, abstract drawing which he has to describe to his partner so that the

latter can draw it unseen. The ‘drawer’ can ask clarification questions but

‘describer’ may not help by pointing to the ‘drawer’s’ work and commenting

on its likeness or otherwise to the original drawing.

b). When the participants agree that the drawing is finished, the versions from

the other members of the class are displayed and learners exchange

comments on the various representations produced.

c). The teacher elicits from the class the areas of difficulty in the task and feeds

in the key vocabulary items.

d). The two learners exchange roles and are given a different picture to work

with.

Example 2: Spot the difference (adult and high-school learners at

elementary/intermediate/advanced level)

a). Learners working in pairs are given a picture each which is identical apart

from a number of small alteration.

b). Without showing each other the picture they must describe them to each

other in such a way that they can identify all the differences.

Example 3: Memorizing the picture (adult and high-school learners at

elementary/intermediate/advanced level)

19 Michael Legutke and Howard Thomas, Process and Experience in the Language

Classroom, (London: Longman, 1991), p.96-99.

a). The class is divided into sub-groups of five. Each group selects one person

who is going to draw. All the ‘drawers’ leave the room for one minute.

b). The teacher projects the picture onto a screen for thirty seconds. The

learners are asked not to talk during this time.

c). The ‘drawers’ return and the other group members, who have seen the

picture, describe the picture from what they remembered. The ‘drawers’,

who now has five minutes to complete the drawing, may ask questions.

d). After about two minutes the picture is projected again for ten seconds so

that correction can be made.

e). The pictures from each sub-group are displayed on the wall and the groups

discuss which of them is closest to the original

Example 4: Using objects: Assembling a toy (adult and high-school learners, all

level)

a). The class is divided into sub-groups of three learners. Each sub-group is given

a plastic toy, e.g. a Lego car or similar taken from a breakfast cereal packet

which has to be assembled from the parts provided.

b). Two members of the group are given the assembly instructions and have to

explain to the third member how to assemble the object.

Example 5: Using the jigsaw technique (jigsaw listening/reading)

a). The class is divided into three groups each of whom is given a

listening/reading text relating to a theme common to all three texts. In

order to find a solution to a problem, information from all three

listening/reading text is required.

b). When a group members have discussed and understood the information on

their text, the class is regrouped in groups of three to include one member

each from one of the previous groups.

c). Each person in the sub-group of three has information which the other two

do not have. They now share their information and try to solve the problem.

Example 6: Reassembling a text

a). The class is divided into sub-groups of four and each sub-group is given a text

which has been photocopied and cut into several pieces according to the

number of paragraphs in the text.

b). Each individual in the sub-group reads a piece of the text and shares the

information with the others. From this collective pool of information, they

try to sequence the paragraphs and thus reassemble the text.

From the six examples and their techniques above, the writer may

conclude that there are three main points in the technique of information-gap

activities: First, it can be carried out both in pair and in group. Second, it can use

pictures, realia, or even texts as teaching materials. Third, it can be used to

present the four skills, not only listening and speaking but also writing and even

reading. However, the technique of information-gap activities used by the writer

is out of the techniques explained above since she modifies and creates it to fit

in the students’ ability level and the language focus.

4. The Advantages of Information-Gap Activities

Based on Harmer’s statement, Information gap is as a key to the

enhancement of communicative purpose and the desire to communicate.20

According to Scrivener, by creating classroom activities that include such

information gaps, we can provide activities that mimic this reason for

communication, and this may be more motivating and useful to language

learners than speaking without any real reason for doing so.21

In line with these ideas, Nunan points out, “It has been found that small-

group, two-way information gap tasks seem to be particularly appropriate for

stimulating such language.”22

20 Jeremy Harmer, The Practice of English Language Teaching, (Essex: Longman,

2001), 3th

ed., p. 85 21

Jim Schrivener, Learning Teaching: A Guidebook for English Language Teachers,

(New York: Mcmillan), 2nd ed., p. 53. 22

David Nunan, Designing Task for Communicative Classroom, (Cambridge:

Cambridge University Press, 1992), p.64.

Harmer states, “In the classroom we will want to create the same kind

of information-gap if we are to encourage real communication.”23

Based on the citations above, the writer sees that the advantages of

applying information-gap activities in the classroom are it can stimulate and

motivate students in interesting teaching learning process, and also it can

encourage students by real communication strategies.

5. The Disadvantages of Information-Gap Activities

Legutke and Thomas see that information-gap activities help learners to

appreciate that they use the target language to communicate without the direct

intervention of the teacher.24 From this citation, the writer underlines the

phrase “communicate without the direct intervention of the teacher” as the

unstated weakness of information-gap activity. Without direct intervention of

the teacher, it means that the teacher will not be involved in such information-

gap activity to prevent the mistakes or errors done by the students or even to

help them.

In line with this idea, Joycey points out that such group work in an

information-gap activity do not always complete the learner’s ability to

communicate in the target language.25

The writer may infer that at least there are two disadvantages of using

information-gap activity in the classroom. First, teacher’s role is passive, so that

the students need to be active and independent in doing this activity. Second,

information-gap activity in group work may not be sufficient to give the learners

complete ability to communicate in the target language.

23 Jeremy Harmer, The Practice of English Language Teaching,..., p. 48

24Michael Legutke and Howard Thomas, Process and Experience in the Language

Classroom, (London: Longman, 1991), p.96. 25

Ed Joycey, Modern English Teacher: Group work, The Information gap, and The

Individual, Vol. X, No. 1, September 1982.

B. Simple Past Tense

6. The Understanding of Simple Past Tense

According to Close, “The Simple Past Tense is a signal of specification of

past time, just as ‘the’ is a signal meaning that the speaker is referring to a

specified object.”26

In line with this idea, Leech and Startvik state, “The Past Tense refers to

a definite time in the past which may be identified by a past-time adverbial in

the same sentence, the preceding language context or the context outside

language.”27

Based on Woods and Coppieters’ opinion in the Communicative

Grammar of English Workbook, The Simple Past Tense refers to a definite time

in the past and is identified by a past time adverbial, the preceding language

context or the context outside language.28

Hurford states, “The Past Tense of a verb is a form typically indicating

that the event or state of affairs expressed by the verb took place or existed

before the present.”29

Danesi further highlights, “Simple Past Tense, also known as preterit,

allows you to refer to actions that occurred in the past without reference to the

present.”30

The writer sees The Simple Past Tense is defined as The Tense refers to

the event dealing with a past time that is expressed by past verb form, past time

adverbial, preceding language context, or even context outside language.

26 R.A. Close, A Teachers Grammar: An Approach to the Central Problems of English,

(London: Language Teaching Publication, 1998), p.57. 27

Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (Essex:

Pearson Education Limited, 2002), 3rd

ed., p.69. 28

Edward Woods and Rudy Coppieters, The Communicative Grammar of English

Workbook, (London: Pearson, 2002), p.48. 29

James R. Hurford, Grammar: A Student’s Guide, (Cambridge: Cambridge University

Press, 1994), p. 160. 30

Marcel Danesi, Basic American Grammar and usage : An ESL/EFL Handbook,

(New York: Barron‟s Educational Series, 2006), p. 139.

7. The Form of Simple Past Tense

According to John Eastwood, “In the Simple Past Tense, a regular past

form ends in ed, some verbs have an irregular past form. ….We use did and also

were and was in negatives and questions.”31

Table 2.1

Regular Verb

V1 V2

Study Studied

Listen Listened

Walk Walked

Dance Danced

Look Looked

Table 2.2

Irregular Verb

V1 V2

Teach Taught

Speak Spoke

Sing Sang

Write Wrote

Draw Drew

The formula in Simple Past Tense contains three parts: affirmative,

negative, and interrogative.

a. Affirmative

1) The verb other than be:

Examples:

- I rose my hand.

- You walked to the door.

31 John Eastwood, Oxford Practice Grammars With Answers, (Oxford: Oxford

University Press, 1999), 2nd ed., p.18.

S + V2 + .....

- You and I met at school.

- She entered the room.

2) The verb be:

Examples:

- He was a doctor.

- Martha was at park yesterday.

- You were in the car just now.

- Andy and I were happy at that time.

b. Negative

1) The verb other than be:

Examples:

- Diana didn’t leave the house.

- My father didn’t work two days ago.

- You didn’t know anything.

- They didn’t do their homework.

2) The verb be:

Examples:

- It wasn’t there at 8 o’clock.

- Rose wasn’t a teacher.

- We weren’t hungry.

- They weren’t in the hall last night.

c. Interrogative

1) The positive form of verb other than be:

Examples:

S + was/were + Substantive Universal + ....

S + Did + not + V1 + .....

S + Was / Were + not + Substantive Universal + .....

Did + S + V1 + ..... ?

- Did you call me last night?

- Did we know him?

- Did Erick come here?

- Did she invite you?

2) The negative form of verb other than be:

Examples:

- Didn’t you send me a message?

- Didn’t my sister give you something?

- Didn’t they borrow you a pencil?

- Didn’t it bite her yesterday?

3) The positive form of verb be:

Examples:

- Were they in the bank three days ago?

- Was Sarah angry with you?

- Were you sleepy last night?

- Was I in the hospital yesterday?

4) The negative form of verb be:

Examples:

- Wasn’t Marry sad last night?

- Wasn’t he at home last week?

- Weren’t they in the classroom this morning?

- Weren’t we at the movie yesterday?

Didn’t + S + V1 + ..... ?

Was/Were + S + Susbtantive Universal + ..... ?

Wasn’t / Weren’t + S + Susbtantive Universal + ..... ?

8. The Use of Simple Past Tense

Based upon Foley and Hall’s opinion, “we often use the Past Simple

Tense for single completed events and past states.”32

According to Michalek, The Simple Past Tense is used to express an

action that is definitely past and whose time is given either expressly or

understood from the context, e.g.: He went to London Yesterday.

Past He went Now Future

Yesterday

Figure 2.1

Tense Diagram of Ewa Michalek

The only point on the left of “now” marks the time of the past action and of the

adverbial at the same time. 33

According to Murcia and Freeman, the uses of The Simple Past Tense

are to express:34

1) A definite single completed event/action in the past

e.g.: I attended a meeting of that committee last week.

2) Habitual or repeated action/event in the past (suggest that some change in

this habit/event has taken place)

e.g.: It snowed almost every weekend last winter.

