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THE EFFECTIVENESS OF USING THE STUDENT TEAMS
ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE TOWARDS
STUDENTS’ UNDERSTANDING OF THE SIMPLE PAST TENSE
(A Quasi-Experimental Study at the Eighth Grade Students of
SMP Trimulia, Jakarta Selatan)
By
AnitaPutri
NIM. 109014000153
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
THE EFFECTIVENESS OF USING THE STUDENT TEAMS
ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE TOWARDS
STUDENTS’ UNDERSTANDING OF THE SIMPLE PAST TENSE
(A Quasi-Experimental Study at the Eighth Grade Students of
SMP Trimulia, Jakarta Selatan)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training
Partial Fulfillment of the Requirements
For the Degree of S.Pd (S-1) in Department of English Education
By
Anita Putri
NIM. 109014000153
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
iv
ABSTRACT
PUTRI, ANITA. 2014, The Effectiveness Of Using The Student Teams
Achievement Divisions (STAD) Technique Towards Students’ Understanding Of
The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students
of SMP Trimulia, Jakarta Selatan), “Skripsi”, Department of English Education,
Faculty of Tarbiyah and Teachers’ Training, Islamic State University.
Key Words: The Simple Past Tense, Student Teams Achievement Divisions
(STAD)
The objective of the study was to know empirical evidence whether using
the Student Teams Achievement Divisions (STAD) technique is effective of not
for students in understanding the simple past tense. There are 62 grade eighth
students of SMP Trimulia who have been chosen from two classes VIII.B as an
experimental class and VIII.A as a controlled class. It started with a pre-test for
both classes, treatment manipulation in experiment class and last conducted the
post-test. The data was collected by the test instrument and analyzed by using the
t-test formula.
The result of statistical calculation showed, the value of t0 is 4.30. With the
degree of freedom (df) is 62 is gained the value 1.99 and 2.65 on the degree of
significance 5% and1% of the table. Comparing the gained value of t0 with ttable, it
can be seen that there is an obvious differences among the score of experiment
class and control class. The t0 value is higher than the ttable, namely 1.99 < 4.30 or
4.30 > 2.65, hence the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected. Consequently, it has been proven that the using of
Student Teams Achievement Divisions (STAD) technique is effective for students
of SMP Trimulia in understanding the simple past tense.
ANITA PUTRI
v
ABSTRAK
PUTRI, ANITA. The Effectiveness Of Using The Student Teams Achievement
Divisions (STAD) Technique Towards Students’ Understanding Of The Simple
Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP
Trimulia, Jakarta Selatan), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2014.
Key Words: The Simple Past Tense, Student Teams Achievement Divisions
(STAD)
Tujuan dari penelitian ini adalah untuk mencari bukti empiris tentang
keefektifitasan penggunaan teknik (Student Teams Achievement Divisions)
STAD terhadap pemahaman siswa tentang Simple Past Tense. Terdapat 64 siswa
kelas delapan dari SMP Trimulia yang telah di pilih dari dua kelas yaitu kelas
VIII.A sebagai kelas kontrol dan kelas VIII.B sebagai kelas eksperimen.
Penelitian ini di mulai dengan mengdakan pre-test, kemudian manipulasi
perlakuan dalam kelas eksperimen dan terakhir mengadakan post-test. Jadi, data
diambil dari hasil test dan dianalisa menggunakan rumus t-test.
Hasil penelitian menunujukkan nilai t hitung (t0) sebesar 4.30. Pada
derajat kebebasan (dk) 62 diperoleh nilai 1.99 dan 2.65 dari taraf signifikan
sebesar 5% dan 1% dari t-tabel. Jadi, jika t0 dibandingkan dengan ttable dapat
dilihat bahwa ada perbedaan. Nilai t0 lebih tinggi dari ttable, yaitu 1.99 < 4.30 atau
4.30 > 2.65, maka hipotesis alternatif (Ha) diterima dan dapat disimpulkan bahwa
teknik Student Teams Achievement Divisions (STAD) efektif digunakan untuk
memahami Simple Past Tense oleh siswa SMP Trimulia Jakarta.
ANITA PUTRI
vi
AKNOWLEDGEMENT
In the name of Allah, The beneficent, The merciful. All praised be to
Allah, The lord of the world who has given His bless, love and compassion to the
writer in completing this “Skripsi”. Peace and salutation be upon to the Prophet
Muhammad SAW, his family, his companion and his followers.
The writer welcomes this occasion to thank her beloved parent; H.
Muhammad Yusuf and Hj. Sudarsih who have given their greatest love, support,
guidance and prayer to the writer, also for her brothers and sister who have also
given their support in accomplishing her study. In addition, the writer wish to
address her best gratitude to her advisors, Dr. Fahriany, M.Pd. and Drs.
Nasifuddin Djalil, M.Ag., for their generosity to give their time, guidance and
suggestions during completing this “Skripsi”.
This “Skripsi” will not finish without any help from some people. Hence,
the writer would also to thank the following:
1. All lecturers in English Education Department, who have given and shared
their knowledge and new experiences during studying in UIN Syarif
Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., the chairman of English Education Department.
3. Zaharil Anasy, M.Hum., the secretary of English Education Department.
4. Nida Husna, M.Pd., M.A. TESOL., as the academic advisor who has given
support, guidance and motivation to the writer during learning in English
Education Department.
5. Dra. Nurlena Rifa’i, M.A., Ph.D., the dean of Faculty of Tarbiyah and
Teachers’ Training of Islamic State University Jakarta.
6. Nur Efendi, S.Pd., the headmaster of SMP Trimulia Jakarta and Ulfianti Ulfa,
S.Pd., the English teacher of SMP Trimulia Jakarta. Thanks for kindly giving
vii
your time during the research. Also, for all the students of SMP Trimulia,
especially class VIII.A and class VIII.B.
7. For her friends; Junariyah, Syifa, Fithiawati and Lihnawati, who have gotten
through difficultness and happiness together with the writer during finishing
this Skripsi and thanks also for her fiancé. Further, for all of her friends in
UIN Syarif Hidayatullah Jakarta especially in Department English Education
class of 2009, mainly D class. Thanks for all the best moments and
experiences that we shared together.
Words may not be enough to returns their helps and contribution. May
Allah bless them all. Finally, the writer realizes that the Skripsi is still far from
being perfect. Hence, the readers’ critics and opinions will be kindly accepted for
further progression.
Jakarta, March 2014
Anita Putri
viii
TABLE OF CONTENT
TITLE ............................................................................................................ i
APPROVAL .................................................................................................. ii
ENDORSEMENT SHEET ............................................................................ iii
ABSTRACT .................................................................................................... iv
ABSTRAK ...................................................................................................... v
AKNOWLEDGEMENT ............................................................................... vi
TABLE OF CONTENTS ............................................................................... viii
LIST OF TABLES ......................................................................................... x
LIST OF APPENDICES ............................................................................... xi
CHAPTER I INTRODUCTION ............................................................... 1
A. Background of the study ................................................. 1
B. Formulation of the Problems ........................................... 5
C. Limitation of the Problems ............................................. 5
D. Objective of the study ..................................................... 6
E. Significance of the study ................................................. 6
CHAPTER II THEORETICAL STUDY .................................................. 7
A. Literature Review ............................................................ 7
1. The Nature of the Simple Past Tense ........................... 7
a. The Form of Simple Past Tense ............................. 8
b. The Use of Simple Past Tense ............................... 14
2. The Nature of Student Teams Achievement
Divisions (STAD) Technique ..................................... 15
a. The Understanding of Cooperative Learning ........ 15
b. The Understanding of (STAD) Technique ............. 20
c. Components of the (STAD) Technique ................. 22
d. Advantages and Disadvantages of the
STAD Technique ................................................... 24
e. The Procedure of STAD Technique ....................... 25
ix
f. The Procedure of Using STAD Technique
in Teaching Simple Past Tense .............................. 26
B. Conceptual Framework .................................................. 27
C. Theoretical Hypothesis.................................................... 28
D. Previous Study ................................................................ 29
CHAPTER III METHODOLOGY OF RESEARCH ................................ 31
A. Place and Time of the Study ........................................... 31
B. Research Method and Design ......................................... 31
C. Population and Sample .................................................... 32
D. Technique of Collecting the Data ................................... 32
E. Technique of Analyzing the Data ................................... 33
CHAPTER IV RESEARCH FINDING AND INTERPRETATION ....... 35
A. Research Finding ............................................................. 35
1. Data Description........................................................ 35
2. Data Analyzing.......................................................... 42
3. Test of the Hypothesis ............................................... 47
B. Interpretation .................................................................. 47
CHAPTER V CONCLUSION AND SUGGESTION ABSTRACT ........ 49
A. Conclusion ...................................................................... 49
B. Suggestions ..................................................................... 49
BIBLIOGRAPHY .......................................................................................... 51
APPENDICES ................................................................................................ 54
x
LIST OF TABLES
Table 2.1 Rule of Regular Verbs Form Table .......................................... 9
Table 2.2 Rule of Irregular Verbs Form Table......................................... 11
Table 2.3 Verb of Be Table ...................................................................... 13
Table 2.4 Improvement Score Table ........................................................ 23
Table 4.1 Students’ Score of VIII.B (Experiment Class) ........................ 35
Table 4.2 Frequency of Pretest of Experimental class Score ................... 37
Table 4.3 Frequency of Posttest of Experimental class ........................... 38
Table 4.4 Students’ Score of VIII.A (Control Class) ............................... 39
Table 4.5 Frequency of Pretest of Control class ...................................... 41
Table 4.6 Frequency of Posttest of Control class ..................................... 41
Table 4.7 Result Calculation of Posttest of Experiment Class ................. 43
Table 4.7 Result Calculation of Posttest of Control Class ....................... 45
xi
LIST OF APPENDICES
Appendix 1 Rencana Pelaksanaan Pembelajaran
(Lesson Plan of Experiment Class) ......................................... 54
Appendix 2 Rencana Pelaksanaan Pembelajaran
(Lesson Plan of Control Class) ............................................... 79
Appendix 3 Item Analysis of the Test ........................................................ 101
Appendix 4 Research Instrument and Answer Key .................................... 103
Appendix 5 The Blue Print of Pretest and Posttest ..................................... 107
Appendix 6 Normality Test Result ............................................................. 108
1
CHAPTER I
INTRODUCTION
A. Background
The development of English as an international language in the world has
inclined aspects of people‘s life in this globalization era. In education, as one of
the aspect of people‘s life, English is considered to be learned as an important
language to communicate, to get knowledge or information among people from
many countries over the world. English fluency on both oral and written forms is
necessarily needed in educational field or for language mastery. Considering
English playing an important role of people‘s aspect of life, it is almost learned
and taught in many countries, particularly Indonesia.
In Indonesia, English has been taught from elementary level (as a
compulsory subject) up to university. The role of English teaching in Indonesia is
stated in the curriculum and the latest one is named KTSP (Kurikulum Tingkat
Satuan Pendidikan) or School Based Curriculum. Likewise, in curriculum it has
been stated English is used as a tool of communication; the communicative
competence in the whole definition means the discourse competence that is, the
ability to comprehend and or to produce the written and oral text which is realized
in the four language skills; they are listening, speaking, writing and reading. Thus,
Indonesian government gives a concern of learning English in high school and
establishes some objectives in each grade. Based on the curriculum KTSP 2006
the purpose of teaching English in SMP/MTs is that students have the ability as
follows:
1. to be able to develop a communicative competence whether in written or
oral form to achieve a functional literacy
2. to have an awareness of English nature and importance to increase national
competitiveness in globalization society
2
3. to develop learners understanding about the language and nature relation.1
Nevertheless, it is not only the four skills which are students have
commanded to, but also the language components such as grammar, vocabulary,
pronunciation as well. Likewise, in Indonesia it has been stated on the national
standard of education or BSNP 2006 that one of the scope of English learning is
the supporting competence, that is linguistics competence which means the using
of the language structure, vocabulary and soon. Grammar is noticeably important
as one of the language component in order to mastery the language, especially
English, as Ur stated, ―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 how they should be put together‖.2 From the statement it
can be seen that grammar has a significant role in language (English) learning or
mastery. Grammar builds a rule for words to be good sentences and make them to
have a different meaning.
A troublesome but captivating in teaching English grammar that the
researcher often finds is on tenses. There are numerous forms of tense in English,
one of which is Simple Past tense that the students should understand. The
objective of teaching the simple past tense for the eighth grade students is; able to
reveal the expression in using the simple past, able to use verbs (regular and
irregular) in the simple past form and make interrogative and negative sentences
in the simple past form, as has been stated in the syllabus for responding the
meaning and rhetoricalof the reading text, recount and descriptive text.
The simple past is a tense which is used to show an action happened and
completed in the past time. This tense show an activity which started at a
particular time in the past and it was all done or finished at the period did not last
until the present time.
1Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar
Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan,
2006) 2Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge:
Cambridge University Press, 2002), p. 4.
3
Since there is no tense in students‘ first language, there will arise some
difficulties in learning simple past tense either in spoken or written form. Students
may find difficulties which could affect the students‘ interest of the lesson and
may provoke several problems in class. Some of the problems are the rule of the
verb tense which is divided into two categories, namely regular and irregular
verbs of simple past tense. In learning these verbs (regular and irregular) there is
no way but requires students to memorize them.
In addition, students sometimes get confuse when they have to transform
the present form of the verb into the simple past form even more when they have
never heard about the simple past form itself. For example, the simple form of
‗feel‘ which has the simple past form ‗felt‘ will make students confuse when they
find the words almost exactly the same like ‗fell‘ which actually the past form of
‗fall‘. The form of positive, negative and affirmative is also confusing for them,
since each of the forms has a rule. Besides, the students are so lazy to answer the
questions when they have to work individually and it sometimes causes them to
cheat the answers from their friends. Furthermore, sometime the teachers often
forget that they make themselves as the main center of the class in teaching and
learning activity. It makes students a little bit noisy during explaining the simple
past. This kind of problem has been found by the researcher when she conducted
Praktek Profesi Keguruan (PPKT) during the teaching of simple past activity in
classroom.
Hence, it seems necessary to provide several best techniques which is
needed in teaching grammar in order to develop students‘ understanding of the
simple past tense. Teaching activity should make students learn actively or make
them fully take part in learning activity and should not make them feel that the
simple past is hard to be learned. One of the methods that the teacher can use in
such learning activity is Cooperative Learning method. This kind of group
learning method is able to make students active by working cooperatively with
their friends, especially in solving several problems in learning the simple past by
sharing ideas or question in group. It is as stated by Daniels and Bizar, ―Students
do need to work together, because well-structured collaborative experiences help
4
young people to learn deeply, to really understand, to share knowledge, to ask
important questions and in some cases to take action‖.3
If students work together in group cooperatively, they will not only get a
chance to involve in learning activity but will also gain a social aspect of learning
as well. The cooperative learning method is not a novel thing in education, yet it
has been existed to be used in teaching activity by a numerous of teachers. One of
the techniques in cooperative learning method is named Student Teams -
Achievement Divisions (STAD). Alijanian stated STAD as, ―Student Teams
Achievement Divisions (STAD) is a type of CL developed by Slavin and his
colleagues. STAD is one of the most significant CL approaches, which has been
influential in bringing about positive effects in multiple grades and subjects‖.4
STAD is a technique where the students work cooperatively with their
friends so that it will make the students as the center of learning activity. In this
technique students share the materials that the teacher has already presented,
divide them into group and each of them responsible of the group progress
whether she/he has already understood the materials or not. The achievement of
the lesson will be seen individually from the students‘ individual test which can
contribute into the team score.
The STAD technique has been chosen to discuss in this research because it
is considered that teaching activity should give students motivation to learn
actively and get involves in learning so that they can get a better achievement in
the simple past. Besides, STAD is considered as a suitable and the simplest one to
be applied. By applying this technique, hopefully several problems above can be
solved in teaching and learning the simple past. Hence, the researcher focuses the
research under the title of; The Effectiveness of Using the Student Teams –
Achievement Divisions (STAD) Technique Towards Students' Understanding of
the Simple Past Tense at the Eighth Grade of SMP Trimulia Jakarta.
3Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Methods that
Matter, K-12, (Portland: Stenhouse Publisher, 2005), p. 121.
4Ehsan Alijanian, The Effect Of Student Teams Achievement Division Technique on
English Achievement of Iranian EFL Learners, Theory and Practice in Language Studies, Vol. 2,
2012, pp. 1971—1975.
5
B. Limitation of the Problems
From the identification of the problems which has been stated above, the
researcher limited the problems of the study on the effectiveness of using the
Students Teams Achievement Divisions (STAD) technique in understanding the
simple past tense for the grade eighth students of SMP Trimulia Jakarta.
C. Formulation of the Problem
Based on the limitation of the problems above, the researcher formulated
the problem in a research question as: was there any effectiveness to use the
Student Teams Achievement Divisions (STAD) technique for grade eighth
students of SMP Trimulia Jakarta in understanding the Simple Past Tense?
D. Objective of the Study
This study was aimed to find out whether it is effective or not to use the
Student Teams – Achievement Divisions (STAD) technique in understanding the
simple past tense for grade eighth students of SMP Trimulia Jakarta.
E. Significance of the Study
The result of the study is hopefully can be useful for:
1. Teacher
For giving suggestion and helping the teacher to give an alternative way in
teaching, to enhance students understanding and interesting of the simple past
by using the Student Teams Achievement Divisions (STAD) technique.
2. Students
This study was also hoped can help students build an understanding,
enjoyment and enhance their motivation in learning the simple past tense
cooperatively. Even, this technique is also hoped can build a good interaction
among students to support each others in academic field.
6
3. Further Researcher
Finally, for the further researcher, this study is expected that can provide some
basic information about the Student Teams Achievement Divisions (STAD)
technique especially its effect on the learning and teaching the simple past
tense for students.
7
CHAPTER II
THEORETICAL STUDY
A. Literature Review
1. The Nature of the Simple Past Tense
The Simple Past tense is one of the English tenses. The simple past is a
tense which describes activities that happened and finished in the definite times in
the past. Azar stated, ―The simple past indicates that an activity or situation
began and ended at a particular time in the past‖.1
Leech and Svartvik stated that there are three characteristics in
indentifying the simple past from a definite time, ―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‖.2
It shows that the simple past tense has its own indentified time that explains the
activities which happened in the past time. Warner and Nelson stated, ―The simple
past tense describes actions that began and ended in the past or actions/situation
completed in the past‖.3
This kind of tense is the most frequently used in order to show the action
or activity happened and finished in the past. It is also used to show activities
which get use to do or happened regularly in the past before the sentence is
produced at the moment. The simple past does not emphasize on duration of the
activity at the past nevertheless only using a short time.
Bieber, et al. also stated the definition about the simple past as, ―Past tense
most commonly refers to past time via some past point of reference, especially in
fictional narrative and description, where the use of the past tense to describe
1 Betty Schrampfer Azar, Understanding and Using English Grammar, 3
rd Edition, (New
York: Pearson Education, 1999), p. 27. 2 Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (Essex:
Pearson Education Limited, 2002), 3rd
Edition, p. 69. 3 Patricia .K. Warner and John .P. Nelson, Mosaic 2 Grammar, Silver Edition, (New
York: McGraw Hills Companies, 2007), p. 19.
8
imaginary past happenings is a well-established convention‖.4 The simple past
itself is irrelevant with the activities happen in the present. The activities are
already finished before the moment. As Danesi stated, ―The Simple past, also
known as the Preterit allows you to refer to actions that occurred in the past
without reference to the present‖.5
All and all the simple past tense is a tense which shows activities
happened and ended in a particular time in the past before the moment without
having to refer to the present time. It is also used for repeated activities happen in
the past.
a. The Form of the Simple Past Tense
As it already know that the simple past tense has two types in its verb
form, namely regular and irregular verbs. Beside it is also including verb of be. As
Kirn et.all.stated, the simple past tense classified into two types. They are the
simple past in the regular verbs and simple past in the irregular verbs including
past tense of the verb be. The formula of each type consists of three parts:
affirmative, negative and interrogative.6
The regular verbs is the verbs formed by adding the suffix –ed and the
irregular verbs is not follow that pattern. As Thomson and Martinet explain about
the verbs of the simple past form as, ―The simple past in regular verb is formed by
adding –ed to the infinitive and verb ending in –e is adding –d only the negative
of regular verb and irregular verb is formed with did not (didn‘t ) and the
infinitive. The interrogative of regular and irregular verb is formed with did +
subject + infinitive‖.7
4 Douglas Bieber, Stiq Johanson, Geoffry Leech, Susan Conrad and Edward Finegan,
Longman: Grammar of Spoken and Written English, (London: Pearson Education Limited, 1999),
p. 454. 5 Marcel Danesi, Basic American Grammar and Usage, (New York: Barron‘s
Educational Series, Inc., 2006), p. 139. 6 Elaine Kirn, Darcy Jack and Jill Korey O‘Sullivan, Interaction Grammar I, (New York:
McGraw Hill Company, Inc., 2002), p. 106. 7 A. J. Thomson and A. V. Martinet, A Practical English Grammar, (Oxford: Oxford
University Press, 1990), pp. 175—176.
9
It can be seen that in the simple past tense, there are two verbs that is used;
Regular and Irregular verbs in the past form of verbs. Besides, the formulas used
in the simple past tense have three parts: affirmative, negative and interrogative.
1.) The Simple Past Tense in a Regular Verb
The regular verbs of the simple past is formed by adding –ed in the end of
the verbs. The forms are applicable to all subjects including singular and plural
except in the verb of be. Hence, though the verbs end with –ed, the spelling of the
verb has a different rules. Several verbs may have a really same rule with others in
regular verbs, but it can be applied to all of the verbs. Here are a brief summary of
the rules according to Danesi:
Table 2.1
Rule of Regular Verbs Form Table
Rules
Example
Infinitive Past
1. Verb ends in –e just add –d Love
Tie
Change
Live
Loved
Tied
Changed
Lived
2. Infinitive contains a single syllable
and ends in a single vowel + consonant,
the consonant is doubled
Stop
Spot
Plan
Stopped
Spotted
Planned
3. The ending (verb) is preceded by
another consonant or more than one
vowel, doubling doesn‘t apply
Jump
Learn
Dream
Jumped
Learned
Dreamed
4. The infinitive contains two syllables,
doubling applies only if the second
syllable is stressed
Prefer
Control
Permit
Occur
Regret
Preferred
Controlled
Permitted
Occurred
Regretted
5. The infinitive root ends in –y and is
preceded by consonant, the simple past
ending is written as –ied
Try
Study
Carry
Dry
Tried
Studied
Carried
Dried8
8 Marcel Danesi, op. cit., p. 140.
10
a) The Affirmative Form of the Simple Past Tense in Regular Verb
The affirmative sentence in the simple past tense use the formulas as:
S + V2 + (……)
For example:
- I dreamed of you last night
- They went to Bandung last weekend
- We listened to rock music yesterday
- Cintya bought some apples
All of the subject use the same form of the regular verb that is adding the
–d and or –ed at the end of the verb.
b) The Negative Form of the Simple Past Tense in Regular Verb
As Danesi has stated that the negative form of the simple past tense is
created with did not/ didn’t + infinitive. The formulas is as:
S + did not (didn’t) + V1 + (……)
For example:
- I didn’t bring my book this morning
- You didn’t come last week
- They didn’t win the match
- Santi didn’t call me yesterday
- Joni didn’t enjoy the movie
- We didn’t attend to Lisa‘s party
- She didn’t eat any of the foods last night
c) The Interrogative Form of the Simple Past Tense in Regular Verb
The interrogative form of the regular verb in simple past tense is as
Danesi also said on her book, constructed with did / did not + subject +
infinitive, so the formula is as: did/did not (didn’t) + subject + verb 1 + (…)
11
For example:
- Did you pass the test?
- Did she send me the letter?
- Didn’t they go to Bandung last weekend?
- Did he make the cake?
- Didn’t Lina study math so hard?
Note that all of the verbs are not ending with –d or –ed. In question, the
verbs are all in the simple form.
2.) The Simple Past Tense in an Irregular Verb
Kirn, Jack and O‘Sullivan highlight that there are a number of verbs which
have irregular past tense forms. These verbs do not end with an –ed in the past
form. Verb that has irregular past forms, follows the same pattern in affirmative,
negative and interrogative statements. The following table is the irregular past
tense verb form and their example:
Table 2.2
Rule of Irregular Verbs Form Table9
No.
Example
Simple
Form
Past
Tense
Form
Simple
Form
Past
Tense
Form
Notes
1.
cost
cut
hit
hurt
cost
cut
hit
hurt
Let
put
quit
shut
Let
put
quit
shut
The simple and the
past forms of some
verbs are the same.
2.
bend
built
lend
bent
build
lent
Send
spend
Sent
spent
With some verbs the
simple forms end in –d
and the past form ends
in –t.
3.
dream dreamt Lose lost Some verbs have other
consonant changes or
add a consonant in the
past tense.
Have
hear
had
heard Make made
9Elain Kirn, Darcy Jackson and Jill Korey O‘Sullivan, op. cit., p. 116.
12
No.
Example
Simple
Form
Past
Tense
Form
Simple
Form
Past
Tense
Form
Notes
4.
Begin
bleed
come
choose
drink
drive
began
bled
came
chose
drank
drove
Grow
know
ride
ring
run
sing
Grew
knew
rode
rang
ran
sang
Many verbs have
vowel changes in the
past tense.
5.
Bring
buy
catch
creep
do
fly
Brought
bought
caught
crept
did
flew
leave
lie
pay
say
sell
sleep
Left
lied
paid
said
sold
slept
Many verbs have
consonant and vowel
changes in the past
tense.