3) An event with duration that applied in the past with the implication that it no

longer applies in the present

e.g.: Prof. Nelson taught at Yale for 30 years.

4) An event with stative verbs in the past tense

e.g.: He owed me a lot of money. Relationship Perception

I saw a large house in the corner. Sensory Perception

32 Mark Foley and Diane Hall, Advanced Learners’ Grammar: A Self Study Reference

and Practice Book with Answers, (Essex: Longman, 2003), p.54. 33

Ewa Michalek, English Teaching Forum: Tense Diagrams, Vol. XXII, No. 1,

January 1984. 34

Marianne Celce-Murcia and Diane Larsen-Freeman, The Grammar Book: An

ESL/EFL Teacher’s Course, (Rowley: Newbury House Publisher, 1983), p. 63.

I knew that John is a teacher. Mental & Emotions

Perception

5) Past Conditional / imaginative events in the subordinate clause

e.g.: If he took better care of himself, he wouldn’t be absent so often.

C. The Teaching of Simple Past Tense through Information-Gap Activity

Ur states, one of the implementations of active language use is put certain

constraints on the process of achieving task objective in order to make sure that

maximum language use in fact take place, such as practicing Simple Past Tense

which include oral work and both interrogative and affirmative forms by information

gap activity.35

According to Johnson, information-gap activity which practice grammar is as

communicative drills to provide a focus on form.36

Based on Cook’s opinion, the very act repetition (drilling) also allows greater

time for processing and creates a generally more secure and relaxed atmosphere

which may aid receptivity.37

In line with this idea, Harmer states, “the purpose of drilling is habit-

formation through constant repetition of correct utterances, encouraged and

supported by positive reinforcement.”38

The writer may conclude that the implementation of information-gap activity

to increase students’ mastery in the Simple Past Tense is as a communicative drill

which allows constant repetition providing a focus on the form and the use of this

kind of tenses

35 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers,

(Cambridge: Cambridge University Press, 2002), pp.18-19. 36

Keith Johnson, An Introduction to Foreign Language Learning and Teaching,

(Harlow: Pearson Education Limited, 2008), 2nd

ed., pp. 259-263. 37

Guy Cook, Language Play Language Learning, (Oxford: Oxford University Press,

2000), p.30. 38


Education Limited, 2007), 4th

ed., p.64.

D. The Technique of Information-Gap Activity Modified in Teaching Simple Past Tense

Since the research is conducted in Secondary School at elementary level, the

technique of information-gap activity is made as simple as possible by using

information-gap worksheet which contains some pictures they have to inform to

their pairs. The information-gap task itself is split into two parts: Task A and Task B.

Task A, which is required for students A, contains of some pictures which did not

exist in Task B, and vice versa. So, they have to exchange the information related to

some activities in the pictures. It is supported by Foster’s statement, “In

information-gap type of interactive task, learners have to transfer information to a

partner who does not have it.”39

This sort of information-gap activity is emphasized on grammar aspect, in this

case Simple Past Tense, by combining three skills: Listening, Speaking, and Writing.

Beside the students must transfer the information through speaking, they also need

to listen the information related to the incomplete pictures of theirs and write the

information according to what their pairs say.

Since there are two models of information-gap worksheet given to students

for each cycle, so that it produces different procedure of information-gap activity.

The procedure of information-gap activity itself is divided into five steps:

MODEL 1

Title : Anybody Call and Dan’s Big Date

Step 1: The students is introduced the concept of Information-gap activity and how

it works in the classroom.

Step 2: The students are informed that they may not show their own tasks which

contain the pictures and make sure that no one try to show it. In line with these

ideas, Freeman points out, “For information-gap activities to work, it is vitally

important that students understand the details of the task (for example, that they

should not show each other their pictures.”40

39Pauline Foster, English Teaching Forum: Information-Gap Task , Vol. 53, 1 January

1999. 40

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New

York: Oxford University Press, 2000), 2nd

, p. 129.

Step 3: The students have to work in pair that consists of student A, who is given

worksheet A, and student B, who is given worksheet B. Besides, the teacher read

aloud the example of the dialogue.

Step 4: The students A have the first chance to ask students B concerning the

incomplete information they have by using Simple Past Tense in the form of Yes/No

Question and WH Question. However, students B must listen about the question

and give feedback by answering the question orally based on the information they

have.

Step 5: The students and the teacher evaluate the worksheet which have been

done.

MODEL 2

Title : My Friends’ activities yesterday

Step 1: The students is introduced the concept of Information-gap activity and how

it works in the classroom.

Step 2: The students are informed that they may not show their own tasks which

contain the pictures and make sure that no one try to show it. Students have to

work in pair that consists of student A, who is given worksheet A, and student B,

who is given worksheet B.

Step 3: students A have the first chance to ask students B concerning the incomplete

pictures they have by using Simple Past Tense in the form of WH Question. On the

other hand, students B must listen about the question and give feedback by

answering the question orally based on the picture they have by using Simple Past

Tense in the form of affirmative statement. Furthermore, at the same time students

A have to write down the information they get from students B on their worksheet,

and vice versa.

Step 4: after each of the students has already answered the task, she/he has to work

in pairs again with different pairs. In this step, Students A must make sure that the

information they get is correct by asking to their pairs (Students B) in the form of

Yes/No Questions, and Students B have to give feedback by answering the questions

in the form of affirmative and negative statements, and vice versa.

Step 5: The students and the teacher evaluate the worksheet which have been

done.

F. Classroom Action Research

1. The Understanding of Classroom Action Research (CAR)

According to Millan and Schumacher, classroom action research is the

process of using research principles to provide information that educational

professionals use to improve aspect of day-to-day practice.41

In line with these ideas Creswell states, classroom action research are

systematic procedures done by teachers (or other individuals in an educational

setting) to gather information about, and subsequently improve, the ways their

particular educational setting operates their teaching, and their student

learning.42

Elliott defines action research in education briefly as “the study of a

social situation with a view to improving the quality of action in it.”43

Carr and Kemmis see classroom action research as:” self-reflexive

inquiry, undertaken by participants in social situation in order to improve the

rationality and justice of their own practices, their understanding of these

practices, and the situation in which these practices are carried out.”44

According to Cohen and Manion, Classroom Action Research is first and

foremost situational, being concerned with the identification and solution of

problem in specific context.45

Nunan further highlight, Classroom Action Research is a descriptive case

study of a particular classroom, group of learners, or even a single learner

counts as action research if it initiated by a question, is supported by data and

41 Mc. Millan, James H, and Sally Schumacher, Research in Education: Evidence-

Based Inquiry, (Boston: Pearson Education, 2006), p. 414. 42

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, (Saddle River: Pearson Prentice Hall, 2008), 3th

ed., p.597. 43

J. Elliott, Action Reseach for Educational Change, (Milton Keynes: Open University

Press, 1991), p.69. 44

W. Carr and S. Kemmis, Becoming Critical: Knowing Through Action Research.

(London: The Falmer Press, 1986), p, 220. 45

L. Cohen and L. Manion, Research Methods in Education, (London: Croom Helm,

1985), p.18

interpretation, and is carried out by a practitioner investigating aspects of his or

her own context and situation.46

Finally, Harmer states “Classroom Action Research is the name given to

a series of procedures teachers can engage in, perhaps because the wish to

improve aspect of their teaching, or alternatively, because they wish to evaluate

the success and or appropriacy of certain activities in procedures.”47

From the citations above, the writer may infer that classroom action

research is the research that is started because of the crucial problem that

appears in the classroom (group of learners) about specific context where the

researcher or (and) the teacher attempt to solve the problem by such ways and

new strategies until the learners get a significant improvement of their learning.

2. The Designs of Classroom Action Research

In line with Kurnianto and his team, there are four models or designs of

Classroom Action Research (CAR).

“Dalam pengembangannya dikenal adanya empat model PTK, yaitu: Model Kurt

Lewin, Model Mcel Kemmis and Mc Taggart, Model John Elliot, dan Model Dave

Ebbut.”48

Based on the four kinds of action research designs mentioned above,

the writer chooses Kurt Lewin Design as the model of this Classroom Action

Research.

Kurt Lewin design has been fundamental reference of the other

classroom action research designs since he is as the first one who introduces

Action Research. According to Kusumah and Dwitagma, Konsep pokok penelitian

tindakan Model Kurt Lewin terdiri dari empat komponen yaitu: a) perencanaan,

b) tindakan, c) pengamatan, d) refleksi.49 “(The basic concept of Kurt Lewin

46 David Nunan, Research Methods in Language Teaching, (Cambridge: Cambridge

University Press, 1992), p.18 47


Limited Education, 2007), 4th ed., p.414. 48

Rido Kurnianto et.al, Penelitian Tindakan Kelas, (Surabaya: Aprinta, 2009), 1st ed.,

p. 5-11 49

Wijaya Kusumah and Dedi Dwitagma, Mengenal Penelitian Tindakan Kelas,

(Jakarta: Indeks, 2009), p.20

Designs in Classroom Action Research consists of four components: a) Planning,

b) Acting, c) Observing, and d) Reflecting.)

In Teaching English as a Second or Foreign Language, the four

components are defined as follows:

a. Planning is an action to address a problem issue or question in his/her

own context.

b. Acting is a small-scale intervention.

c. Observing is systematic observation of the outcome through a variety of

procedures for collecting data.

d. Reflecting is the process of the researcher’s reflection on the outcome and

planning a subsequent action after which the cycle begins again.50

Figure 2.2

Action Research Design of Kurt Lewin

50 Marianne Celce-Murcia (editor), Teaching English as a Second or Foreign

Language, (Boston: Heinle & Heinle, 2001), 3rd ed., p.490.

3. Collaborative Classroom Action Research

According to Wallace, there are five kinds of collaborative action

research:51

a. Collaboration with students

It create benefit both for teacher and students. With regard to composition,

writing processes and comparing the result could be, for students at certain

level, a very helpful exercise.

b. Collaboration with colleagues in the same department / school / institution

The main advantage here is ease of contact. Proximity means that it is more

convenient when planning activity and analysing data.

c. Collaboration with colleagues outside school / institution

Teacher who collaborate in action research with colleagues in other

institutions often remark how stimulating it is to get insights from fellow-

professionals operating in diffrent context.

d. Collaboration with colleagues with a diffrent area of expertise

This kind of collaboration can be useful division of labour.

e. Collaboration with colleagues in other contries

This is becoming much more possible with facilities such as e-mail and

internet. Moreover, interesting comparative data could be found.