As it has been stated above that, the irregular verbs of the simple past tense
have the same pattern with the regular verb in affirmative, negative and
interrogative statement. Here are for more details of irregular verb pattern:
a.) Forming Affirmative
The formula: S + V2 + O + .....
Example: - Andre bought some apples for Meli yesterday
- The birds flew and never come back
b.) Forming Negative
The formula is: S + Did not + V1 + O +......
Example: - She didn‘t eat any of the cakes
- Dona didn‘t ride her motorcycle last Friday
c.) The Interrogative Form of the Simple Past Tense in Irregular Verb
The formula: Did + S + V1 +....... ?
Example: Did she fall from the rooftop? Yes, she did / No, she didn‘t
Did they drink the coke? Yes, they did/No, they didn‘t
13
3.) The Simple Past Tense of Verb Be
Kirn, Jack and O‘Sullivan highlight that be is one of the irregular verb with
the simple past tense form is Was/Were. This verb is used differently in the simple
past tense than any other irregular pattern (statements). The following is the table
of the past of be form:10
Table 2.3
Verb of Be Table
Statement
Example Note
Affirmative Mario was at home last night
They were born in Osaka
Use was with singular
nouns and with the
pronouns I, she, he, it,
this and that. Use were
with plural nouns and
with the pronouns you,
we, they these and
those.
Negative I was not on the internet last night
We were not hungry for dinner
yesterday
Use not after the verb
be in negative
sentences. The
contraction for wasnot
is wasn’t, the
contraction for war not
is weren’t.
Interrogative
(Yes/No
Question)
Was your mother born in Columbia?
Were you sleep at 11.00 last night?
Wasn’t the bird fed this afternoon?
Weren’t those sofas expensive?
In addition, sometimes there are expressions that can be used in the simple
past which also shows that the activity happened in the past. John Eastwood stated
some typical time expression in the simple past are: yesterday, this morning/
evening, last week/year, a week/month ago, that day/afternoon, the other
day/week, at eleven o'clock, on Tuesday, in 1990, just, recently, once, earlier,
then, next, after that.11
10
Ibid., p. 117 11
John Eastwood, Oxford Guided to English Grammar, (Oxford: Oxford University
Press, 1994), p. 87.
14
b. The Use of the Simple Past Tense
The simple past tense is the most commonly used tense in English which
refer to any kinds of events happened in the past or even a repeated happening. It
is as Swan said about the using of simple past as, ―The simple past is the one most
often used to talk about the past. It can refer to short, quickly finished action and
events, to longer actions and situations, to repeated happenings‖.12
Thomson supposed there are three points about the usage of the simple
past tense, they are:
1.) It is used for the action completed in the past at a definite time. It is therefore
used:
- for the past action when the time is given:
I met him yesterday Pasteur died in 1895
- or when the time is asked about:
When did you meet him?
- or when the action clearly took place at a definite time even though this
time is not mentioned:
The train was ten minute late
How did you get the present job?
2.) The simple past tense is used for an action whose time is not given but which
(a) occupied a period of time now terminated, e.g. He worked in that bank for
four years (but he doesn’t work there now), or (b) occurred at a moment in a
period of time now terminated, e.g. My Grandmother once saw Queen
Victoria.
3.) The simple past tense is also used for a past habit:
He always carried an umbrella
Used to for indicating past habit is used as:
12
Micahael Swan, Practical English Usage, (Oxford: Oxford University Press, 1987), p.
469.
15
- to express a discontinued habit or a past situation which contrasts with the
present, e.g. I used to smoke cigarette; now I smoke a pipe
- to express a past routine or pattern
- The simple past tense is used in conditional sentences type 2.13
In addition, Graver stated about the simple past tense refer to an action
completed in the past; the use of it could be as something constantly or
unchanging happened in the past or what he called as past ‗neutral‘, second is
habitual action in the past (past iterative), verbs belong to the group which not
normally used in progressive form refer to past ‗actual‘, and could be as either
simply a narration or experiment in the past events (past narrative).14
2. The Nature of the Student Teams Achievement Divisions (STAD)
Technique
a. The Understanding of Cooperative Learning
The teaching approach which focus on students to learn together in group
for sharing their ideas, knowledge and or solving problems where the teachers are
still led the learning activity directly is called Cooperative Learning. According to
Muijs and Reynold, Cooperative learning is a broader concept that encompasses
all kind of group work, including more teacher-led and directed forms. Generally
co-operative learning is seen as more teacher directed, with the teacher setting the
task and specific questions and providing pupils with materials and information
design to help them to solve the problems.15
It shows that in cooperative learning
students will learn together in group for sharing their ideas, knowledge and or
solving problems where the teachers are still led the learning activity directly. All
the students are hoped can get involve.
13
Thomson and Martinet, op. cit., p. 177. 14
B. D. Graver, Advanced English Grammar, (Oxford: Oxford University Press, 2003),
pp. 56—57. 15
Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice, (London:
SAGE Publication, 2005), p. 57.
16
Whereas Cruickshank, Jenkins, and Metcalf stated, ―Cooperative learning
(formerly called students team learning) is the term use to describe instructional
procedure whereby learners work together in small groups and are rewarded for
their collective accomplishment‖.16
In addition, Kessler also stated about
Cooperative Learning as, ―Cooperative Learning (CL) is group learning activity
organized, so that learning is dependent on the socially structures exchange of
information between learners in groups and in which each learner is held
accountable for his or her own learning and is motivated to increase the learning
of others‖.17
It can be inferred that Cooperative Learning is about organizing a
group learning so that the learning activity depend on the information exchange
among students socially and motivate each learners to have responsibility not only
for his/her own learning but the other learners as well.
Besides, the STAD technique is different than any other technique even
though basically it still has the same idea or even the concept as any other
technique in CL method that emphasizes on learning together and there is also
students social interaction building. Freeman explained Cooperative learning as,
―Cooperative learning essentially involves students learning from each other in
groups. But it is not the group configuration that makes cooperative learning
distinctive; it is the way that students and teachers work together, that is
important‖.18
Here, Freeman makes it clear what make Cooperative Learning
method different from other methods or approach is on the way that students and
teacher work together.
From several explanations above, it can be summed up that the teaching
approach which focuses on students to learn together in group for sharing or
exchanging their ideas, knowledge and or solving problems where the teachers are
still led the learning activity directly. Besides this method can also build students
16
Donald R. Cruickshank, Deborah B. J., and Kim k. Metcalf, The Act of Teaching, 4th
Edition, (New York: McGraw Hill Companies, Inc., 2006), p. 238. 17
Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New
Jersey: Prentice Hall, Inc., 1992), p. 8. 18
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:
Oxford University Press, 2000), p. 164.
17
motivation, increasing interaction among other students and be responsible of
each other.
a. The Objective of Cooperative Learning
The objectives of the cooperative learning as stated by Richard and Rogers in
language teaching are as follows;
- to provide for naturalistic second language acquisition through the use of
interactive pair and group activities
- to provide teachers with a methodology to enable them to achieve this goal
and one that can be applied in a variety of curriculum settings.
- to enable focused attention to particular lexical items, language structures
and communicative functions through the use of interactive tasks.
- to provide opportunities for learners to develop successful learning and
communication strategies.
- to enhance learners motivation and reduce learners stress and to create a
positive affective classroom climate.19
In addition, Hwang, Yin et al also stated the objective of cooperative learning
as follows;
Cooperative learning is known to be an effective educational strategy in
enhancing the learning performance of students. The goal of a cooperative
learning group is to maximize all members‘ learning efficacy. This is
accomplished via promoting each other‘s success, through assisting,
sharing, mentoring, explaining, and encouragement. To achieve the goal of
cooperative learning, it is very important to organize well-structured
cooperative learning groups.20
Additionally, for a successful cooperative learning application, there are
also several principles which have been proposed by the experts. Kagan and
Kagan proposed what they called as PIES in their book as follows;
19
Jack .C. Richard and Theodore .S. Rogers, Approaches and Methods in Language
Teaching 2nd
Edition, (Cambridge: Cambridge University Press, 2001), p. 193. 20
Hwang .G. J., Yin .P.Y., Hwang .C.W., & Tsai .C.C., An Enhanced Genetic Approach
to Composing Cooperative Learning Groups for Multiple Grouping Criteria. Educational
Technology & Society, 11 (1), Taiwan, pp. 148—167.
18
1.) Positive Interdependence, which distinct into two concepts; Positive
correlation, If two students have a positive correlation of outcomes, the
success of one student is linked to the success of the other, and
Interdependence means students are mutually dependent on one another.
They have to rely on their teammates.
2.) Individual Accountability. Individual accountability is created when the
individual student is held accountable for some public display.
3.) Equal Participations. Equal participation means participation is not
voluntary. Everyone must participate about equally, instead of calling on
one student to respond to a question.
4.) Simultaneously Interaction. Thus the ability to apply the simultaneity
principle is a key to maximizing positive outcomes in cooperative
learning. Essentially, when all else is equal, pair work is better than
teamwork, teamwork is better that whole-class work, and smaller teams
are better than larger teams.21
b. Techniques in Cooperative Learning
There are number variations of the cooperative technique or model which
have been developed in teaching activity or have been applied in classroom.
According to Slavin, they are as follows:
1.) Student – Teams Achievement Division (STAD)
In STAD students are assigned to four member learning teams that are
mixed in performance level, gender and ethnicity. The teacher presents the
lesson and the students work with their teams to make sure all team
members have mastered the lesson. Then all students take individual
quizzes on material, at which time they may not help one another.
21
Spencer Kagan & Miguel Kagan, Kagan Cooperative Learning, (San Clemente, CA:
Kagan Publishing, 2009), pp. 5.9—5.11.
19
2.) Teams – Games – Tournament (TGT)
In TGT students play games at three-person ―tournament table‖ with other
with similar pas records in mathematics. The top score of each tournament
table bring sixty points to his or her team, regardless of which table it is;
this means that low achievers and high achievers have equal opportunities
for success.
3.) Jigsaw II
It is an adaptation of Elliot Aronson‘s Jigsaw technique. Students work in
the same four members. Each team member is randomly assigned to
become an expert on some aspect of reading assignment.
4.) Team Accelerated Instruction(TAI)
In TAI, it combines cooperative learning with individualized instruction.
Students enter an individualized sequence by replacement test. Each
member works on different units and checks the others work by using the
answer sheet, then the final unit test are gained without any help from the
teammates and scored by students‘ monitor.
5.) Cooperative Integrated Reading Instruction (CIRC)
In CIRC, teachers use novels or basal readers. Students are composed of
pairs of students from two or more different reading levels. Students work
in pairs, within their teams on a series of cognitively engaging activities
including reading to one another, making prediction, summarizing stories
and so on.22
22
Robert .E. Slavin, Cooperative Learning, Second Edition, (Massachusetts: Allyn and
Bacon, 1995), pp. 5—7.
20
b. The Understanding of the Student Teams Achievement Divisions (STAD)
Technique
The Cooperative Learning has numerous kinds of techniques, as Slavin
stated on his book, ―There are general cooperative learning methods adaptable to
most subject and grade level: the Student Teams – Achievement Divisions
(STAD), the Teams Games-Tournament (TGT) and the Jigsaw II‖.23
As it has
been stated before, this research focuses on using the STAD technique in teaching
simple past tense.
This kind of teaching method let the team work learning has a goal that
every team should reach including the reward that they will get so that it will
create a spirit and unconsciously having an interaction among students. In STAD
student will not only has a responsibility of his or her own learning yet the other‘s
learning as well as long as they are a part of their team.
STAD might be the simplest technique and applicable technique in
cooperative learning method that the teachers can use if they are new in
Cooperative Learning methods as Slavin said, ―STAD is one of the simplest of all
cooperative learning methods, and is a good model to begin with for teachers who
are new to cooperative learning approach‖.24
Kagan and Kagan also stated on
their book about the STAD as, ―STAD is an extremely well searched, effective
approach to mastery of basic facts and information. Research of STAD has also
revealed very positive effects on ethnic relations and various types of prosocial
development‖.25
Here the emphasize is about the effect of the STAD technique
which include in ethnic relation and a social development which the students will
get.
Furthermore Khan also stated, which cited from Rai (2007) stated that,
―STAD (Students team achievement division) is one of the many strategies in
cooperative learning, which helps promote collaboration and self-regulating
23
Ibid., p. 5. 24
Ibid., p. 71. 25
Kagan and Kagan, op. cit., p. 17.20.
21
learning skills‖.26
Furthermore, Arends also highlights that the STAD technique is
a technique developed by Slavin which is the simplest and most basic technique in
cooperative learning. Students are given the materials each week or in regular
basis. Then students will be divided into a group and each group consists of four
to five members who represent sexes, various racial or ethnic groups and high
average, and low achievers on each team. Each groups are learning through
worksheet or other devices and help each other to master the academic materials.
The weekly quizzes are given for students individually.27
There are three concepts which are central in student team learning
methods including STAD from Sharan which is proposed by Slavin, they are;
a.) Team Rewards
Teams may earn rewards if they achieve above a designated criterion.
b.) Individual Accountability
Referring to the fact in all students team learning methods, the team‘s success
depends on the individual learning of all team members.
c.) Equal Opportunities for Success
What students contribute to their teams is based on their improvement over
their past performance.28
If can be inferred from some statements above that this kind of technique let
the students work cooperatively with their friends so that it will make the students
as the center of learning activity. Students could share the materials that the
teachers have already given in group and each member are responsible of the
group progress whether they have already understood the materials or not. The
achievement of the lesson will be seen individually from the students‘ individual
test.
26
Gul Nazir Khan, Effect of Student’s Team Achievement Division (STAD) on Academic
Achievement of Students, Asian Social Science Vol. 7, No. 12., (Canadian Center of Science and
Education, 2011), p. 212. 27
Richards .I. Arends, Learning to Teach, 7th Edition, (New York: McGraw – Hill,
2007), p. 352 28
Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood
Publishing Group, Inc., 1999), pp. 3—4.
22
c. The Components of Student Teams Achievement Divisions (STAD)
Technique
The STAD technique is different and has its own characteristics from all
others cooperative learning methods, one of its characteristic is that it has an
individual quiz. This quiz is intended to show how far students‘ understanding of
the materials individually without having any help from others. Besides, the
STAD also has its own components procedure.
There are five major components in the STAD technique which proposed
by Robert Slavin:29
1.) Class Presentation
The material is presented in the classroom as a primarily phase of STAD
technique. In this case teacher gives the material directly or as a lecture –
discussion. Students need to pay a careful attention during the teacher
presentation so that it will help them later on the quiz.
2.) Teams
There are about four or five students in each teamswho represent a cross
section in the class including academic performance, sex and race or ethnicity.
The members use the worksheet or any devices to help each other mastering
the material.
3.) Quizzes
The quiz is taken by students individually after they got the teacher
presentation and team practice. Students are not allowed to help their friends
of the team during the quiz in order to know they have responsible in knowing
the materials individually.
4.) Individual Improvement Scores
Each student is given a ‗base‘ score, derived from the student‘s average
performance on similar quizzes.
29
Robert .E. Slavin, op. cit., pp. 71—73.
23
5.) Team Recognition
The team which has reached the average score exceeded certain criteria will
get the reward. The criteria are based on:
Improvement Points
Students earn points for their teams based on the degree to which
their quiz scores (percentage correct) exceed their scores. This score will
be contributed for each member to his/her team score.
Table 2.4
Improvement Score Table
Quiz Score Improvement
Points
More than 10 points below base score 5
10 points below to 1 point below
base score 10
Base score to 10 points above base
score 20
More than 10 points above base score 30
Perfect paper (regardless of base
score) 30
Recognizing Team Accomplishment
Three levels of awards are given. These are based on average team
scores, as follows:
Criterion (Team Average) Award
15 Good Team
20 Great Team
25 Super Team
24
d. The Advantages and Disadvantages of Student Teams Achievement
Divisions (STAD) Technique
Resembling to any other technique, the Student Teams Achievement
Divisions technique has several advantages and disadvantages as well. Armstrong
and Palmer cited from Slavin stated that STAD is generally positively affected;
cross race relation, attitude towards school and class, peer support, focus of
control, time on task, peer relationships and cooperation.30
Students will get the
new experience to have a chance get more interaction with his/her friend which
might come from different background and support each other as a team learning.
Further, Slavin (1977) and Nichols (1996) indicated that (Student Team
Achievement Division) effects on percent of time-on-task, motivation, liking of
others, number of classmates named as friends, and peer support for academic
performance.31
On the contrary, the disadvantage of STAD according to Cohen, Brody
and Sapon-Shevin is, ―In STAD, certain problems may surface as well. For some
teacher candidates, maintaining accurate records and keeping up with
improvement points becomes difficult. Teacher candidates also may fail to
capitalize on the team recognition component of the model through giving public
attention to students and thus weaken the positive effects of cooperative
learning‖.32
It is simply the matter of keeping the score record of either from
students or from the group accurately and maybe unsuccessful in team
recognition.
30
Scoot Armstrong and Jesse Palmer, Student Teams Achievement Divisions (STAD) in
a Twelfth Grade Classroom: Effect on Students Achievement and Attitude, Journal of Social Study
Research 22, 1998), p. 4. 31
http://files.eric.ed.gov/fulltext/ED502845.pdf (retrieved March 10th, 2014). 32
Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon–Shevin, Teaching Cooperative
Learning: The Challenge For Teacher Education, (New York: State University of New York
Press), p. 72.
25
e. Procedure of the Student Teams Achievement Divisions (STAD)
Technique
There are general procedures which proposed by Slavin which is used in
Student Teams Achievement Divisions technique includes the following steps:33
1.) Materials
The materials should be prepared by the teachers that they will present in the
classroom, whether based on textbook or the teachers made materials.
2.) Assigning Students to Teams
The teams in STAD should be shared heterogeneously, means that all
groups represent all students either from academic achievement and or sex.
Students shouldn‘t choose the team members by their own because they are
likely to choose the one as them, but follows this:
a.) Making a copy of team summary sheet for each team.
b.) Ranking students from the highest into lowest students based on their
previous achievement score.
c.) Deciding the amount of teams in the classroom based on the number of
the students. Team should be composed about four members each.
d.) Assigning students to teams. Use the list of students rank above to
determine the team members.
e.) Filling out the team summary sheets.
3.) Determining Initial Base Score
Beginning scores represent students‘ average scores from their past quizzes.
Otherwise, teachers use students‘ final grades from the previous year.
33
Robert .E. Slavin, op. cit., p. 73—75.
26
4.) Team Building
Try to start the program by using any practices or create something for the
team just to make each members of the team having fun and getting know
one another.
f. The Procedure of the Using Student Teams Achievement Divisions
(STAD) Technique in Teaching Simple Past Tense
The steps that can be applied in teaching and learning of the simple past by
using the STAD technique based on the procedure of the STAD proposed by the
expert are as follows:
Step 1: Introducing and explaining the students about the concept of Student
Teams Achievement Divisions technique. Tell them about how to study in group
is. Further, tell them the rules of the teamwork that; each member of the group has
responsibility to make sure that all the members has mastered the simple past
tense and the study will not finish until all the member mastered the material.
Step 2: Presenting the simple past tense. The presentation includes the
opening, development and guided practice component.
1.) Opening is to let the students what they are going to study and
discussing about and trying to attract them with some strategy.
2.) Development. Stay on the objective that the teacher wants the students to
achieve to maintain the classroom byusing some demonstration, using
visual aids and so on so that students will get the meaning of what they
are learning about, to give students a chance to ask as much as possible
or give them questions to assess their comprehension. Finally, eliminate
some interruption.
3.) Guided practice. Asking students some questions by calling them
randomly which will make them to be prepare.
27
Step 3: Assigning students to teams. Each team consists of 4 or 5 members,
which include a high, a low and two average performers. Then ranking and listing
the student from lowest, average and highest based on their previous test score
and or grades. From the ranking list, the teams letter are assign for each students,
for example start the top of the list by letter A and continuing the letter.
Step 4: Team study. After the students get their team, students start to
master the material (simple past tense). Each team has two worksheet and answer
sheet paper to practice and assess each member and the team comprehension. In
this practice they may test each other with partner in turn by using quiz. Warn
students not to finish study, before all of the members have mastered the material.
While students working on team, teacher circulate the class, sitting with each
teams and make sure if teams are working well.
Step 5: Test. Distribute the quiz for every each students and give them a
time to complete. Make sure that she/he does the quiz alone without any help of
other member because at this point they have to show what they have mastered as
individual.
Step 6: Team recognition. Teachers figure the students individual
improvement and team score. Students earn points for their team based on their
quiz scores which pass the base score. Student‘s improvement point will be
contributed to team point and the best team will get a reward.
B. Conceptual Framework
It cannot be denied that in learning or mastering language (English)
students need to learn its grammar rule as well in order to know how to put the
words all together correctly. One of the categories of grammar is tense, which
indicates to the times reference. There are a couple of tenses in English and one of
it is Simple Past tense. The simple past tense is a tense which describes activities
that happened and finished in the definite times in the past. The simple past tense
is included in a linguistic component that the students need to learn.
28
Teaching the simple past tense is likely a challenge for teacher since there
is no tense in students‘ first language (bahasa). Thus, sometimes gives students
some difficulty to learn the simple past which could bring the teacher to find the
best way in teaching. One of the teaching methods the teacher can use is by
grouping students in learning. This kind of method is commonly called
Cooperative Learning. The Cooperative learning methods has several techniques
which can be chosen and the technique is the Student Teams Achievement
Divisions (STAD) technique.
The STAD technique is a technique where teacher present the material to
the students first, then after the teachers feel that the students already understood
the material, they will share the material with their friends in a group. Each
student has responsibility of their own teammate learning because at the end of
the study they will be tested and gain score from the test either for the group or
individual score.
The researcher believed that this technique is the effective one to be
applied for students in understanding the simple past tense, because the STAD
technique emphasis on learning in group to solve problems of learning and makes
students actively involved in learning process; it likely could give a significance
improvement of the students‘ understanding of the simple past. The technique
does not only encourage students in learning but also engage them to support and
to increase a good interaction among students in classroom. Further, it is one of
the simplest techniques in cooperative learning to be used in teaching and learning
activity.
C. Theoretical Hypothesis
Hypothesis is a temporary answer or conclusion of a research. It has to be
tested at a later time to prove the validity of the test. Based on some of the
theoretical study that has been explained, the researcher‘s hypothesis to this
research is, that the using of STAD is effective for students of SMP Trimulia
Jakarta in understanding of the simple past tense.
29
D. Previous Study
There were some research which relevant to this study. The first one has
been conducted by Wini Widyaningsih with her research title, The Teaching of
Simple Present Tense Through Cooperative Learning (The Experimental Study at
the Eight Grade Students of MTs Subono Mantofani, Ciputat). In this research, the
writer used Student Teams Achievement Divisions (STAD) as one of the
cooperative learning techniques. There are about 70 students from two classes.
She took the sample by using the purposive cluster sampling technique. The data
were collected from the test (pre and post test) which has been given to both
treatment and control classes. Based on the result of the calculation that the to =
1.93 and df = 70 (there is no df = 68), with the df = 70 the degree of significance
in level 5% = 2.00. The result is to: tt = 1.93 < 2. 00 where to > tt. From the data, it
can be concluded that there are no significance differences between students who
have been taught Simple Present by STAD technique and Grammar Translation
Method.
The second related research was written by Galuh Kartika Prabandari with
the title Improving Students’ Mastery of Simple Past Tense Through Cooperative
Learning of Student Teams Achievement Divisions (STAD) type at the Second
Grade of SMPN 3 Tangerang Selatan. The research method that was used in this
study is a Classroom Action Research which was conducted into two cycles. The
data were collected by observation data and students‘ test score from about 40
students. The data was analyzed by using qualitative and quantitative analysis.
The result of the study showed that there was an improvement of students in
mastering the simple past tense. Students gained the good score in the last cycle
that is about 87, 80%. Moreover there was a positive response from both students
and teacher about the implementation of the STAD technique.
Those two previous studies have been conducted with the similar
technique namely STAD technique. The focus of the first study was on the simple
past tense as well but it used a different method that was a classroom action
research and its data were collected by observation data and students‘ test score
from about 40 students. The second previous study used an experimental study
30
which concerned in the research of simple present tense. The difference of this
research and those previous researches are; the research design, the concern of
material and the place where the research will be conducted. This study is a quasi-
experimental study with the concern of the simple past tense. The study will take
place in SMP Trimulia Jakarta.
31
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The research took place in SMP Trimulia Jakarta Selatan. This school is
located on Jalan H. Adam Malik, No. 1, Petukangan Selatan – Pesanggrahan,
Jakarta Selatan. The research was conducted on January 20th
up to February 7th
2014.
B. Research Method and Design
This research was a kind of quantitative research. There are numbers of
research design in quantitative research. Yet, this research used a quasi-
experimental research. Quasi-experiment is a research which involves groups in
the research, experiment and control group, but not based on the randomly
formed. The design of the research was illustrated as follows:
Pre-test Treatment Post-test
Experiment Class √ √ √
Control Class √ X √
C. Population and Sample
The population of the study was the students of the eighth grade of SMP
Trimulia Jakarta. The eighth grade students are divided into five classes with the
population about 206 students, distributed from VIII.A up to VIII.E.
Since the population was considered too large to be used for the
researcher, the purposive sampling technique was used to decide the sample of the
research. So the writer took two classes as a sample. First, was the class VIII.B
consists of 41 students as a control class and second was the VIII.B consists of 42
students as an experimental class. But there were some students who did not come
to the pretest and posttest session and absent for 2 times treatment, the researcher
decided only took 32 students as the sample from each class. So, there were about
64 students as a sample for this research.