Based on the kinds of collaborative classroom action research above,

the writer applies collaborative classroom action research in the sort of

collaboration with colleagues outside school / institution.

51 Michael J. Wallace, Action Research for Language Teachers, (Cambridge:

Cambridge University Press, 1988), p. 209

CHAPTER III

METHODOLOGY OF RESEARCH

A. The Objective of the Research

There are three objectives of this research. The first one is to increase

students’ understanding of the Simple Past Tense both cognitively and affectively.

The second one is to develop learning strategy to place students as a subject in

teaching learning activity. Finally, to engage the students in communicative activities

which is well known as “Learning by Doing”.

B. The Place and Time of the Research

The research is held at SMP Islam Terpadu Annajiah Cibinong which is

located at Jl. Kayumanis no. 25, Cibinong-Bogor. The research is conducted for three

months started from August up to October 2010.

C. The Method of the Research

In this research, the writer uses Classroom Action Research. Furthermore,

this research is going to employ two cycles, each of which consists of four stages:

planning, acting, observing, and reflecting for each cycles. In order to get the

accuracy in data collecting, the writer combines both qualitative and quantitative

data. It means that this study uses observation and testing technique. For the

observation, the aspect that is observed is the activity when the students learn

Simple Past Tense, including their participation and their enthusiastically in

information-gap activity. However, for the testing the writer uses Pre-test and Post-

test to measure the effectiveness of the using information-gap activity in

understanding of the Simple Past Tense.

D. The Design of the Research

As stated in chapter two page 23, this research uses Kurt Lewin Design in

which there are two cycles, and each cycle consists of four phases: Planning, Acting,

Observing, and Reflecting.

CYCLE 1

CYCLE 2

Figure 3.1

Kurt Lewin Design of CAR Modified by the Writer

CYCLE 1

Acting

Planning

Observing

Reflecting

Acting Planning

Reflecting Observing

Teaching learning process

done by the teacher in

teaching simple past tense

by using information-gap

activity as the

implementation of the

lesson plan.

The writer finds the problem

in teaching by observing the

class, interviewing the

teacher, and by giving a pre-

test. Then the teacher and

the writer work

collaboratively in making a

lesson plan, observation

The writer as observer

observes the teacher’s

activity, students’ activity

and class condition based on

the observation form. She

also writes other additional

information on the field

notes. After conducting the

last cycle 1, the writer gives

a posttest 1.

The writer does a feedback

discussion with the teacher

about the result of acting to

perfect the acting in the next

cycle

CYCLE 2

Figure 3.1

The Procedure of CAR Modified by the Writer

E. The Subject and the Object of the Research

The subject of the research is second grade students of Junior High School at

SMP IT Annjiah Cibinong which consist of 28 students, 10 girls and 18 boys.

Furthermore, the object of the research is information-gap activity to increase

students’ understanding of the Simple Past Tense.

F. The Role of the Writer on the Research

The role of the writer on this research is as an observer who collaborates

with the English teacher. As an observer, beside she makes lesson plans and

research instruments (test, fieldnotes, interview, and observation form), she also

manages teaching materials used by the teacher. However, the teacher carries out

“the action” based on the lesson plans made by the writer.

The teacher and the writer

modify the lesson plan

collaboratively by designing

the new teaching strategy

and make the irregular verb

list.

The writer implements the

new lesson plan which is

emphasized on the problem

occured in the first cycle.

The writer observes the

teacher’s activity, students’

activity and class situation

based on the observation

forms and takes other

information on the field

notes. After the final of cycle

2, the writer gives a posttest

2.

The writer discusses the

result of the second cycle

with the teacher. If it

achieves the criteria of

action success, the second

cycle is the final cycle.

G. The Procedures of Classroom Action Research

1. Planning

There are four points done in planning phase. The planning starts from

observation to SMP IT Annajiah Cibinong while teaching learning grammar is

carrying out. After observing, the planning moves to make lesson plan based on

the syllabus used. Moreover, making research instrument including test and

observation form both for teacher and students are done in this phase. The last

one is preparing teaching material including irreguler verb list and information-

gap worksheet.

2. Acting

As stated in the method of the research above, the writer collaborates with the

English teacher. It means that in acting phase, the researcher as observer

observes the teacher, the students and the activity of teaching learning process.

On the other hand, there are three main points done by the teacher in acting

phase. They are giving test (pre-test and post test), conducting information-gap

activity, and giving the understanding of Simple Past Tense based on

information-gap worksheet given to students. Since teaching and learning

period for Simple Past Tense is limited, the writer and the teacher sets two

actions for each cycle.

3. Observing

Observing phase is conducted while the acting is being carried out, so that both

of them are done at the same time. It is completely done by the writer as

observer by noticing the activity, filling in the form of observation and taking

notes related to teacher’s performance, students’ behavior and students’ feeling

expressed. At last, the outcome of the observing becomes one of the parts that

is used in reflecting phase.

4. Reflecting

Reflecting is done in the end of each cycle in which the process of analysis,

synthesis, and evaluation are done. The three prosesses are conducted toward

the result of observing, test, and worksheet done by the students. After

analyzing the result of those three things, the researcher with the teacher does

synthesis by combining them into a whole and evaluating by assessing an idea of

the quality of teaching learning process that is carried out. Moreover, in this

phase, the teacher tells the writer as observer which part that seems to be well

performed and which one that is not, and vice versa. At last, the result of

reflecting is aimed to perfect the acting of next cycle.

H. The Technique of Data Collecting

The instrument in this research uses qualitative data and quantitative data.

Qualitative data is taken from interview and observation. However, qualitative data

is taken from pre-test and post-test.

1. Interview

The interview used is semi-structure interview in which for this sort of interview the

writer can find the problem by asking the informant related to her opinion and

ideas. Semi-structure interview is used because to find the problem and ask the

opinion deeply since the writer can be freer to improvise the question list. The

interview is conducted with the teacher before and after the research is carried out.

The interview before the research is conducted to know the problem faced by the

students concerning grammar and their insight toward teaching grammar. However,

the interview after the research is conducted to know about her view toward

teaching grammar through information-gap activity that has been done.

2. Observation

The observation used is participant observation in the role of passive participation. It

means that the observer is present at the scene of action but does not interact or

participate. The observation is carried out by using both the form of observation as a

guideline during the research and field notes as an additional data. According to

Spradley, there are nine elements as the object of observation: space, actor, activity,

object, act, event, time, goal, and feeling.52 In this case, the researcher chooses the

object of the observation around three main elements: the actor including teacher

and students, the activity including teacher’s performance and students’ attitude in

doing information-gap activity, and the feeling including the emotional felt and

expressed by the students concerning the use of information-gap activity.

3. Test

The tests used in this research are pre-test and post-test. Pre-test is carried out

before information-gap activity is applied. However, post-test is carried out after the

implementation of information-gap activity in the end of each cycle. Both pre-test

and post-test are presented in the form of multiple choices.

I. The Technique of Data Analysis

Since there are two kinds of data collecting, the technique of data analysis is

divided into two different ways. For the qualitative data including observation and

interview are analyzed by using Miles and Huberman Model which consists of three

steps: reducing the data taken from the result of instrument of the research,

displaying the data in the form of systematic sentence and narrative text, and the

last drawing conclusions.53 However, the quantitative data is analyzed by descriptive

statistic, in which the researcher attempts to get the average score of students’

grammar test, the improvement of students’ Simple Past Tense score, and the

percentage of the students get 70 score and above.

The following is the analyzing of the quantitative data by using statistic

descriptive:

The first step is analyzing the average score of students’ grammar test in each cycle,

the researcher uses formula:54

52 Sugiyono, Memahami Penelitian Kualitatif, (Bandung: Alfabeta, 2005), pp. 68-69.

53 Sugiyono, Memahami Penelitian Kualitatif, (Bandung: Alfabeta, 2005), p.91

54 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

X : mean

∑xi : total score

n : number of students

After analyzing the average score of students’ test, the writer determines the

students’ percentage that gets score of ≥70 as passing-grade score which is widely

known as Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) - by the

formula:

P : the students’ percentage

F : total students with score 70 and above

N : number of students

The last, analyzing the improvement of students’ Simple Past Tense score in

cycle 1 and cycle 2 are obtained from normalization gain score:55

Sf: mean of post-test

Si: mean of pre-test

55 Lia Yuliati, “Pengembangan Program Pembelajaran untuk Meningkatkan Kemampuan Awal

Mengajar Guru Fisika”, dess., (Bandung: Universitas Pendidikan Indonesia, 2005), p.92.

n

xiX

N

FP x 100%

)%100(

)%(%

Si

SiSfGainN

By the criterion:

g- high : (<g>) score > 0.70

g- medium : 0.70 ≥ (<g>) score ≥ 0.30

g-low : (<g>) score < 0.30

J. The Validity of Data

The validity of data refers to the credibility of the data being used. According to

Borg and Gall in Wiriaatmadja, there are five criteria of validity in Classroom Action

Research: Outcome Validity, Process Validity, Democratic Validity, Catalytic Validity,

and Dialog Validity.56 Furthermore, Luther in Arikunto submits four kinds of validity,

which are Face Validity, Triangulation, Critical Reflection, and Catalytic Validity.57

Based on the viewpoints above the researcher chooses Outcome Validity, Dialog

Validity, and Critical Reflection as the criteria of the validity in data collecting.

Outcome Validity is taken from the result of the test in each cycle. Dialog Validity

refers to the discussion and analysis between the researcher and the teacher as a

collaborator to agree on the decision of intervention and suitable alternative

intervention based on the outcome of the research in the reflective phase. The

Critical Reflection refers to plan and arrange each cycle of Classroom Action

Research to improve the quality of students’ mastery.

K. The Criteria of the Action Success

Based on the agreement between the researcher and the teacher who is know

well about students’ general skill in English, the criteria of being success in this

classroom action research is the 70% achievement of Minimum Mastery Criterion,

Kriteria Ketuntasan Minimal (KKM), which is seventy. It means that a student is

considered to succeed if he/she gets ≥ score of 70. In addition, the number of

students who get that score have to reach 70%. When the students can reach these

criteria, the cycle is stopped. However, if they do not reach them yet, it means that

the students, the teacher, and the researcher must move to another alternative

action in the next cycle.