32
D. Technique of Collecting the Data
The data were collected from test instruments. There were two tests that
have been employed, the pre-test and post-test. The pre-test was given at the
beginning of the lesson. It was aimed to ascertain the student’s ability in the
material of the simple past tense that is given to the students. The post-test was
given the end of the lesson, to know whether or not there was a change on
students’ understanding of the simple past, following of learning by using the
STAD and they were not using the STAD. In collecting a require data, multiple
choice test was used. There were 25 items of multiple choices. Both experiment
and control group were given the same test.
E. Internal Validity Control
The instrument of this research was a test. Before the instrument was used
to the students as the sample of the research, it has been tested to the eight grade
students of MTs Nur Asy-Syafi’iyah (YASPINA), Rempoa. This step was needed
to see the validity of the instrument before it was applied to the sample of the
research. Class VIII.B was chosen and it consisted of 30 students, but there were 3
students who were absent and 2 were sick. So, totally there were about 25 students
who did the validity test. The instrument was used for pretest and posttest.
The researcher analyzed the instrument by using the formula of the item
analysis in test to see the validity of the instrument. The validity of the test could
be seen from the Index of Difficulty (ID) and Discriminating Power (DP) from
each answer of the questions. The result showed that there were 10 items of the
test were in level of mediocre, 6 items were excellent, 5 items were good, 3 items
were worst and 1 item was poor. In order to make it easier to calculate, the items
which in level of mediocre, worst and poor, were eliminated and also changed. So,
totally there were about 25 items of multiple choices that were used as the pretest
and posttest in this research.
33
F. Technique of Analyzing the Data
Analyzing the data is the process to know the result of both experiment
and control class and also their differences. The t-test formula was used to analyze
the difference score of students’ achievement in teaching the simple past with
STAD and without using it. According to Anas Sudijono, this kind of test is used
to see whether there is a difference among the two variables which is compared
significantly or the differences only happen by chance. So, the formula and
statistical hypothesis are as follow:
to=
M1 = Mean variable of experiment class
M2 = Mean variable of control class
SD = Standard of Deviation
SE = Standard Error
Prior to the calculation of ttest there are several tests to be taken as follows:
a. Determining mean of variable X, with formula:
M1 = Mʹ + i ʹ
b. Determining mean of variable Y, with formula:
M2 = Mʹ + i ʹ
c. Determining Standard of Deviation score of Variable X, with formula:
SD1 = i √∑ ʹ
∑ ʹ
d. Determining Standard of Deviation score of Variable Y, with formula:
SD2 = i √∑ ʹ
∑ ʹ
e. Determining Standard Error Mean of Variable X, with formula:
SEM1=
√
34
f. Determining Standard Error Mean of Variable Y, with formula:
SEM2 =
√
g. Determining Standard Error of Different Mean of Variable X and Mean of
Variable Y, with formula:
SEM1 – M2 = √
h. Determining to, with formula:
to=
i. Determining Degrees of freedom (df), with formula:
df = N1 + N2 – 2
j. Comparing ttable with to
G. Statistical Hypothesis
The statistical hypothesis of this research can be seen as the following:
Ha : There is significant difference in using STAD towards students’
understanding of the simple past tense.
Ho : There is no significant difference in using STAD towards students’
understanding of the simple past tense.
Ha : µ1 = µ2
Ho : µ1 ≠ µ2
Then, the criteria used as follows:
1. If to (t-test) > tt (t-table) in significant degree of 0.01 and 0.05, the null
hypothesis (Ho) is rejected. It means that using STAD technique is effective
towards students’ understanding of the simple past tense.
2. If to (t-test) < tt (t-table) in significant degree of 0.01 and 0.05, the null
hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It
means that the using of STAD is effective towards students’ understanding of
the simple past tense.
35
CHAPTER IV
RESEARCH FINDINGAND INTERPRETATION
A. Research Finding
1. Data Description
The data were gained from the tests, they were pre-test and post-test to the
students of VIII.A and VIII.B. Before going to the further calculation about the
data, the following are the descriptions of pre-test and post-test result from both
experiment and controlled class:
Table 4.1
Students’ Score of VIII.B (Experiment Class)
Student Pre-test
(X1)
Post-test
(X2)
Gained
Score
1. 32 60 28
2. 24 52 28
3. 42 72 30
4. 36 68 32
5. 24 52 28
6. 44 72 28
7. 48 80 32
8. 24 44 20
9. 56 64 8
10. 64 92 28
11. 64 84 20
12. 42 72 30
13. 60 72 12
14. 40 72 32
15. 36 64 28
16. 20 44 24
36
Student Pre-test
(X1)
Post-test
(X2)
Gained
Score
17. 56 80 24
18. 32 60 28
19. 36 52 16
20. 36 68 32
21. 44 76 32
22. 42 64 22
23. 56 76 20
24. 52 60 8
25. 36 64 28
26. 32 68 36
27. 52 64 12
28. 44 68 24
29. 24 44 20
30. 52 72 20
31. 52 76 24
32. 44 76 32
N =32
∑X1=
1346
Average:
1346/32 =
40.06
∑X2=
2132
Average:
2132/32
= 66.62
∑X=786
Average:
786/32 =
24.56
The Table 4.1 above illustrated the students’ pre-test and post-test average
scores. The students’ average pre-test score from the class VIII.B as the
experimental class was 40.06 and the average posttest score was 66.62. Whereas
the average gained score among pre-test and post-test scores were 24.56.
The following are some of the differences score from students’ pervious
scores (pretest) with students’ post-test scores. It is explained in the distribution
37
table of pre-test and post-test scores to see the frequency of the distribution of the
score from both experiment and control class.
1. Statistical Data of Pretest of Experimental Class
- Range: H – L
64 – 20 = 44
- Class = 1 + 3.3 log n
= 1 + 3.3 log 32
= 1 + 3.3 (1.50)
= 5.95 = 6
- Interval = R = 44 = 7.33 = 7
C 6
Note: H = Higher Score L = Lower Score
Table 4.2
Frequency of Pre-test of Experimental class Score
Interval score F Percentage
24—30 5 15%
31—37 11 34%
38—44 8 25%
45—51 1 3%
52—58 4 12%
59—65 3 9%
N= 32
2. Statistical Data of Posttest of Experimental Class
- Range: H – L
92 – 44 = 48
38
- Class = 1 + 3.3 log n
= 1 + 3.3 log 32
= 1 + 3.3 (1.50)
= 5.95 = 6
- Interval =
=
= 8
Table 4.3
Frequency of Post-test of Experimental class
Interval score F Percentage
44—51 1 3%
52—59 3 9%
60—67 8 25%
68—75 10 31%
76—83 8 25%
84—91 1 3%
92—99 1 3%
N = 32
Note: P =
x 100%
P = Percent F = Frequency N = Number of Students
The Table 4.3 and 4.4 showed about the number of frequency of pretest
and posttest score from the students of experiment class. The Table 4.3 above
showed that most students’ gained score was in interval 31—37. It means that
there were about 11 (34%) students who had score from interval 31—37 for
pretest score. Whereas in Table 4.4, students mostly got score in interval 68—75
or there were about 10 students (31%) who had gained score in interval 68—75.
39
Table 4.4
Students’ Score of VIII.A (Control Class)
Students Pretest
(Y1)
Posttest
(Y2)
Gained
Score
1. 32 64 32
2. 56 72 16
3. 40 64 24
4. 32 48 16
5. 40 52 12
6. 32 48 16
7. 32 60 28
8. 52 62 10
9. 64 72 8
10. 44 52 8
11. 28 52 24
12. 20 36 16
13. 32 36 4
14. 48 52 4
15. 52 60 8
16. 32 36 4
17. 52 72 20
18. 56 72 16
19. 54 60 6
20. 56 60 4
21. 20 40 20
22. 56 68 12
23. 68 76 8
24. 28 56 28
25. 44 52 16
26. 48 54 6
27. 48 52 4
40
Students Pretest
(Y1)
Posttest
(Y2)
Gained
Score
28. 56 72 16
29. 56 68 12
30. 52 60 8
31. 68 72 4
32. 56 72 16
N = 32
∑Y1 =
1474/32
= 46.06
∑Y2 =
1872/32
= 58.50
∑Y
=426
426/32
=13.31
It can be seen from the table above that the students’ average pretest score
was 40.06 and the average posttest score was 58.50 from the class VIII.A as the
control class. Whereas the average gained score among pretest and posttest score
was 13.31.
a. Statistical Data of Pretest of Control Class
- Range: H – L
68 – 20 = 48
- Class = 1 + 3.3 log n
= 1 + 3.3 log 32
= 1 + 3.3 (1.50)
= 5.95
= 6
- Interval =
=
= 8
41
Table 4.5
Frequency of Pre-test of Control class
Interval score of
Pre-test
F Percentage
20—27 2 6%
28—35 8 25%
36—43 2 6%
44—51 5 15%
52—59 12 37%
60—67 1 3%
68—75 2 6%
N= 32
b. Statistical Data of Posttest of Control Class
- Range: H – L
76 – 36 = 40
- Class = 1 + 3.3 log n
= 1 + 3.3 log 32
= 1 + 3.3 (1.50) = 5.95 = 6
- Interval = R = 40 = 6.66666 = 7
C 6
Table 4.6
Frequency of Post-test of Control class
Interval score
of Pre-test
F Percentage
36—42 4 12%
43—49 2 6%
50—56 7 21%
57—63 7 21%
64—70 5 15%
71—77 7 21%
N= 32
42
The Table 4.5 and 4.6 showed about the number of frequency of pretest
and posttest score from the students of control class. The Table 4.5 above showed
that most students’ gained score for pretest is in interval 52—59. It means that
there are about 12 or 37% students who had score from interval 52—59. Whereas
in Table 4.6, from posttest score there were some students gained the same
frequency of posttest score that was 21% in each interval of 50—56, 57—63, and
71—77. The average pretest and posttest score of experimental score were 40.06
and 66.62 with the gained score average was 24.56. The average score of control
class was 46.06 for pretest and 58.50 for posttest score with the gained score
average was 13.31. It can be seen that there was a differences among students’
score of experiment and control class. The average posttest score of control class
was 58.50 which were lower than the experiment class (66.62).
2. Data Analyzing
a. Normality Test
Before go further to the final calculation of the research, normality test of
the data have been done on this research (see appendix 6). As it has been stated by
Budi Susetyo, this kind of test is necessary to be used to see whether the sample
that is used in this research has been normally distributed, from the normally
distributed population, or not.1 The Lyllifors test was used in this research. The
data needed to be transformed into the basic value as the function of the
distribution will be found later in the table. The maximum dispute T from the
calculation must be in the absolute value (+). The final result can be seen by
comparing the value of Tmaks gained with Ttable, with the criteria of test hypothesis
as follows:
Hi is rejected if T > Ttable
Ho is accepted if T ≤ Ttable
1Budi Susetyo, StatistikaUntukAnalisis Data Penelitian, (Bandung: PT. Refika Aditama,
2010), p. 144 – 149.
43
Hypothesis: Ho: Data of X is normally distributed.
Hi : Data of X is not normally distributed.
Based on the Table of Lyllifors test, the Ttable (T(0.05)(32)) with the degree
significance of 0.05 was in value 0.156. From the table calculation of using
Lyllifors test formula, the result of pretest score from the experiment class had
Tmaks > Ttable = 0.0965 > 0.156 (see appendix of Lyllifors Table), which means that
Ho was accepted and data was normally distributed. For the posttest score of
experiment class showed the result of normality test with Tmaks > Ttable = 0.0818 >
0.156, means that Ho was accepted as well and the data were normally distributed.
Meanwhile, for the control class pretest and posttest normality test result showed
Tmaks > Ttable = 0.1399 > 0.156 for pretest and Tmaks > Ttable = 0.0989 > 0.156, hence
for both result it can be concluded that Ho was accepted and both data were
normally distributed.
b. t-test Calculation
Finally, the last step in analyzing the data, the statistic calculation of the t-
test formula with the degree of significance 5% and 1% is used as follows:
Table 4.7
Result Calculation of Post-test of Experiment Class
Interval score F Xi xʹ fxʹ fxʹ²
44—51 1 47.5 3 3 9
52—59 3 55.5 2 6 12
60—67 8 63.5 1 8 8
68—75 10 71.5 0 0 0
76—83 8 79.5 -1 -8 8
84—91 1 87.5 -2 -2 4
92—98 1 95.5 -3 -3 9
N = 32 ∑fxʹ=4 ∑fxʹ² =50
44
a. Determining Mean of Variable X, with formula:
M1 = Mʹ + i ʹ
= 71.5 + 8
= 71.5 + 8 (0.13)
= 71.5 + 0.96
= 72.46
b. Determining Standard of Deviation score of Variable X, with formula:
SD1 = i √∑
∑
= 8√
= 8 √
= 8 √
= 8 (1.24)
= 9.92
c. Determining Standard Error of Different Mean of Variable X, with
formula:
SEM1 =
√
=
√
=
= 1.78
45
Table 4.8
Result Calculation of Post-test of Control Class
d. Determining Mean of Variable Y, with formula:
M2 = Mʹ + i ʹ
= 60 + 7
= 60 + 7 (0.12)
= 60 + 0.84
= 60.84
e. Determining Standard of Deviation Score of Variable Y, with formula:
SD2 = i √∑ ʹ
∑ ʹ
= 7√
= 7 √
= 7 √
= 7 (1.61)
= 11.27
Interval Score F Yi yʹ Fyʹ fyʹ ²
36—42 4 39 3 12 36
43—49 2 46 2 4 8
50—56 7 53 1 7 7
57—63 7 60 0 0 0
64—70 5 67 -1 -5 5
71—77 7 74 -2 -14 28
N= 32 ∑fyʹ =4 ∑fyʹ ²=84
46
f. Determining Standard Error of Mean of Variable Y, with formula:
SEM2 =
√
=
√
=
√
=
= 2.02
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
SEM1 – M2 = √
= √
= √
= √
= 2.70
h. Determining to with formula:
to =
= –
= 4.30
47
i. Determining t-table in significance level 5% and 1% with the degree of
freedom (df) = N1 + N2 – 2 = 32 + 32 – 2 = 62.
From the t-table (tt), df = 62 with the degree of significance 5% is 1.99 and
with the1% degree of significance is 2.65 (see t table list).
j. The comparison between to and t-table
The result calculation above showed that the score of experiment class
wass higher than the control class. The following is a comparison between
t0 and ttableto test the hypothesis:
1.99 < 4.30 > 2.65 = t0 > ttable
3. Test of the Hypothesis
The researcher’s hypothesis to this to this research, as has been stated on
the previous chapter, is that the using of STAD is effective for students of SMP
Trimulia Jakarta in understanding of the simple past tense and that there is a
significance difference of the students’ score of the simple past tense who are
taught by using the STAD (Ha). From the research calculation above it can be
concluded that that t0 > ttable, hence the validity of researcher’s hypothesis to this
research has been proven and accepted.
B. Interpretation
From the previous result of the statistical calculation, it can be seen that
the students’ average score of the experiment class was higher (66.62) than the
average score of the control class (58.50). Further calculation also showed the
value of t0 was 4.30 with the degree of freedom 62 (n + n – 2). The 5% and 1%
degree of significance was used to this research. Based on the ttable, degree of
freedom 62 was on the degree of significance 5% in the value 1.99 and 1% in the
value of 2.65 of the t-test Table.
Comparing the gained value of t0 with ttable, it can be inferred that there was
an obvious differences among the score of experiment class and control class. The
t0 value was higher than the ttable, namely 1.99 < 4.30 or 4.30 > 2.65. To this
48
calculation, we can look back to the statistical hypothesis which stated that if t0 >
ttable it means that the alternative hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected, which indicated the using the Student Teams
Achievement Divisions (STAD) technique was effective and had a significance
difference for students of SMP Trimulia in understanding the simple past tense.
Consequently, it has been proven that the using of Student Teams Achievement
Divisions (STAD) technique had effectiveness for students of SMP Trimulia in
understanding the simple past tense.
49
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, result and interpretation, it can be seen that the
students who were taught by using the STAD technique, had higher score than
students who were not taught by using it in understanding the simple past tense. It
has been figured out in the calculation of the mean or average score from both
classes. Further, the result of the t-test calculation showed the experiment class
had higher score than control class and also by comparing the t0 with the ttable
which showed the final result is t0 > ttable.
Hence, the conclusion can be made that the alternative hypothesis (Ha) is
accepted and in contrary the null hypothesis (Ho) is rejected. This means that the
Student Teams Achievement Divisions (STAD) technique is effective to be used
for students of SMP Trimulia in understanding the simple past tense.
B. Suggestions
Considering the result of the research, some suggestion would like to give
which might be useful either for the teacher or the students, particularly in
teaching and learning activities of the simple past tense in the classroom. Firstly,
the suggestion is delivered to the English teacher that she should create an
alternative or difference way in developing the teaching of English, especially the
simple past tense because it is sometimes quite difficult and bored for students to
be learnt. Teacher should at least introducing a new method which will attract
students to learn simple past tense, that is the using of STAD technique, so
students will have a new experience, knowledge and learning situation which
different from what they had before. Further, teacher should at least prepare all
the things well that will be needed during teaching by using the STAD which
includes giving the students some rewards so that it will more attract students to
get involves to learn with their team. Finally for the students, they should pay
50
attention to the teacher so that they will understand what teacher delivered in the
classroom. Students need to be more active, since they are working together with
the team. It was hoped that the STAD technique not only promotes the students
understanding and awareness of the simple past tense but also students’ awareness
of learning cooperatively with others.
51
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54
Appendix 1
Rencana Pelaksanaan Pembelajaran
(RPP)
(Experiment Class)
Nama Sekolah : SMPTrimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar.
III. Indikator
1. Memahami penggunaan dan fungsi simple past tense
2. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
3. Mengungkapkan kalimat simple past tensed alam teks sederhana
berhubungan dengan lingkungan sekitar.
4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
55
IV. Tujuan Pembelajaran
1. Memahami pola kalimat simple past tense baik dalam bentuk affirmative,
negative.
2. Mengidentifikasi ciri penggunaan simple past.
3. Mampu membuat dan mengungkapkan simple past tense, termasuk
menggunakan regular dan irregular verbs (verb 2), secara lisan dan tertulis
dalam kalimat sederhana.
V. Materi Pembelajaran
- Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) dari regular
verbs dalam bentuk words list.
- Memperkenalkan formula simple past tense (verbal sentence);
a. Affirmative sentence; subject + verb 2 + object
b. Negative sentence; subject + didn’t + verb 1 + object
c. Interrogative sentence pattern: Did + verb 1 + object?
VI. Metode Pembelajaran
Cooperative learning method: Student Teams Achievement Divisions (STAD)
Technique
V1 V2
learn learned
dream dreamed
show showed
burn burned
change changed
listen
etc.
listened
etc.
56
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi
dan bentuk simple past tense
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
b. Elaborasi
- Siswa dibagi ke dalam beberapa kelompok kecil yang terdiri dari 4 / 5
orang yang ditentukan oleh guru. Setiap kelompok bersifat heterogen
dimana di setiap kelompok harus terdapat siswa higher, low dan 2 orang
setingkat average.
- Siswa diminta kembali untuk mendiskusikan tentang simple past tense
bersama kelompok mereka
57
- Siswa yang telah benar-benar memahami simple past tense dapat
menjelaskannya kepada anggota-anggota kelompknya hingga semua
anggota kelompok mengerti
- Guru memperhatikan proses kegiatan belajar
- Siswa di berikan dua teks dan worksheet dalam kelompok mereka
- Siswa mengidentifikasi dan menuliskan kembali kalimat simple past tense
yang terdapat dalam teks kemudian mengisi worksheet yang diberikan
secara berkelompok
c. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan penilaian individu siswa
Kegiatan Akhir
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan tugas untuk di kerjakan dirumah
VIII. Sumber Belajar
- Buku siswa: Interactive English 2 for Junior High School Grade VIII tentang
Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009
- English in Focus for Grade VIII Junior High School, oleh Artono Wardiman,
Jakarta: Departemen Pendidikan Nasional, 2012.
- Handout
- Worksheet dan answer sheet
58
IX. Penilaian
Teknik : Tes lisan dan tulisan
Bentuk tes : - Pilihan ganda
- Essay
Bentuk tagihan : Individu
Kelompok
Jakarta, 21 Januari 2014
Guru Bahasa Inggris Peneliti
Ulfianti Ulfa, S.Pd. Anita Putri
59
Handout
I. Find the sentences using the simple past tense
Paranoid
After the movie was over, I left the cinema quickly. My watch showed
11.30 p.m. as I got on to my bicycle. I pedaled hard on my bicycle and was soon
speeding home. My thought went back to the movie I had just seen. It was a scary
story. I could remember clearly a woman screaming as she was attacked by a
monster. Somehow that frightful scene stayed in my mind and I could not forget
it. The road was dark and quiet. I had to pass a graveyard on the way home. As I
approached the graveyard, I heard some sounds behind me. I was frightened and
began to cycle faster. The sound came nearer and nearer. Then I heard a familiar
voice calling me. I looked back and saw Hadi, my classmate. He had also seen the
movie and was frightened too. He had cycled after me so that he would not be
alone. Both of us laughed out loud over our behavior.(34)
II. What is the past form of the following “regular verbs” and make an
affirmative, negative and interrogative form of the verbs?
1. find :
2. catch :
3. bring :
4. tell :
5. see :
6. fall :
7. lose :
8. meet :
9. go :
10. sleep :
11. write :
12. know :
13. do :
14. leave :
15. speak :
16. sell :
17. hear :
18. build :
19. win :
20. say :
60
Rencana Pelaksanaan Pembelajaran
(RPP)
(Experiment Class)
Nama Sekolah : SMP Trimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
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 dan narrative.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Mengidentifikasi kalimat simple past tense dalam teks recount dan
mengelompokkan kata kerja yang berbentuk regular dan irregular.
3. Mampu mengenal verbal dan nominal sentence dalam simple past tense
4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
61
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Materi Pembelajaran
- Recalling the subject pronouns; I, you, they, we, he, she dan it.
- Memperkenalkan kata kerja bentuk ke – 2 (verb 2) dari irregular verbs
dalam bentuk words list.
- Menjelaskan kembali formula simple past tense (verbal sentence);
a. Affirmative sentence; subject + verb 2 + object
b. Negative sentence; subject + didn’t + verb 1 + object
c. Interrogative sentence pattern: Did + verb 1 + object?
V1 V2
drink drank
teach taught
sleep slept
buy bought
grow grew
write
etc.
wrote
etc.
62
VI. Metode Pembelajaran
Cooperative Learning Method
- Student Teams Achievement Divisions (STAD) technique
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang kalimat – kalimat simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan kembali penejelasan guru
tentang fungsi dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense
- Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past
tense dengan ide mereka sendiri
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
63
b. Elaborasi
- Siswa diminta untuk duduk dengan kelompok mereka masing-masing
yang telah di tentukan sebelumnya
- Siswa yang telah benar-benar memahami materi simple past tense yang
dijelaskan guru, dapat menjelaskannya atau saling berdiskusi dengan
anggota-anggota kelompoknya hingga semua anggota kelompok mengerti
- Siswa diminta menuliskan regular/irregular verbs yang terdapat pada teks
kemudian mencari bentuk kata kerja pertamanya (infinitive verb) atau
sebaliknya secara berkelompok
- Perwakilan setiap kelompok untuk menuliskan dua kata ke dalam kalimat
sederhana berbentuk simple past tense
- Guru memperhatikan proses kegiatan belajar dan memastikan setiap
siswa bekerjasama dalam kelompok
- Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa
harus menjawab secara individu tanpa dibantu oleh teman mereka atau
anggota kelompok mereka
a. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan kesempatan kepada siswa untuk bertanya
- Guru memberikan penilaian individu siswa
Kegiatan Akhir
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan tugas untuk di kerjakan dirumah
64
VIII. Sumber dan Alat Belajar
- Interactive English 2 for Junior High School Grade VIII tentang Simple Past
tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009.
- English in Focus for Grade VIII Junior High School, oleh Artono Wardiman,
Jakarta: Departemen Pendidikan Nasional, 2012.
- Handout
- Worksheet dan answer sheet
IX. Penilaian
Teknik : Tes lisan dan tulisan
Bentuk tes : essay
Bentuk tagihan : Kelompok
Jakarta, 27 Januari 2014
Guru Bahasa Inggris Peneliti
Ulfianti Ulfa, S.Pd. Anita Putri
65
Handout
I. A. A Page from A Girl's Diary
It was takbiran night. It was also my birthday, and nothing happened.
That night, I was watching television with my family when I heard someone lit
fireworks in my front yard. I peeped trough my window glass but could see
nothing. It was very dark outside. Then I thought it had to be my cousins who lit
the fireworks. Then I put down on my sofa again and tried to concentrate on the
television since my mind raced with disappointment that no one gave something
special on my birthday. I shrugged, it was almost the end of the day and I became
pessimist. Five minutes later my phone rang. It was SMS from my friend asking
me to come out. Wondering what was going on, I took my jacket and hurried to
the front door. I was surprised to see her bring a bag full of firework and fire
drills. Next I was surprised to see my other friend come out from the darkness.
She brought a beautiful birthday cake on her hands. Oh my God! I screamed.
Then they gave the cake to me who was too surprised to say anything. I realized I
was shy furiously because my whole family was watching. A plain day, turned out
to be one of the greatest moment in my life. I didn’t even know how to describe
what I felt.
Terrible Day
Last Sunday was a bad day. My cousins and I were playing football in
front of a house together to spend our time. First, it was really fun until I
kicked the ball too strong, so the ball landed into a window and I broke the
window. When we want to run away, suddenly we all heard a loud voice.