56 Rochtiati Wiriaatmadja, Metode Penelitian Tindakan Kelas: Untuk Meningkatkan Kinerja

Guru dan Dosen, (Bandung: Remaja Rosdakarya, 2006), pp. 164-167. 57

Suharsimi Arikunto et.al, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p.128.

CHAPTER IV

RESEARCH FINDING

A. The Description of Data

1. Before Implementing the Action

a. The Result of Interview

The interview was conducted on Wednesday, 12th

of August,

2010. The writer gave ten questions around the problem of students‟

grammar knowledge faced in term of Simple Past Tense and her usual

approach in teaching grammar, especially in Tenses.

According to the teacher, Simple Past Tense became one of the

problems faced by eighth grade students of SMP IT Annajiah

Cibinong. When the students were in seventh grade, they had been

introduced with Simple Past Tense, so that the teacher knew well about

the problem itself. Most of the students had difficulty to make a

sentence in the form of Simple Past Tense. That was because they

didn‟t have any idea whether they must use regular or irregular verb. In

addition, they also had lack Irregular verb knowledge.

Concerning with the teacher‟s usual way in teaching Tenses,

she told that she used to use deductive approach in teaching Tenses

included Simple Past Tense. She always started from the basic pattern

of Simple Past Tense and then moved to give the example.

b. The Result of Observation

The observation was carried out on Wednesday, 25 of August

2010. It was started form 7.30 up to 8.45. Since the observation is

aimed to observe the teacher‟s way of teaching grammar and the

students‟ attitude toward the teaching itself, the observation was done

when the teacher taught preposition.

There were 28 students in the class, 10 were females and 18

were males. Since the seat of the male and female students was

separated, the researcher could see clearly the difference between male

and female‟s attitude toward the teaching and learning process. The

female students tended to be quiet and passive in the class. On the

other hand, the male students were active but talkative. Some of them

looked listening to the teacher‟s presentation, but most of them chatted

with the other friends, drew something, or even slept. When the

students who didn‟t pay attention to the explanation were asked

something related to the material and they could not answer it, she

gave them punishment by sticking the eraser to their cheeks. As the

result, the students listened to the teacher‟s explanation just for the

time being and backed to the previous activities again.

The teacher tended to dominate the teaching learning process.

She took almost one hour to present the material, and left only fifteen

minutes to let the students did grammar practice. Moreover, the teacher

asked the students to do student‟s handbook (LKS) for the grammar

practice. It seemed to make most of the students got bored and ignored

it. As additional information, she told that she used to use the

handbook for every learning practice in the class.

c. The Result of Pre-Test

The pre-test was carried out on Tuesday, October 12th

, 2010. It

was started from 8.15 until 8.45 for doing thirty items. It meant that the

students had one minute for each item.

From the pre-test result, it found that only five students or

16.42% who could pass the Minimum Mastery Criterion (KKM).

Furthermore, the average score of the pre-test was only 45 with the

highest score was 76 and the lowest score was 23.

2. The Implementation of CAR

a. Cycle 1

1). Planning

In this phase, the writer made lesson plans for the first and

the second meeting in cycle 1 based on the discussion between the

writer and the teacher. The writer with the teacher also discussed

on teaching material chosen including the text and the information-

gap worksheet. Therefore, recount texts by the title “Beny‟s Diary”

and information-gap worksheets by the title “Anybody call” and

“Dany‟s Big Date” were used since they thought that those texts

and worksheets were fit in the indicators of the lesson plan used.

Moreover, making research instrument including test and

observation form both for the teacher and the students were done

by the writer in this phase.

2). Acting

Acting phase in cycle 1 was conducted on 13rd

and 19th

of

October 2010. In acting phase, the teacher‟s job was presenting the

Simple Past Tense and guiding the student through Information-

Gap activity. Besides, the students‟ job was listening and

responding to the teacher‟s explanation and doing information-gap

activity. So, the acting phase is divided into two sections:

presenting section and Information-Gap section.

In presenting section, the students were presented the

Simple Past Tense in inductive way. It means that, the students

must analyze the form of the Simple Past Tense based on the

examples given. The students also had to mention several events

when they could use Simple Past Tense in daily activity based on

the function of the using of Simple Past Tense explained. The

students did substitution drill by the teacher‟s guiding. The teacher

explained about regular and irregular verbs and gave the students

reading texts which were used by them to determine the irregular

and regular verbs. Moreover, the students wrote five examples of

Simple Past Tense in the form of affirmative, negative, and

interrogative sentence.

In information-Gap section, firstly, the teacher explained

the techniques of Information-Gap activity under the title

“Anybody call” and “Dany‟s Big Date” and told something that the

students had to do and avoid in this activity. After that, the teacher

modeled the language output used in information-gap activity.

While modeling, the teacher encouraged the students to practice it.

Next, the students worked in pairs and did Information-Gap

activity as already pointed in chapter 2. After conducting

Information-Gap activity, the teacher and the students discussed

the information-gap worksheet.

3). Observing

In observing phase, there were several things observed by

the writer: teacher‟s performance, students‟ attitude, and students‟

feeling expressed.

Concerning with the teacher‟s performers, the writer

noticed that she spoke too fast while explaining the material, so

that the students looked confused in understanding the Simple Past

Tense. The teacher also presented the techniques of information-

gap activity by giving the example before distributing the

worksheet (indirectly toward the worksheet), so that it made the

students looked confused how it worked. As the results, most of

the students didn‟t do information-gap activity since they didn‟t

know what had to do and at last the teacher explained it again and

they did it. The teacher‟s management time was bad since she took

a long time in drilling. However, the teacher presented the material

systematically and guided the students to analyze well.

The students‟ attitude was not really good. Some of the

students fell asleep and chatted while the teacher was presenting

the material. While Information-gap activity was going on, there

were some students who didn‟t exchange the information by

speaking in English, but they just used Bahasa Indonesia or even

looked at their pairs‟ worksheet. However, almost all of the

students took a note of teacher‟s explanation.

Students feeling expressed toward information-gap activity

were quiet good. Most of the students looked enthusiastic in doing

information-gap activity.

4). Reflecting

In reflecting phase, the writer and the teacher shared their

ideas about the teaching learning process and the test that had been

done. They exchanged their insight about the strengths and the

weakness of the actions and the first post-test.

Related to the actions, they discussed on the field notes and

the observation forms both for the teacher and the students. From

those research instruments, they found that the teacher needed to

present both the material and the techniques of Information-Gap

activity slowly in order to make the students were able to

understand them. Furthermore, the teacher also needed to improve

her management time in teaching by avoiding substitution drilling

for a long time. The teacher also needed to ask some students who

used to chat to sit on the front line seats. Since some students were

not active in doing information-gap activity, the teacher suggested

that the activity should be conducted in the front of the class.

From the result of first post-test, it showed that only seven

students (25%) who passed the Minimum Mastery Criterion

(KKM). So, the teacher and the researcher still needed at least

thirteen students (45%) who could pass the KKM since the target

of action success was 70% passed the Minimum Mastery Criterion

(KKM) students. Based on the observation on students‟ score

result, most of the students got the problem on the items in the term

of determining the using of „was/were‟ and „did‟. Besides that,

most of them also did the mistake in answering the distracter items

in the term of the Present Continuous, the Present Future, and the

Simple Present.

Since both the observation and the test result indicated that

the action in first cycle did not achieve the action success yet, so

the teacher and the writer had to move to the next cycle.

b. Cycle 2

1). Planning

The planning phase of cycle 2 was started from making

lesson plans. The lesson plans were made based on the result of

reflecting phase done, so that the writer modified the lesson plans

to make the teaching learning process was on the same line with

the problem occurred. Furthermore, preparing teaching material

was also done in this phase. The teaching material itself included

information-gap worksheet by the title “My friends‟ Activities

Yesterday” and recount text by the title “Maya Gazali”. Besides

that, the writer also managed for the Irregular Verb List given to

the students.

2). Acting

Acting phase in cycle 2 was conducted on 26th

and 27th

of

October 2010. In acting phase of cycle 2, the acting was still

divided into two sections: presenting section and information-gap

section. However, in both sections the teacher did several changes

concerning with teaching learning process.

In presenting section, the teacher gave the emphasis to the

differences between verbal sentence and nominal sentence in the

Simple Past Tense. The teacher explained when the students should

use „did‟ and when students should use „was/were‟. Besides that,

the teacher emphasized the differences of the Simple Past Tense

among the other Tenses (the Present Continuous, the Present

Future, and the Simple Present) that had been learned before based

on the characteristic of the verb agreement and the adverbial of

time. Furthermore, the students were still presented the Simple Past

Tense inductively by analyzing the form of the Simple Past Tense

based on the examples given. The students also had to recall

several events when they could use Simple Past Tense in daily

activity based on the function of the using of Simple Past Tense

explained. The students still did substitution drill by the teacher‟s

guiding with limited time. The teacher distributed regular and

irregular verb list and gave the students reading texts which were

used by them to determine the irregular and regular verbs stated

from the text. Moreover, the students wrote five examples of verbal

sentence and nominal sentence of Simple Past Tense in the form of

affirmative, negative, and interrogative sentence.

In information-Gap section, firstly, the teacher explained

the techniques of Information-Gap activity under the title “My

friends‟ Activities Yesterday” and told something that the students

had to do and avoid in this activity. After that, the teacher modeled

the language output used in information-gap activity. While

modeling, the teacher encouraged the students to practice it. Next,

the students did information-gap activity as previously pointed in

chapter 2. Different with the first cycle, the students did

Information-Gap activity with their pairs in front of the class.

When one pair did the activity in front of the class, the other

students had to make five examples of verbal sentence and nominal

sentence of Simple Past Tense in the form of affirmative, negative,

and interrogative sentence, so that the class situation was still

under control. After conducting Information-Gap activity, the

teacher and the students discussed the information-gap worksheet.

3). Observing

Generally, there were significant improvements of the

acting phase in second cycle. The teacher‟s performance, the

students‟ attitude, and the students‟ feeling expressed that showed

the better changes than the previous cycle.

In the teacher‟s performers, the writer saw that she didn‟t

speak too fast anymore while explaining the material. The teacher

also presented the techniques of information-gap activity by giving

the example directly toward the worksheet, so that it was clear and

understandable. The teacher‟s management time was good since

the drilling didn‟t take a long time.