After that, the owner of the house came from the fence of the house, he
shouted on us. We were very afraid, but we didn't know what to do. Then, one
of my cousins told us to run. We all ran and suddenly we heard a bark sound.
Then we knew that the owner of the house let his dog to chase us. We were
struggling to ran fast as we can. But, I fell down so the dog managed to catch
me and bite my leg. It was really hurt. Then the dog ran back to the house. My
66
cousins took me to the doctor and told my parents. Finally the doctor said that
I got a rabies. Then I was hospitalized for one more week. (22 total number)
B. Put the Regular or Irregular verbs from the text A and B above into the column
below!
II. What is the past form of the following “irregular verbs”?
1. find :
2. catch :
3. bring :
4. tell :
5. see :
6. fall :
7. lose :
8. meet :
9. go :
10. sleep :
11. write :
12. know :
13. do :
14. leave :
15. speak :
16. sell :
17. hear :
18. build :
19. win :
20. say :
Regular Verbs (19)
Verb1 Verb2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Irregular Verbs (16)
Verb1 Verb2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
67
Rencana Pelaksanaan Pembelajaran
(RPP)
(Experiment Class)
Nama Sekolah : SMP Trimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar
Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Memahami kalimat simple past tense dan juga pengguanaan kata kerja yang
berbentuk regular dan irregular.
3. Mampu mengungkapkan simple past tense dalam pola kalimat affirmative,
negative dan interrogative dalam kalimat sederhana.
4. Mampu mengungkapkan simple past tense dalam kalimat verbal dan
nominal.
68
5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Materi Pembelajaran
- Menjelaskan penggunaan nominal sentence dalam simple past tense (dalam
non verbal sentence):
Types of
sentence Subject To be (Was / Were)
Adjective, Adverb /
Noun of occupation
Affirmative I, you, they, we, he,
she / it
I = were, You = were
They = were, We = were,
He = was, She was,
It = was
handsome, beautiful,
smart, etc., (adj.)
in London, in
Jakarta, in school,
etc., (adv.)
dentist, teacher,
singer, etc., (noun)
Negative I, you, they, we, he,
she / it To be (was / were) + not
Interrogative Was / Were I, you, they, we, he, she / it
- Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan
irregular verbs dalam bentuk words list.
69
VI. Metode Pembelajaran
Cooperative Learning Method
- Student Teams Achievement Divisions (STAD) technique
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memeberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang kalimat – kalimat simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi
dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense
b. Elaborasi
- Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past
tense dengan ide mereka sendiri
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
70
- Siswa diminta untuk duduk dengan kelompok mereka masing-masing dan
diberikan dua teks dan worksheet dalam kelompok mereka
- Siswa mengidentifikasi serta berdiskusi tentang pola simple past tense
yang terdapat dalam teks dialog kemudian mengisi worksheet yang
diberikan secara berkelompok
- Siswa yang telah benar-benar memahami simple past tense dapat
menjelaskannya kepada anggota-anggota kelompknya hingga semua
anggota kelompok mengerti
- Siswa mencoba mempraktekkan dialog tentang retlling story dengan
kelompok mereka menggunakan kalimat simple past tense yang baik
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa
harus menjawab secara individu tanpa dibantu oleh teman mereka atau
anggota kelompok mereka
c. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan penilaian individu siswa
Kegiatan Akhir
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan tugas untuk di kerjakan dirumah
VIII. Sumber dan Alat Belajar
- Buku teks bahasa Inggris
- Handout
- Worksheet dan answer sheet
IX. Penilaian
Teknik : Tes lisan dan tulisan
71
Bentuk tes : - Pilihan ganda
- Essay
Bentuk tagihan : kelompok
individu
Jakarta, 28 Januari 2014
Guru Mata Pelajaran Peneliti
Ulfianti Ulfa, S.Pd Anita Putri
72
Handout
I. Visiting Bali
There were so many places to see in Bali that my friend decided to join the
tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the
first three days swimming and surfing on Kuta beach. He visited some tour agents
and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on
through mountains. Singaraja is a city of about 90 thousands people. It is a busy
but quiet town. The streets are lined with trees and there are many old Dutch
houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the
scenery but to see the art and the craft of the island. The first stop was at
Batubulan, a center of stone sculpture. There my friend watched young boys were
carving away at big blocks of stone. The next stop was Celuk, a center for
silversmiths and goldensmiths. After that he stopped a little while for lunch at
Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tours, all his day was
spent on the beach. He went sailing or surfboarding every day. He was quite
satisfied.
I. Answer the questions correctly!
1. What is the text about?
2. Who went to Bali?
3. What did he do in the first day?
4. What does the word “it” in
paragraph 2 refers to?
5. Where did he go for the second
tour?
6. What did he see in Ubud?
7. How long did he spend the tour?
8. What did he feel about the tour?
9. What is the type of the text
about?
10. What are the generic structures of
the text above?
II. Ask your friend about their last holiday. Use the following questions!
1. what did you do on last holiday?
2. did you visit some interesting places?
3.how many days did you spend your holiday?
4. what did you do there?
73
Rencana Pelaksanaan Pembelajaran
(RPP)
(Experiment Class)
Nama Sekolah : SMP Trimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar.
II. 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 dan
narrative.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Memahami kalimat simple past tense dalam teks recount dan kata kerja yang
berbentuk regular dan irregular.
3. Mengungkapkan simple past tense dalam kalimat affirmative, negative dan
interrogative dalam monolog sederhana.
4. Mengungkapkan kalimat simple past tense dalam bentuk verbal dan nominal
sentence.
74
5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu melakukan monolog sederhana berkaitan dengan teks recount
dengan menggunakan simple past tense.
6. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Metode Pembelajaran
Cooperative Learning Method
- Student Teams Achievement Divisions (STAD) technique
VI. Materi Pembelajaran
- Recalling the subject pronouns; I, you, they, we, he, she dan it.
- Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan
irregular verbs dalam bentuk words list.
- Menjelaskan kembali simple past tense dan fungsinya
- Menjelaskan perbedaan simple past tense dalam verbal dan nominal
sentence
75
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang kalimat – kalimat simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan penejelasan guru tentang
fungsi dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense
b. Elaborasi
- Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past
tense dengan ide mereka sendiri
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
- Siswa diminta untuk duduk dengan kelompok mereka masing-masing
- Siswa di berikan dua teks dan worksheet dalam kelompok mereka
76
- Siswa secara berkelompok mengidentifikasi serta berdiskusi tentang teks
recount yang diberikan kemudian menggaris bawahi kalimat yang
menggunakan simple past tense
- Siswa yang telah benar-benar memahami simple past tense dapat
menjelaskannya kepada anggota-anggota kelompknya hingga semua
anggota kelompok mengerti
- Setiap siswa diminta untuk mengungkapkan kembali cerita dalam teks
- Guru memperhatikan proses kegiatan belajar dan memastikan setiap
siswa bekerjasama dalam kelompok
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa
harus menjawab secara individu tanpa dibantu oleh teman mereka atau
anggota kelompok mereka
c. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan penilaian individu siswa
Kegiatan Akhir
- Siswa diminta kembali ke tempat duduk mereka masing-masing
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan tugas untuk di kerjakan dirumah
77
VIII. Sumber dan Alat Belajar
- Interactive English 2 for Junior High School Grade VIII tentang
Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009.
English in Focus for Grade VIII Junior High School, oleh Artono Wardiman,
Jakarta: Departemen Pendidikan Nasional, 2012.
- Handout
- Worksheet dan answer sheet
IX. Penilaian
Teknik : Tes lisan dan tulisan
Bentuk tagihan : Kelompok
Individu
Jakarta, 3 Februari 2014
Guru Mata Pelajaran Peneliti
Ulfianti Ulfa, S.Pd Anita Putri
78
Handout
I. Role Play
Write your own story about bad experience. Retell it to your friends.
Follow the clues below to start the arranging your story:
1. remember your most unforgettable bad experience in the past
2. tell your friend, when, where how it happened
3. tell how you can get through the problem
4. what is the message from your bad experience?
II. Have a dialogue with your classmate based on the following clue. Look at
the example!
1. You went to Singapore last week (deny/admit)
A: I heard you were in Singapore last week?
B: Yes, that’s true. I visited my uncle there
2. You were sick yesterday (deny/admit)
3. You were afraid of cat
4. You could ride a bicycle for the first time when you are 5 years old
(deny/admit)
5. You travelled on the plane (deny/admit)
6. You cried when you got on roller coaster for the first time (deny/admit)
79
Appendix 2
Rencana Pelaksanaan Pembelajaran
(RPP)
(Control Class)
Nama Sekolah : SMPTrimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / A
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar.
III. Indikator
1. Memahami penggunaan dan fungsi simple past tense
2. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
3. Mengungkapkan kalimat simple past tense dalam teks sederhana
berhubungan dengan lingkungan sekitar.
4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
80
IV. Tujuan Pembelajaran
1. Memahami pola kalimat simple past tense baik dalam bentuk affirmative,
negative.
2. Mengidentifikasi ciri penggunaan simple past.
3. Mampu membuat dan mengungkapkan simple past tense,termasuk
menggunakan regular dan irregular verbs (verb 2), secara lisan dan tertulis
dalam kalimat sederhana.
V. Materi Pembelajaran
- Recalling the subject pronouns; I, you, they, we, he, she dan it.
- Simple past tense definition
Simple past tense is a tense which shows activities happened and ended
in a particular time in the past before the moment without have to refer to
the present time. It also use for repeated activities happen in the past.
- Formula simple past tense (verbal sentence);
a. Affirmative sentence; subject + verb 2 + object
b. Negative sentence; subject + verb 1 + object
c. Interrogative Sentence; did + subject + verb 1
- Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) termasuk
regular dan irregular verbs dalam bentuk words list.
Regular Verbs
V1 V2
Learn Learned
Dream Dreamed
Show Showed
Burn Burned
change Changed
Listen
etc.
listened
etc.
81
VI. Metode Pembelajaran
Conventional Method
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang kalimat – kalimat simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan penjelasan guru tentang fungsi
dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana dalam bentuk
simple past tense
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
b. Elaborasi
- Siswa diminta membuat kalimat affirmative, negative dan interrogative
berbentuk simple past dari kata kerja yang di berikan
- Guru membagikan handout untuk mengerjakan latihan regular dan
irregular verbs
82
c. Konfirmasi
- Siswa dan guru menyimpulkan materi pelajaran
- Guru memberikan kesempatan kepada siswa untuk bertanya
- Guru memberikan penilaian individu siswa
Kegiatan Akhir
- Guru mengevaluasi dengan bertanya kembali dan member kesimpulan
tentang pola dan fungsi simple past tense
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan salam
VIII. Sumber Belajar
- Interactive English 2 for Junior High School Grade VIII tentang Simple Past
tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009
- English in Focus for Grade VIII Junior High School, oleh Artono Wardiman,
Jakarta: Departemen Pendidikan Nasional, 2012.
- Handout / worksheet dan answer sheet
IX. Penilaian
- Teknik : Tes lisan dan tulisan
Bentuk tes : - Pilihan ganda
- Essay
Instrument : Terlampir
Bentuk tagihan : Individu
Jakarta, 23 Januari 2014
Guru Bahasa Inggris Peneliti
Ulfianti Ulfa, S.Pd. Anita Putri
83
Handout
Exercise I
Terrible Day
Last Sunday was a bad day. My cousins and I were playing football in
front of a house together to spend our time. First, it was really fun until I kicked
the ball too strong, so the ball landed into a window and I broke the window.
When we want to run away, suddenly we all heard a loud voice. After that, the
owner of the house came from the fence of the house, he shouted on us. We were
very afraid, but we didn't know what to do. Then, one of my cousins told us to
run. We all ran and suddenly we heard a bark sound. Then we knew that the
owner of the house let his dog to chase us. We were struggling to ran fast as we
can. But, I fell down so the dog managed to catch me and bite my leg. It was
really hurt. Then the dog ran back to the house. My cousins took me to the doctor
and told my parents. Finally the doctor said that I got a rabies. Then I was
hospitalized for one more week.
Write down the sentences using the simple past tense!
Exercise II
Example: Cyntia likes to swim every weekend. She swam with her sister last
weekend.
1. He always goes to work by car. Yesterday …………he to work by bus.
2. They always get up early. This morning they ……………..up late.
3. Bill often lose his key. He …………….one last Saturday.
4. I write a letter to Jane every week. Last week I ……………two letters.
Example: I spoke to Alice but I didn't speak to Robert.
5. I went to work on Monday but I to work on Tuesday.
6. He bought a new car. He a second-hand car.
7. She learnt French in high school. She French in primary
school.
eg. He went to the market yesterday. Did he go to the market yesterday?
8. They saw the movie last week. the movie last week?
9. Anna wrote him a letter. him a letter?
10. They got up at 7 o'clock to go to work early. at 7 o'clock to go to
work early?