There was no student who fell asleep and chatted anymore

while the teacher was presenting the material for the students who

used to do those kinds of activities sat on the front line seats. Since

Information-Gap activity was done in front of the class, all of the

students exchanged the information by speaking in English. No one

used Bahasa Indonesia or even looked at his/her pair‟s worksheet.

Students‟ feeling expressed toward the information-gap

activity was good. Most of the students looked more enthusiastic in

doing information-gap activity than before.

4). Reflecting

After assessing the students‟ second post-test result, the

writer and the teacher did reflecting phase. From the second post-

test result, they knew that most of the students had been able to

determine the using of „was/were‟ and „did‟. Moreover, almost all

of the students also could distinguish the Simple Past Tense among

other Tenses that had been learned before (the Present Continuous,

the Present Future, and the Simple Present) based on the

characteristic of the verb agreement and the adverbial of time.

Since the score result of the second post-test met the

requirement of action success which was above 70% students

passed Minimum Mastery Criterion (KKM) in the score of 70, it

meant that the researcher and the teacher didn‟t need to move to

the next cycle.

The following is the schedule of the Classroom Action

Research:

Table 4.1

Schedule of the Research

No Activities

Month and Week

August September October

1 2 3 4 1 2 3 4 1 2 3 4

1 Interview X

2 Observation X

3 Instrument X X X X

5 Cycle I X

6 Cycle II X

7 Report X

3. After Implementing the Action

a. The Result of Interview

The interview after implementing the action was conducted on

Thursday, November 4th

, 2010. This interview was aimed to know the

teacher‟s view about teaching Simple Past Tense through Information-

Gap activity that had been done.

According to the teacher, teaching Simple Past Tense through

Information-Gap Activity built the students‟ motivation in learning

grammar. It also created fun atmosphere in the classroom. By giving

different worksheet to stimulate students‟ desire to speak up,

Information-Gap Activity could be a good idea to improve students‟

speaking skill with correct grammatical rule. So, the students were able

to understand the basic concept and the using of the Simple Past Tense

unconsciously by doing this kind of activity.

b. The Result of Post-Tests

Since this action research needed two cycles to achieve the action

success, it meant that the students had to do two times of Post-Test. The

first post-test was conducted on October 20th

, 2010 at 7.30 - 8.00 and the

second post-test was conducted on October 27th

, 2010 at 08.15 - 08.45.

From the first post-test, it found that there were twelve students

who got score of 70 and above or 42.86% from the total number of the

students. The average score was 60.10 with the highest score was 87 and

the lowest score was 40.

In the second post-test, there were twenty students who got score

of 70 and above or 71.42% students who could pass the Minimum

Mastery Criterion (KKM). Furthermore, the average score was 73.82

with the highest score was 93 and the lowest score was 50.

Table 4.2

Students’ Score of Pre-Test, Post-Test1 & Post-Test 2

Students’

Number Pre-Test Post-Test 1 Post-Test 2

1 50 57 76

2 33 53 70

3 37 73 86

4 37 53 70

5 50 77 86

6 40 70 80

7 23 40 50

8 40 73 86

9 73 83 90

10 27 40 50

11 30 40 50

12 27 50 80

13 70 87 93

14 37 43 63

15 73 77 83

16 43 60 76

17 30 43 67

18 40 60 70

19 33 57 70

20 33 47 60

21 70 73 77

22 37 40 63

23 76 80 90

24 60 70 76

25 37 47 70

26 43 70 83

27 63 73 86

28 40 47 66

Mean

n

xiX

44.71 60.10 73.82

: Students who pass the KKM 70

B. The Analysis of Data

The following is the analyzing the qualitative data by using Miles and

Huberman Model:

1. Data Reduction

The data reduction is taken from the fieldnotes, the observation forms and

the result of interview. They are limited and summarized from the

effectiveness of the activity in presenting the Simple Past Tense and the

implementation of information-gap activity in teaching Simple Past Tense.

2. Data Display

The data is displayed by the writer in the form of systematic and logic

sentence and narrative text. It aims to describe the result of interview and

observation (fieldnotes and observation forms). The result of interview is

displayed on page 63 to 65 in the form of systematic and logic sentence.

The result of observation in the form of fieldnotes and observation form is

displayed on page 61 to 62 in the form of narrative text.

3. Conclusion Drawing

Based on the qualitative data displayed, the writer with the teacher as

collaborator infer that there is a significant improvement of the quality in

presenting Simple Past Tense and the quality in implementing

information-gap activity from the cycle 1 to the cycle 2.

In analyzing the quantitative data both pre-test and post-test in each

cycle, the writer does four steps: calculating the average score of the students

(mean), calculating the percentage score which passes the Minimum Mastery

Criterion, Kriteria Ketuntasan Minimal (KKM), and calculating the students‟

score improvement in Simple Past Tense from cycle 1 to cycle 2.

First, calculating the mean of students in the pre-test result:

n

xiX

28

1252X

X = 44.71

After calculating the mean of Pre-test, the next step is calculating

percentage score which passes the Minimum Mastery Criterion (KKM).

N

FP x 100%

28

5P x 100%

28

500P

P = 17.85%

Based on the calculation of pre-test above, the mean of the pre-test is

44.71 and the percentage of the students who pass the Minimum Mastery

Criterion, Kriteria Ketuntasan Minimal (KKM), is 17.85%.

At the first cycle of CAR, the writer calculates the mean of students‟

score, the percentage of the students who pass the Minimum Mastery

Criterion, Kriteria Ketuntasan Minimal (KKM), and the improvement of

students‟ score in Simple Past Tense from the pre-test to the first post-test

calculated by N-Gain Formula.

First, the mean of students‟ score in first cycle:

n

xiX

28

1683X

X = 60.10

Second, the precentage of students who pass the Minimum Mastery

Criterion, Kriteria Ketuntasan Minimal (KKM):

N

FP x 100%

28

12P x 100%

28

1200P

P = 42.86%

Third, the improvement of students‟ score in Simple Past Tense from

the pre-test to first post-test:

)%100(

)%(%

Si

SiSfGainN

71.44100

71.4410.60

GainN

29.55

39.15GainN

GainN = 0.28

So, based on the calculation, the writer knows that the mean of

students at first cycle is 60.10. Moreover, the improvement of students‟ score

of Simple Past Tense from pre-test to first post-test calculated by N-Gain

formula is 0.28. It means that the improvement is still categorized low. Since

there are twelve students who get 70 score and above, it shows that 42.86%

students can pass the Minimum Mastery Criterion, Kriteria Ketuntasan

Minimal (KKM).

At the second cycle of CAR, the writer calculates the average score of

students in second post-test, the percentage of the students who pass the

Minimum Mastery Criterion, Kriteria Ketuntasan Minimal (KKM), and the

improvement of students‟ score in Simple Past Tense from the pre-test to the

second post-test calculated by N-Gain Formula.

First, calculating the mean of students in the pre-test result:

n

xiX

28

2067X

X = 73.82

Second, the precentage of students who pass the Minimum Mastery

Criterion (KKM):

N

FP x 100%

28

20P x 100%

28

2000P

P = 71.42%

Third, the students‟ score improvement from the pre-test to the second

post-test:

)%100(

)%(%

Si

SiSfGainN

71.44100

71.4483.73

GainN

29.55

12.29GainN

GainN = 0.53

From the calculation, the writer finds that the mean of the students‟

second post-test result is 73.82. Since there are twenty students who get

seventy score and above, the percentage of students who pass the Minimum

Mastery Criterion (KKM) is 71.42%. Furthermore, the improvement of

students‟ score in Simple Past Tense from the pre-test to the second post-test

calculated by N-Gain formula is 0.53. It means that the improvement is

categorized medium. The following is the table of students‟ improvement in

Simple Past Tense.

Table 4.3

The Improvement of Students’ Score in Simple Past Tense

Cycles Mean

Gain Categorization Pre-Test Post-Test

I

II

44.71

44.71

60.10

73.83

0.28

0.53

Low

Medium

C. The Interpretation of Data

The interpretation of the data is around qualitative data and

quantitative data. For the interpretation of qualitative data, it is taken from the

result of interview and observation done by the writer. However, the

interpretation of quantitative data is taken from the tests which are pre-test,

first post-test, and second post-test results. The pre-test is done before the

action, the first post-test is done in the final of cycle 1, and the second post-

test is done in the final of cycle 2.

1. The Interpretation of Qualitative Data

The interpretation of qualitative data is around the implementation of

Information-Gap activity to increase students‟ mastery in the Simple Past

Tense. Based on the observation forms, the result of interview and the

fieldnotes taken by the writer, she finds that in cycle 1 the implementation of

information-gap activities in teaching Simple Past Tense is not good. The

teacher explains the rules and the procedures of information-gap activity

before distributing the worksheets, so that it creates the confusedness for the

students. Furthermore, the writer finds that there are several students who

don‟t exchange the information by speaking up in the target language but they

use Bahasa Indonesia or even they looked at their pair‟s worksheets.

In another hand, in cycle 2 the writer finds that the implementation

of information-gap activities in teaching Simple Past Tense is good. The

teacher explains the rules and the procedure of information-gap activity well,

so that the students aren‟t confused anymore. Moreover, since the activities

are conducted in front of the class and supervised by the teacher, there is no

student who looked at his/her pair‟s worksheets or even used their mother

tongue.

2. The Interpretation of Quantitative Data

The result of pre-test shows that the average scores of students is

44.71. Furthermore, there are only five students who can pass the Minimum

Mastery Criterion (KKM) with the percentage 17.85% from the total number

of the students. The highest score is 73 and the lowest score is 23.

Next, from the result of first post-test in cycle 1, it is obtained the

mean of the students is 60.10. In addition, there are twelve students who get

70 score and above. So, the percentage of the students who pass the Minimum

Mastery Criterion (KKM) is 42.86% with the highest score is 87 and the

lowest score is 40. Since the improvement of students‟ score of Simple Past

Tense is categorized low (<g> = 0.28), so that the writer and the teacher still

need to improve it by moving to the cycle 2.

The second post-test result shows that the mean of students in cycle

2 is 73.82 with the highest score is 93 and the lowest score is 50. Moreover,

the percentage of students who pass the Minimum Mastery Criterion (KKM)

is 71.42% with the improvement of students‟ score in Simple Past Tense form

the pre-test to second post-test is 0.53. The calculation of 0.53 by using N-

Gain formula is categorized medium improvement. Since more than 70% from

the total number of students pass the Minimum Mastery Criterion (KKM)

seventy score, so that it has reached the success and the intervention is

stopped.

CHAPTER V

CONCLUSION AND RECOMMENDATION

Before the writer concludes the result of study and contributes her

suggestions, she would like to present the summary of this research. First, this

research is aimed to increase students‟ mastery in the Simple Past Tense that the

lack of knowledge in the form and the use of Simple Past Tense has been the

problem for the second grade students of SMP IT Annajiah Cibinong. They are

known based on the interview and the observation done by the writer. Second, the

method of this research is a Classroom Action Research (CAR) that employs Kurt

Lewin Design in which the writer conducts two cycles, and each cycle consists of

four phases: Planning, Acting, Observing, and Reflecting. The subject of this

research is the total number of the class members which are 28 students. Besides,

the object of this research is Information-Gap Activity in which this sort of

technique tries to engage students in such communicative activity in learning

Simple Past Tense. Third, the writer collaborates with the teacher to do the

research. The writer is as an observer who observes the classroom situation during

the intervention, and the teacher is as a teacher who teaches and facilitates the

students during the intervention. Forth, the criterion of being success in this

classroom action research is the 70% achievement of Minimum Mastery Criterion

(KKM) which is 70 score. It means that a student is considered to succeed if

he/she gets ≥ score of 70. In addition, the number of students who get that score

have to reach 70%.

A. Conclusion

Based on the research conducted at Second Grade of SMP Islam Terpadu

Annajiah Cibinong, the writer concludes that there is a significant improvement in

teaching Simple Past Tense by using Information-Gap Activity at the Second

Grade of SMP Islam Terpadu Annajiah Cibinong. It means that the students can

increase their mastery in Simple Past Tense by using this activity under the

consideration as follow:

Based on the data analysis done by the writer, she finds that there are only

five students or 16.42% who could pass the Minimum Mastery Criterion (KKM)

before the intervention is carried out. Moreover, on the cycle 1 there are twelve

students who got score of 70 and above or 42.86% from the total number of the

students. Since the improvement of students‟ score of Simple Past Tense by using

N-Gain formula is categorized low (<g> = 0.28), so that the writer and the teacher

still need to improve it by moving to the cycle 2. Furthermore, on the cycle 2 there

are twenty students who get score of 70 and above or 71.42% students who can

pass the Minimum Mastery Criterion (KKM). The improvement of students‟ score

in Simple Past Tense form the pre-test to second post-test is 0.53. The calculation

of (<g> =0.53) is categorized medium improvement. Since more than 70% from

the total number of students pass the Minimum Mastery Criterion (KKM) seventy

score, so that it has reached the success and the intervention is stopped.

B. Recommendation

The writer would like to give some recommendations for teachers. First,

Information-Gap Activity will be helpful to conduct communicative class activity

as a practice in teaching Simple Past Tense. Second, teachers need to explain the

situation and the rule of the activity as clear as possible to students in order that

they are not confused how to do it. Third, since Information-Gap Activity

provides different worksheet for each student in a pair, teachers need to make sure

that students do not look at their pairs‟ worksheet so as to make the activity works

well.

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Students’ Score of Pre-Test, Post-Test1 & Post-Test 2

Students’ Number Pre-Test Post-Test 1 Post-Test 2

1 50 57 76

2 33 53 70

3 37 73 86

4 37 53 70

5 50 77 86

6 40 70 80

7 23 40 50

8 40 73 86

9 73 83 90

10 27 40 50

11 30 40 50

12 27 50 80

13 70 87 93

14 37 43 63

15 73 77 83

16 43 60 76

17 30 43 67

18 40 60 70

19 33 57 70

20 33 47 60

21 70 73 77

22 37 40 63

23 76 80 90

24 60 70 76

25 37 47 70

26 43 70 83

27 63 73 86

28 40 47 66

Mean

n

xiX

44.71 60.10 73.82

: Students who pass the KKM 70

Lembar Observasi Siswa

Dalam Pelaksanaan Teknik Information-Gap Activity

Sekolah :

Hari/tanggal :

Siklus ke- :

Pertemuan ke :

No Aspek yang Diamati Penilaian

0 1 2 3 4

1 Mendengarkan / memperhatikan penjelasan guru

2 Mencatat materi yang diberikan

3 Berinisiatif mengajukan pertanyaan

4 Menjawab pertanyaan guru dengan benar

5 Memahami aturan kegiatan Information-Gap dengan

baik

6 Menggunakan Bahasa Inggris dalam melaksanakan

kegiatan Information-Gap

7 Tidak melihat atau memperlihatkan lembar

Information-Gap kepada siswa lain.

8 Berantusias melaksanakan kegiatan Information-Gap

Keterangan skala penilaian:

0 = tidak melakukan

1 = kurang baik

2 = cukup baik

3 = baik

4 = sangat baik

Mengetahui,

Guru Penulis

Siti Hawa, S.Pd. Erma Amaliani

Lembar Observasi Guru

Dalam Pelaksanaan Teknik Information-Gap Activity

Sekolah : …………………. Nama Guru :.............................

Siklus :.............................. Pertemuan ke- :.............................

Tanggal :..............................

No Aspek Yang Diamati Penilaian

Keterngan 0 1 2 3 4

I Pendahuluan 0: Tdk melakukan

1. Mengkondisikan kesiapan siswa 1 : Kurang baik

2. Melakukan review materi sebelumnya 2 : Cukup baik

3. Membangkitkan rasa ingin tahu siswa 3 : Baik

II Kegiatan Inti 4 : Baik sekali

1. Penguasaan materi

2. Menjelaskan materi secara sistematis

3. Membimbing siswa untuk mengajukan

pertanyaan

4. Menanggapi pertanyaan dan respon

siswa

5. Membimbing siswa dalam kelompok

6. Manjelaskan aturan kegiatan

Information-Gap dengan jelas

7. Membimbing siswa melaksanakan

kegiatan Information-Gap

8. Mengelola waktu pembelajaran secara

efisien

III Penutup

1. Membahas lembar kerja yang

diberikan

2. Membimbing refleksi dari siswa

3. Memberikan pekerjaan rumah

Mengetahui,

Guru Penulis


THE RESULT OF FIELD NOTES

AND OBSERVATION FORMS

The First Meeting of Cycle 1

The Second Meeting of Cycle 1

October, 12th 2010.

Teacher took a long time in drilling, so that it made management time bad.

Grouping process was good. Teacher didn’t present the Simple Past Tense

systematically. The teacher explained the technique of Information-Gap before

distributing the worksheet, so that it made the students confused. As the result, the

teacher explained it again.

Many students hadn’t understood how to do Information-Gap Activity even

though the teacher had told them before. Some students cheated. They didn’t

exchange the information by speaking up, but they looked at their friends’

worksheets. There’s student looked lazy and didn’t want to involve in the activity.

October, 13th 2010.

The teacher still took a long time in drilling, but it’s not as long as the first

meeting. Grouping process was not good as the first meeting. Teacher presented the

Simple Past Tense systematically.

There were three students slept while the teacher was explained the material.

The students on the back didn’t pay attention with teacher’s explanation. They just

made their own conversation. Most of the students understood how to do

Information-Gap Activity since the teacher present the procedure of the activity

well. Some students used Bahasa Indonesia in exchanging the information while the

activity was carrying out.

The First Meeting of Cycle 2

The Second Meeting of Cycle 2

October, 19th 2010.

Teacher’s management time in teaching was better than before. She presented

the Simple Past Tense systematically. She stimulated the students’ curiosity well. The

teacher forgot to model the language output used to exchange the information.

There was no student who slept and chatted anymore while the teacher was

explained the material since the teacher asked the students who used to do that sit

on the front seat. The students could understand the procedures of the information-

gap activity well. The information-Gap activity was carried out in front of the class, so

that no student who cheated at his/her friend or even used Bahasa Indonesia. The

students looked nervous to do information-gap activity in front of the classroom.

October, 20th 2010.

Teacher’s management time in teaching was good. The teacher presented the

Simple Past Tense systematically. She didn’t get the difficulty in explaining the

procedures of information-gap activity since the students could understand it well.

Some students took initiative to ask the teacher concerning with the material.

The classroom situation was under control. The students did information-gap activity

well. They looked enjoying the activity even though it was done in front of the

classroom.

HASIL WAWANCARA SEBELUM PTK

Penulis : Apa permasalahan yang paling krusial dalam keterampilan bahasa

diantara ke empat skill?

Guru : “Permasalahan yang paling menonjol adalah dalam writing. Biasanya

dalam writing rata-rata siswa menulis tanpa aturan grammar yang

benar. Kalau dari segi vocabulary sih lumayan bagus karena memang

tiap minggu mereka saya minta untuk melist dan menghafal sepuluh

vocabulary baru yang mereka temukan di buku.”

Penulis : Dalam grammar permasalahan apa yang kerap muncul?

Guru : “Permasalahan tenses itu yang utama, biasanya saya mengajarkan

tenses yang lumayan sulit karena butuh waktu yang cukup lama sampai

mereka faham.”

Penulis :Bagi siswa ibu, tenses apa yang dirasakan paling sulit? Kenapa?

Guru : “Kebetulan dari ke empat tenses yang sudah diajarkan (Simple Present

Tense, Present Future, Present Continuous, dan Simple Past Tense), yang

paling sulit itu Simple Past Tense. Mungkin karena Simple Past Tense

lebih kompleks dari pada ke tiga tenses yang lain.”

Penulis : Bagian mana dari Simple Past Tense yang dirasakan sulit oleh siswa?

Guru : “Biasanya siswa mengalami kesulitan dalam menentukan regular dan

irregular verb, belum lagi pengetahuan mereka tentang irregular verb

sangat minim.”

Penulis : Dalam pengajaran grammar pendekatan apa yang biasanya dipakai

(induktif atau deduktif)?

Guru : “Deduktif. Saya belum pernah mencoba pendekatan induktif.”

Penulis : Metode pengajaran seperti apa yang biasanya diterapkan ibu dalam

pengajaran grammar?

Guru : “Tidak tentu. Biasanya saya bisa menggunakan lebih dari satu metode

dalam sekali ngajar, tapi lebih sering pakai GTM.“

Penulis : Bagaimana pendapat ibu mengenai model pembelajaran grammar

yang komunikatif ? Apa anda setuju ?