84
Rencana Pelaksanaan Pembelajaran
(RPP)
(Controlled Class)
Nama Sekolah : SMP Trimulya
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
Tema : Experience
I. Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
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 dan narrative.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Mengidentifikasi kalimat simple past tense dalam teks recount dan
mengelompokkan kata kerja yang berbentuk regular dan irregular.
3. Mampu mengenal verbal dan nominal sentence dalam simple past tense
4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
85
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Materi Pembelajaran
- Recalling the subject pronouns; I, you, they, we, he, she dan it.
- Simple past tense definition
Simple past tense is a tense which shows activities happened and ended
in a particular time in the past before the moment without have to refer to
the present time. It also use for repeated activities happen in the past.
- Formula simple past tense (verbal sentence);
a. Affirmative sentence; subject + verb 2 + object
b. Negative sentence; subject + verb 1 + object
c. Interrogative Sentence; did + subject + verb 1
- Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) dari regular
verbs dalam bentuk words list.
Irregular Verbs
V1 V2
drink drank
teach taught
sleep slept
buy bought
grow grew
write
etc.
wrote
etc.
86
VI. Metode Pembelajaran
Conventional Method
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memeberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan kembali penejelasan guru
tentang fungsi dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana dalam
berbentuk interrogative pattern dari simple past tense
b. Elaborasi
- Siswa diminta menggaris bawahi kalimat berbentuk simple past dalam
teks dan menerjemahkannya bersama-sama
- Siswa diminta menuliskan regular/irregular verbs yang terdapat pada teks
kemudian mencari bentuk kata kerja pertamanya (infinitive verb) atau
sebaliknya secara individu
- Beberapa siswa diminta untuk menuliskan dua kata ke dalam kalimat
sederhana berbentuk simple past tense
- Guru membagikan handout untuk mengerjakan latihan
87
c. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru menanyakan kesulitan siswa selama proses belajar
- Guru memberikan kesempatan siswa untuk bertanya
Kegiatan Akhir
Guru memberikan beberapa tugas untuk dikerjakan mengenai simple past tense
VIII. Sumber dan Alat Belajar
- Buku siswa: Buku siswa: Interactive English 2 for Junior High School Grade
VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira,
2009
- Handout/Worksheet dan answer sheet
IX. Penilaian
Teknik : Tes lisan dan tulisan
Bentuk tes : - Pilihan ganda
- Essay
Bentuk tagihan : Individu
Jakarta, 24 Januari 2014
Guru Bahasa Inggris Peneliti
Ulfianti Ulfa, S.Pd. Anita Putri
88
Handout
A. A Page from A Girl's Diary
It was takbiran night. It was also my birthday, and nothing happened.
That night, I was watching television with my family when I heard
someone lit fireworks in my front yard. I peeped trough my window glass but
could see nothing. It was very dark outside. Then I thought it had to be my
cousins who lit the fireworks. Then I put down on my sofa again and tried to
concentrate on the television since my mind raced with disappointment that no
one gave something special on my birthday. I shrugged, it was almost the end of
the day and I became pessimist. Five minutes later my phone rang. It was SMS
from my friend asking me to come out. Wondering what was going on, I took my
jacket and hurried to the front door. I was surprised to see her bring a bag full of
firework and fire drills. Next I was surprised to see my other friend come out from
the darkness. She brought a beautiful birthday cake on her hands. Oh my God! I
screamed. Then they gave the cake to me who was too surprised to say anything. I
realized I was shy furiously because my whole family was watching. A plain day,
turned out to be one of the greatest moment in my life. I didn’t even know how to
describe what I felt.
B. Paranoid
After the movie was over, I left the cinema quickly. My watch showed
11.30 p.m. as I got on to my bicycle. I pedaled hard on my bicycle and was soon
speeding home. My thought went back to the movie I had just seen. It was a scary
story. I could remember clearly a woman screaming as she was attacked by a
monster. Somehow that frightful scene stayed in my mind and I could not forget
it. The road was dark and quiet. I had to pass a graveyard on the way home. As I
approached the graveyard, I heard some sounds behind me. I was frightened and
began to cycle faster. The sound came nearer and nearer. Then I heard a familiar
voice calling me. I looked back and saw Hadi, my classmate. He had also seen the
movie and was frightened too. He had cycled after me so that he would not be
alone. Both of us laughed out loud over our behavior. (34)
89
B. Put the Regular or Irregular verbs from the text A and B above into the column
below!
B. Make a sentence from some of the verbs above by using simple past tense!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Regular Verbs (19)
Verb1 Verb2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Irregular Verbs (16)
Verb1 Verb2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
90
Rencana Pelaksanaan Pembelajaran
(RPP)
(Experiment Class)
Nama Sekolah : SMP Trimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
I. Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar
Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Memahami kalimat simple past tense dan juga pengguanaan kata kerja yang
berbentuk regular dan irregular.
3. Mampu mengungkapkan simple past tense dalam pola kalimat affirmative,
negative dan interrogative dalam kalimat sederhana.
4. Mampu mengungkapkan simple past tense dalam kalimat verbal dan
nominal.
5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
91
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Materi Pembelajaran
- Menjelaskan penggunaan nominal sentence dalam simple past tense (dalam
non verbal sentences)
Types of
sentence Subject To be (Was / Were)
Adjective, Adverb /
Noun of occupation
Affirmative I, you, they,
we, he, she / it
I = were, You = were
They = were, We =
were, He = was, She
was,
It = was
handsome, beautiful,
smart, etc., (adj.)
in London, in Jakarta, in
school, etc., (adv.)
dentist, teacher, singer,
etc., (noun)
Negative I, you, they,
we, he, she / it
To be (was / were) +
not
Interrogative Was / Were I, you, they, we, he,
she / it
- Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan
irregular verbs dalam bentuk words list.
92
VI. Metode Pembelajaran
Grammar Translation Method
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memeberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
a. Eksplorasi
- Brainstorming tentang kalimat – kalimat simple past tense
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past tense
- Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi
dan bentuk simple past tense
- Siswa memperhatikan beberapa contoh kalimat sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense
- Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past
tense dengan ide mereka sendiri
- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
b. Elaborasi
- Siswa mengidentifikasi tentang pola simple past tense yang terdapat
dalam teks dialog (retelling story) kemudian mengisi worksheet yang
diberikan secara individu
93
- Siswa mencoba mempraktekkan dialog tentang retlling story dengan
teman sebangku menggunakan kalimat simple past tense yang baik
- Guru memberikan penilaian individu siswa
c. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan kesempatant kepada siswa untuk bertanya
- Guru menanyakan kesulitan siswa selama proses belajar
Kegiatan Akhir
- Memberikan penilaian individu
- Guru memberikan beberapa tugas untuk di kerjakan dirumah oleh siswa
tentang simple past tense
- Guru memberikan salam
VIII. Sumber dan Alat Belajar
- Interactive English 2 for Junior High School Grade VIII tentang Simple Past
tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009
- Handout
- Worksheet dan answer sheet
IX. Penilaian
- Teknik : Tes lisan dan tulisan Bentuk tes : - Pilihan ganda
- Essay
Bentuk tagihan : Individu
Jakarta, 30 Januari 2014
Guru Mata Pelajaran Peneliti
Ulfianti Ulfa, S.Pd Anita Putri
94
Handout
I. Visiting Bali
There were so many places to see in Bali that my friend decided to join the
tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the
first three days swimming and surfing on Kuta beach. He visited some tour agents
and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on
through mountains. Singaraja is a city of about 90 thousands people. It is a busy
but quiet town. The streets are lined with trees and there are many old Dutch
houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the
scenery but to see the art and the craft of the island. The first stop was at
Batubulan, a center of stone sculpture. There my friend watched young boys were
carving away at big blocks of stone. The next stop was Celuk, a center for
silversmiths and goldensmiths. After that he stopped a little while for lunch at
Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tours, all his day
was spent on the beach. He went sailing or surfboarding every day. He was quite
satisfied.
Answer the questions correctly!
1. What is the text about?
2. Who went to Bali?
3. What did he do in the first day?
4. What does the word “it” in
paragraph 2 refers to?
5. Where did he go for the second
tour?
6. What did he see in Ubud?
7. How long did he spend the tour?
8. What did he feel about the tour?
9. What is the type of the text
about?
10. What are the generic structures of
the text above?
II. Ask your friend about their last holiday. Use the following questions!
1. what did you do on last holiday?
2. did you visit some interesting places?
3. how many days did you spend your holiday?
4. what did you do there?
95
Rencana Pelaksanaan Pembelajaran
(RPP)
(Controlled Class)
Nama Sekolah : SMP Trimulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 Menit
Materi Pokok : Simple Past Tense
Tema :
I. Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar.
II. 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 dan
narrative.
III. Indikator
1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative
dan interrogative.
2. Memahami kalimat simple past tense dalam teks recount dan kata kerja yang
berbentuk regular dan irregular.
3. Mengungkapkan simple past tense dalam kalimat affirmative, negative dan
interrogative dalam monolog sederhana.
96
4. Mengungkapkan kalimat simple past tense dalam bentuk verbal dan nominal
sentence.
5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa
sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran
1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam
teks recount.
2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan
irregular.
3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan
ide dan opini mereka sendiri.
4. Mampu membuat dan menggunakan simple past tense secara lisan dan
tertulis dalam kalimat sederhana.
5. Mampu melakukan monolog sederhana berkaitan dengan teks recount
dengan menggunakan simple past tense.
6. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past
tense dengan belajar secara kooperatif
V. Metode Pembelajaran
Cooperative Learning Method
- Student Teams Achievement Divisions (STAD) technique
VI. Materi Pembelajaran
- Recalling the subject pronouns; I, you, they, we, he, she dan it.
- Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan
irregular verbs dalam bentuk words list.
- Menjelaskan penggunaan nominal sentence (Interrogative pattern) dalam
simple past tense
97
Types of
sentence
To be (Was
/ Were)
Adjective, Adverb / Noun
of occupation
Interrogative Was / Were I, you, they, we, he,
she / it
handsome, beautiful,
smart, etc., (adj.)
in London, in Jakarta, in
school, etc., (adv.)
dentist, teacher, singer,
etc., (noun)
VII. Langkah – langkah Kegiatan
Kegiatan Awal
- Memeberi salam dan bertegur sapa dengan siswa
- Guru mengbasen siswa
- Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
- Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan
mengajar
- Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran
berlangsung
Kegiatan Inti
1. Eksplorasi
- Brainstorming tentang kalimat simple past tense (affirmative dan negative
pattern)
- Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan
dengan simple past
- Siswa mendengarkan dan memperhatikan penejelasan guru tentang
interrogative pattern dalam simple past tense
- Siswa mencoba membuat beberapa kalimat interrogative dalam simple
past
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- Guru memastikan siswa memahami materi dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka
untuk bertanya
2. Elaborasi
- Siswa diberikan teks recount dan mengidentifikasi teks tersebut
- Setiap siswa diminta untuk mengungkapkan kembali cerita dalam teks di
depan kelas
- Guru meminta siswa berdialog dengan teman mereka tentang liburan
menarik yang mereka pernah lakukan menggunakan simple past tense
- Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa
harus menjawab secara individu tanpa dibantu oleh teman mereka atau
anggota kelompok mereka
3. Konfirmasi
- Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan
tentang pola dan fungsi simple past tense
- Guru memberikan kesempatant kepada siswa untuk bertanya
- Guru menanyakan kesulitan siswa selama proses belajar
Kegiatan Akhir
- Memberikan penilaian individu
- Guru memberikan beberapa tugas untuk di kerjakan dirumah oleh siswa
tentang simple past tense
- Guru memberikan salam
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VIII. Sumber dan Alat Belajar
- Interactive English 2 for Junior High School Grade VIII tentang Simple Past
tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009.
- English in Focus for Grade VIII Junior High School, oleh Artono Wardiman,
Jakarta: Departemen Pendidikan Nasional, 2012.
- Handout/Worksheet dan answer sheet
IX. Penilaian
Teknik : Tes lisan
Bentuk tes : - Pilihan ganda
- Essay
Bentuk tagihan : Individu
Jakarta, 6 Februari 2014
Guru Mata Pelajaran Peneliti
Ulfianti Ulfa, S.Pd Anita Putri
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Handout
I. Role Play
Write your own story about bad experience. Retell it to your friends.
Follow the clues below to start the arranging your story:
1. remember your most unforgettable bad experience in the past
2. tell your friend, when, where how it happened
3. tell how you can get through the problem
4. what is the message from your bad experience?
II. Have a dialogue with your classmate based on the following clue. Look at
the example!
1. You went to Singapore last week (deny/admit)
A: I heard you were in Singapore last week?
B: Yes, that’s true. I visited my uncle there
2. You were sick yesterday (deny/admit)
3. You were afraid of cat
4. You could ride a bicycle for the first time when you are 5 years old
(deny/admit)
5. You travelled on the plane (deny/admit)
6. You cried when you got on roller coaster for the first time (deny/admit)