Guru : “Menurut saya itu bagus dan saya setuju. Namun memang kita mesti

kreatif dan up-to-date untuk menerapkan model pembelajaran seperti

itu, kalau tidak anak bosan sendiri kalau hanya dialog saja.“

Penulis : Apakah anda pernah menerapkan model pembelajaran grammar

yang komunikatif di kelas?

Guru : “Belum pernah. Biasanya saya kalau mengajarkan grammar latihannya

ya mengerjakan LKS saja atau saya minta membuat kalimat sesuai

dengan materi grammar yang sedang dipelajari.

Penulis : Apakah ibu pernah mendengar mengenai teknik Information-Gap

Activity? Apa yang ibu ketahui mengenai teknik pengajaran ini ?

Guru : “Sepertinya pernah. Sepertinya memang tidak asing ditelinga saya,

tapi jujur saja saya belum tahu banyak tentang teknik itu.“

Mengetahui,

Guru Penulis


HASIL WAWANCARA SETELAH PTK

Penulis : Bagaimana tanggapan ibu mengenai penggunaan teknik Information-

Gap Activity yang telah diterapkan di kelas?

Guru : “ Setelah melihat bagaimana proses teknik ini dilakukan di kelas,

menurut saya teknik ini cukup menarik dan bagus untuk diterapkan di

kelas.”

Penulis : Apakah menurut ibu penggunaan teknik information-gap activity

tepat digunakan sebagai latihan untuk pengajaran grammar di kelas

anda?

Guru : “Sangat tepat, apa lagi dengan adanya gambar siswa merasa tertarik

dan termotivasi dalam proses pembelajaran, sehingga mereka bisa

belajar sambil bermain. Apalagi yang saya lihat mereka sangat

antusias.”

Penulis : Bagaimana mengenai peningkatan pemahaman mereka mengenai

Simple Past Tense setelah menggunakan teknik ini?

Guru : “Menurut saya peningkatannya cukup signifikan dan saya merasa puas

dengan hasil test mereka yang terakhir.”

Mengetahui,

Guru Penulis


KISI – KISI PENULISAN SOAL CLASSROOM ACTION RESEARCH

(CAR)

TAHUN PELAJARAN 2009/2010

Nama Sekolah : SMP IT Annajiah Cibinong

Alokasi Waktu : 25 menit

Mata Pelajaran : Bahasa Inggris

Jumlah Soal : 30

Kurikulum Acuan : KTSP 2006

Semester : I (ganjil)

STANDAR KOMPETENSI KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

Mengungkapkan makna

dalam teks tulis fungsional

dan esei pendek sederhana

berbentuk recount untuk

berinteraksi dengna

lingkungan sekitar.

Mengungkapkan makna

dan langkah retorika dalam

esei pendek sederhana

dengan menggunakan

ragam bahasa tulis secara

akurat, lancar dan

berterima untuk

berinteraksi dengan

lingkungan sekitar

berbentuk recount.

1) 1) Mengidentifikasi penggunaan regular dan

irregular verb dalam bentuk kalimat

affirmative simple past tense

2) Menyesuaikan penggunaan tenses yang

tepat dalam bentuk kalimat interrogative

simple past tense.

3) 3) Menggunakan tenses yang tepat dalam

bentuk kalimat negative simple past tense.

4) 4) Mengidentifikasi penggunaan verb dalam

tenses Simple Present Tense, Present

Future dan Present Continuous Tense

MC

1,2,6,8, 9,

10,15,16,

18, 21, 23,

26, 27, 28

11,12,17, 30

4, 14, 22, 24

3, 5, 7, 13,

19, 20, 25,

29

30

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Score

Number of Students

The Imrovement of Students' Score During CAR

Pre-test

Post-Test 1

Post-Test 2

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMP IT Annajiah Siklus ke- : 1

Mata Pelajaran : Bahasa Inggris Pertemuan ke- : 1

Kelas / Semester : VIII / 1 Alokasi Waktu: 2 x 40 menit

Tema : Simple Past Tense

A. Standar Kompetensi

Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek

sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan

lingkungan sekitar

B. Kompetensi Dasar

Mengungkapkan makna dalam monolog pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount.

C. Indikator

Mengidentifikasi fungsi penggunaan Simple Past Tense

Menyusun pola kalimat Simple Past Tense

Memilih kalimat yang termasuk Simple Past Tense

Mengungkapkan pertanyaan dan statement yang berbentuk Simple Past Tense

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Memahami fungsi penggunaan Simple Past Tense

Memahami pola kalimat Simple Past Tense

Mengungkapkan pertanyaan dan statement Simple Past Tense secara verbal

E. Materi Pembelajaran

Diary

Pola Kalimat

Positif : Subject + Verb 2 + Object

Negative : Subject + didn’t + Verb 1 + Object

Interrogative : Did + Subject + Verb 1 + Object

F. Metode, Sumber, dan Alat Pembelajaran

Metode : Communicative Language Teaching

Sumber : Buku Bahasa Inggris ”English in Focus for Grade VIII

Junior High School”

Alat Pembelajaran : Information-Gap Worksheet dan Teks Diary

G. Skenario Pembelajaran

No Kegiatan Waktu Ket

1.

2.

Pendahuluan

1. Guru mengucapkan salam dan menyapa siswa.

2. Guru menanyakan apakah diantara mereka ada yang

suka menulis diary dan menanyakan apa alasannya.

Kegiatan Inti

1. Guru membagikan teks recount yang berbentuk diary

3

Apersepsi

Beny’s Diary

April 2008

14 Monday. When I got up, I felt ill, I went back to bed. Mum called the doctor,

but he couldn’t come because he was ill too.

15 Tuesday. The doctor came at 11 o’clock. He wrote a prescription for some

medicine. Mum brought it in the drugstore. It was horrible. Yuck!

16 Wednesday. Dad bought me a model aeroplane. I read the instruction, but I

couldn’t make it because the dog ate the glue. Mum took the dog to the vet. I

took my medicine again. Yuck! Yuck! Yuck!

kepada siswa dan membacakannya secara keras diikuti

oleh siswa.

2. Guru meminta kepada siswa untuk menggaris bawahi

kalimat yang termasuk Simple Past Tense.

3. Beberapa siswa menyebutkan kalimat-kalimat yang

berbentuk Simple Past Tense, sedangkan guru

menuliskannya di papan tulis.

4. Guru membimbing siswa untuk menyimpulkan pola

Simple Past Tense berdasarkan beberapa contoh

kalimat yang disebutkan siswa

5. Melakukan grouping dengan meminta siswa di bagian

paling depan untuk menyebutkan A dan kemudian

teman disampingnya B, dan begitu seterusnya sampai

semua siswa memiliki identitas A atau B.

6. Siswa dijelaskan mengenai teknik pelakasanaan dan

aturan Information-Gap Activity

7. Siswa dibagikan Information-Gap Worksheet “Anybody

Call” sesuai dengan identitas siswa A atau B sambil

diingatkan untuk tidak memperlihatkannya ke teman

yang lain.

8. Siswa melakukan kegiatan information-gap dengan

bertukar informasi yang mereka miliki dan menuliskan

informasi tersebut ke dalam worksheet.

9. Siswa dan guru memeriksa dan membahas Information-

Gap worksheet yang telah dikerjakankan siswa

10. Siswa dengan teman pasangannya diminta

mendiskusikan alasan mengapa dalam dialog terdapat

kalimat yang memiliki tenses yang berbeda (Simple Past

dan Simple Present). Penugasan ini dilakukan untuk

membangun pemahaman siswa mengenai fungsi

penggunaan Simple Past Tense.

20

57

Penanamn

dan

penguatan

konsep

Penugasan

dan

penguatan

11. Siswa dan guru membahas mengenai hal yang

didiskusikan siswa

Penutup

1. Menyimpulkan poin penting dalam pelaksaan belajar

mengajar

2. Mengucapkan salam

Penilaian

H. Penilaian

a. Teknik : Tes Bicara & Tulis

b. Bentuk : Lisan & Tertulis.

I. Pedoman Penilaian

a. Lisan

No Aspek Skor

1.

2.

3.

Grammar

Spelling

Pronunciation

1 – 100

1 – 100

1 – 100

b. Tertulis

Nilai siswa = Skor prolehan x 25

Max. score: 100






D. Standar Kompetensi



lingkungan sekitar

E. Kompetensi Dasar




F. Indikator

Membedakan bentuk regular verb dan irregular verb dalam Simple Past Tense

Mengidentifikasi adverbial of time dalam kalimat Simple Past Tense


E. Tujuan Pembelajaran


Mengenali bentuk regular verb dan irregular verb dalam Simple Past Tense

Mengetahui adverbial of time (keterangan waktu) yang digunakan dalam

kalimat Simple Past Tense



Diary

Contoh Regular Verb dan Irregular Verb

Regular Verb : walked, talked, studied, moved, liked, danced, listened, etc.

Irregular Verb : grew, spoke, saw, bought, swam, sang, drove, rode, rose, etc.

Contoh Kalimat Simple Past Tense

- I studied English last night.

- Mark didn’t come to my birthday party yesterday.

- She walked to school two days ago.

- Did you watch Oprah Show last night?



Sumber : Buku Bahasa Inggris ”Contextual Teaching and learning

Bahasa Inggris Kelas VIII”

Alat Pembelajaran : Information-Gap Worksheet dan teks

Beny’s Diary

April 2008

14 Monday. When I got up, I felt ill, I went back to bed. Mum called the doctor,

but he couldn’t come because he was ill too.

15 Tuesday. The doctor came at 11 o’clock. He wrote a prescription for some

medicine. Mum brought it in the drugstore. It was horrible. Yuck!

16 Wednesday. Dad bought me a model aeroplane. I read the instruction, but I

couldn’t make it because the dog ate the glue. Mum took the dog to the vet. I

took my medicine again. Yuck! Yuck! Yuck!



1.

2.

Pendahuluan


3. Guru mereview materi Simple Past Tense sebelumnya.

Kegiatan Inti

6. Guru memberikan pemahaman mengenai regular dan

irregular verb dan memberikan contohnya.

7. Siswa diminta kembali mengambil teks reading yang

pada pertemuan sebelumnya digunakan dan ditugasi

untuk melingkari kata yang termasuk regular verb dan

mengkotakkan kata yang termasuk irregular verb.

8. Siswa dan guru memeriksa dan membahas tugas yang

diberikan.






aturan Information-Gap Activity.

11. Siswa dibagikan Information-Gap Worksheet “Dan’s Big

Date” sesuai dengan identitas siswa A atau B sambil

diingatkan untuk tidak memperlihatkannya ke teman

yang lain.

12. Guru mencontohkan dialog yang akan digunakan

dengan suara nyaring.

13. Siswa melakukan kegiatan information-gap dengan

bertukar informasi yang mereka miliki dan menuliskan

informasi tersebut ke dalam worksheet.


5

20

55

Apersepsi

Penanamn

dan

penguatan

konsep

Penugasan

dan

penguatan

Gap worksheet yang telah dikerjakankan siswa.

Penutup


mengajar

2. Memberikan pekerjaan rumah untuk mencatat dan

mengartikan regular verb dan irregular verb masing-

masing 20 buah.


Penilaian

H. Penilaian

c. Teknik : Tes Bicara & Tulis

d. Bentuk : Lisan & Tertulis.


a. Lisan

No Aspek Skor

1.

2.

3.

Grammar

Spelling

Pronunciation

1 – 100

1 – 100

1 – 100

b. Tertulis


Max. score: 100






G. Standar Kompetensi



lingkungan sekitar

H. Kompetensi Dasar




I. Indikator

Mengidentifikasi fungsi penggunaan Simple Past Tense

Menyusun pola kalimat Simple Past Tense



Memahami konsep Nominal Sentence dan Verbal Sentence dalam Simple Past

Tense

Membuat contoh kalimat Nominal Sentence dalam Simple Past Tense

F. Tujuan Pembelajaran


Memahami fungsi penggunaan Simple Past Tense

Memahami pola kalimat Simple Past Tense



Memahami konsep Nominal Sentence dan Verbal Sentence dalam Simple Past

Tense

Memberikan contoh kalimat Nominal Sentence dalam Simple Past Tense


Biograhy

Fungsi Mengungkapkan kejadian atau kenyataan yang terjadi atau benar di

masa yang telah berlalu.

Pola Kalimat

Positif : Subject + Verb 2 + Object

Negative : Subject + didn’t + Verb 1 + Object

Interrogative : Did + Subject + Verb 1 + Object

Nominal Sentence

Maya Gazali

Maya Gazali was born in Palu. She grew up in a small village. She began

school when she was six years old. She went to elementary school, but she didn‟t go

to high school. Her family was very poor, and she had to go to work when she was

thirteen years old. She worked on an assembly line in a shoe factory.

When Maya was seventeen years old her family moved to West Java. First,

they lived in Bogor, and then they moved to Bandung. When Maya arrived in Java,

she wasn‟t very happy. She missed her friends back in Palu and she didn‟t speak like

other children. She began to learn to speak like other children, and she practiced with

her new friends at the factory in Bandung.

Maya also studied hard. She learned English, and after a few months she got a

job as a secretary. Now Maya still studies at night, but now she studies advertising at

a business school. She wants to work for an advertising company some day and write

commercials.

Maya still misses her friends back home, but she communicates with them

very often over the Internet. She‟s very happy now, and she‟s looking forward to an

exciting future.

kalimat yang di dalamnya terdapat kata benda (noun) atau kata sifat

(adjective).

- I was a students of Elementary school two years ago.

- She was so sad yesterday.

Verbal Sentence

kalimat yang di dalamnya terdapat kata kerja (verb).

- We studied English three hours ago.

- They ran to the yard yesterday afternoon.



Sumber : Buku Bahasa Inggris ”English in Focus for Grade VIII

Junior High School”

Alat Pembelajaran : Information-Gap Worksheet dan Teks biografi



1.

2.

Pendahuluan


4. Guru menanyakan apakah diantara mereka ada yang

suka menulis diary dan menanyakan apa alasannya.

Kegiatan Inti

15. Guru membagikan teks recount yang berbentuk diary

kepada siswa dan membacakannya secara keras diikuti

oleh siswa.


kalimat yang termasuk Simple Past Tense.

17. Beberapa siswa menyebutkan kalimat-kalimat yang

berbentuk Simple Past Tense, sedangkan guru

menuliskannya di papan tulis.

3

20

Apersepsi

Penanamn

dan

penguatan

konsep

18. Guru membimbing siswa untuk menyimpulkan pola

Simple Past Tense berdasarkan beberapa contoh

kalimat yang disebutkan siswa

19. Guru memberikan penjelasan dan contoh mengenai

Nominal Sentence dan Verbal Sentence dalam Simple

Past Tense.






aturan Information-Gap Activity

7. Siswa dibagikan Information-Gap Worksheet “My

Friends’ Activities Yesterday” sesuai dengan identitas

siswa A atau B sambil diingatkan untuk tidak

memperlihatkannya ke teman yang lain.

8. Siswa diberi waktu 15 menit untuk mengerjakan

worksheet sesuai dengan gambar yang tersedia,

sedangkan untuk mengisi bagian yang tidak terdapat

gambar, siswa harus bertanya secara oral kepada

partnernya.

9. Guru mencontohkan dialog yang akan digunakan dengan

suara nyaring.

10. Siswa melakukan kegiatan information-gap di depan

kelas dengan bertukar informasi yang mereka miliki dan

menuliskan informasi tersebut ke dalam worksheet.

11. Selagi siswa maju ke depan untuk melakukan kegiatan

information-gap, siswa yang lain diminta membuat

contoh kalimat Simple Past Tense yang berbentuk

Nominal Sentence.

57

Penugasan

dan

penguatan

Penilaian

Penutup


mengajar


H. Penilaian

e. Teknik : Tes Bicara & Tulis

f. Bentuk : Lisan & Tertulis.


a. Lisan

No Aspek Skor

1.

2.

3.

Grammar

Spelling

Pronunciation

1 – 100

1 – 100

1 – 100

b. Tertulis


Max. score: 100






J. Standar Kompetensi



lingkungan sekitar

K. Kompetensi Dasar




L. Indikator

Memilih kata yang termasuk Regular Verb dan Irregular Verb

Membedakan kalimat yang berbentuk Simple Past Tense dengan Present

Continuous Tense, Present Future Tense, dan Simple Present Tense


secara oral

Membandingkan Nominal Sentence dan Verbal Sentence dalam Simple Past

Tense

Membuat contoh kalimat Verbal Sentence yang menggunakan Regular dan

Irregular Verb

G. Tujuan Pembelajaran


Membedakan kata Regular Verb dan Irregular Verb

Membedakan kalimat yang berbentuk Simple Past Tense dengan Present

Continuous Tense dan Simple Present Tense

Mengungkapkan pertanyaan dan statement Simple Past Tense secara oral

Membedakan Nominal Sentence dan Verbal Sentence dalam Simple Past Tense

Membuat contoh kalimat Verbal Sentence yang menggunakan Regular dan

Irregular Verb


Contoh Regular Verb dan Irregular Verb

Regular Verb : walked, talked, studied, moved, liked, danced, listened, etc.

Irregular Verb : grew, spoke, saw, bought, swam, sang, drove, rode, rose, etc.

Nominal Sentence

kalimat yang di dalamnya terdapat kata benda (noun) atau kata sifat

(adjective).

- I was a students of Elementary school two years ago.

- She was so sad yesterday.

Verbal Sentence

kalimat yang di dalamnya terdapat kata kerja (verb).

- We studied English three hours ago.

- They ran to the yard yesterday afternoon.

Biography

Maya Gazali

Maya Gazali was born in Palu. She grew up in a small village. She began

school when she was six years old. She went to elementary school, but she didn‟t go

to high school. Her family was very poor, and she had to go to work when she was

thirteen years old. She worked on an assembly line in a shoe factory.

When Maya was seventeen years old her family moved to West Java. First,

they lived in Bogor, and then they moved to Bandung. When Maya arrived in Java,

she wasn‟t very happy. She missed her friends back in Palu and she didn‟t speak like

other children. She began to learn to speak like other children, and she practiced with

her new friends at the factory in Bandung.

Maya also studied hard. She learned English, and after a few months she got a

job as a secretary. Now Maya still studies at night, but now she studies advertising at

a business school. She wants to work for an advertising company some day and write

commercials.

Maya still misses her friends back home, but she communicates with them



Sumber : www.esl-library.com

Alat Pembelajaran : Information-Gap Worksheet dan Teks



1.

2.

Pendahuluan


5. Guru mereview mengenai fungsi Simple Past Tense dan

konsep Nominal dan verbal sentence.

Kegiatan Inti

21. Guru menjelaskan tentang regular dan irregular verb.

22. Guru membagikan teks recount yang berbentuk biografi

yang pada hari sebelumnya digunakan.


kata yang termasuk regular dan irregular verb dan

mendiskusikannya.

24. Guru menerangkan perbedaan fungsi dan bentuk

kalimat Simple Past Tense dengan Simple Present

Tense, Present Future Tense dan Present Continuous

Tense.






aturan Information-Gap Activity.

7. Siswa dibagikan Information-Gap Worksheet ”My

Friends’ Activities Yesterday” yang digunakan pada

kegiatan sebelumnya.

3

20

57

Apersepsi

Penanamn

dan

penguatan

konsep

Penugasan

8. Guru mencontohkan dialog yang akan digunakan dengan

suara nyaring.

9. Siswa melakukan kegiatan information-gap di depan kelas

untuk memastikan jawaban yang telah digunakan

sebelumnya benar dengan menggunakan yes/no

question yang berbentuk past tense, kemudian

menceklis bila jawabannya benar atau mebenarkan

jawaban apabila tidak sesuai dengan jawaban partner.

10. Selagi siswa maju ke depan untuk melakukan kegiatan

information-gap, siswa yang lain diminta membuat

contoh kalimat Simple Past Tense yang berbentuk

Nominal Sentence.


Gap worksheet yang telah dikerjakankan siswa.

Penutup


mengajar


dan

penguatan

Penilaian

H. Penilaian

g. Teknik : Tes Bicara & Tulis

h. Bentuk : Lisan & Tertulis.


a. Lisan

No Aspek Skor

1.

2.

3.

Grammar

Spelling

Pronunciation

1 – 100

1 – 100

1 – 100

b. Tertulis


Max. score: 100

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