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USING FLASHCARD TO IMPROVE STUDENTS’
UNDERSTANDING ON PRESENT CONTINUOUS TENSE(An Classroom Action Research at the 7th Grade of MTs YAMIDA Grobogan
in the Academic Year of 2009/2010)
THESIS
Submitted in partial fulfillment of the requirement
For the degree of bachelor of Islamic Education
In English Language Education
SITI INAYAH063411069
ENGLISH LANGUAGE TEACHING DEPARTMENT
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2010
ii
ADVISOR APPROVAL
Date Signature
M. Nafi Annury, M.Pd _______________ _______________Advisor I
Dr. Rahardjo, M.Ed. St. _______________ _______________Advisor II
iii
KEMENTERIAN AGAMA INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG
FAKULTAS TARBIYAHJl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615987 Semarang
RATIFICATION
Name : Siti InayahStudent Number : 063411069Title : USING FLASHCARD TO IMPROVE STUDENTS’
UNDERSTANDING ON PRESENT CONTINUOUS TENSE(An Classroom Action Research at the 7th Grade of MTsYAMIDA Grobogan in the Academic Year of 2009/2010)
Had been ratified by the team of final project examiner of Education Faculty ofWalisongo State Institute for Islamic Studies Semarang on:
Day : TuesdayDate : 28th December 2010
The Team of Examiner
Chairman Secretary
Dr. H. Ruswan, M.A. Ahwan Fanani, M.Ag.NIP. 196804241993031004 NIP. 197809302003121001
Examiner I Examiner II
Dra. Hj. Siti Mariam, M. Pd Siti Tarwiyah, M.Hum.NIP. 19650727 199203 2 002 NIP. 197211081999032001
iv
MOTTO
äí÷Š$#4’n<Î)È@‹ Î6 y™y7În/ u‘Ïp yJ õ3 Ïtø:$$Î/Ïp sà Ïã öq yJ ø9$#urÏpuZ|¡ ptø:$#(O ßgø9ω» y_urÓÉL©9$$Î/}‘Ïdß |¡ ômr&4¨b Î)
y7/ u‘uq èdÞO n=ôã r&yJ Î/¨@|Êtã¾Ï& Î#‹ Î6 y™(uq èd urÞOn=ôã r&tûï ωtG ôgßJ ø9$$Î/ÇÊËÎÈ
Invite (all) to the Way of thy Lord with wisdom and beautiful preaching; Andargue with them In ways that are best And most gracious; For thy Lord knowethbest, Who have strayed from His Path, From dust; and then, Behold, ye are men
Scattered (far and wide)!1
1 A. Yusuf Ali, The Holy Qur an, Text, Translation and Commentary, (Maryland: AmanaCorp, 1983), p. 689
v
DEDICATION
This thesis is dedicated to:
§ My beloved father and mother
§ My beloved grandmother, my aunt, my uncle
vi
A THESIS STATEMENT
I certify that this thesis is definitely my own work. I am completely responsible
for the content of this thesis. Other writer’s opinions or findings included in the
thesis are quoted or cited in accordance with ethnical standards.
Semarang, 6 October 2010
The Writer,
SITI INAYAHStudent’s number:63411069
vii
ABSTRACT
Siti Inayah(Student Number: 63411069). Using Flashcard to improvestudents’ understanding on Present Continuous Tense (A Classroom ActionResearch at the Seventh Grade of MTs YAMIDA Grobogan in The AcademicYear of 2009/2010). Thesis Semarang: Bachelor program of English LanguageEducation of Tarbiyah Faculty Walisongo State Institute for Islamic Studies,2010. Key words: Present Continuous Tense, flashcard, classroom action research.
This study is based on the importance of grammar. Grammar is importantto learn because correct grammatical sentences should be used to communicatewith other people in order to make the meaning clear, but in fact the students’understanding in learning grammar is low. It is caused by several factors. One ofthem is there are no tenses in Indonesia language system. In this research, theresearcher used flashcard to improve students’ understanding on presentcontinuous tense. The researcher focuses on present continuous tense becausemost of students were confused in differing simple present tense and presentcontinuous tense. The researcher used flashcard because flashcard as one ofteaching media is an interesting aid in teaching to activate the students in learningprocess and most of them are interested. Based on the problems above, thisresearch was done to answer the following questions: (1) How is theimplementation of flashcard in teaching Present Continuous Tense? (2) How isstudents’ understanding on Present Continuous Tenses before the use offlashcard? (3) How is students’ understanding on Present Continuous Tenses afterthe use of flashcard? (4) How can flashcard improve students’ understanding onPresent Continuous Tense? The purposes of this research are: (1) To describe theimplementation of flashcard in teaching Present Continuous Tense. (2)To find outstudents’ understanding on Present Continuous Tenses before the use of flashcard.(3) To find out students’ understanding on Present Continuous Tenses after theuse of flashcard. (4) To identify the improvement of students’ understanding onPresent Continuous Tense.
This study is a classroom action research that was done in four cycles. Theresearcher used test and observation to collect the data. To analyze the data,descriptive quantitative analysis is used; it is to present the result of study in theform of descriptive explanation. Statistic analysis is used to analyze the data aboutthe improvement of students’ understanding on present continuous tense. Result of the study shows that the use of flashcard in teaching presentcontinuous tense at the seventh grade of MTs YAMIDA Grobogan in TheAcademic Year of 2009/2010 can improve students’ understanding. This findingsuccessfully can be seen from the result of students’ average score and goodresponses. The result after getting all of the treatment using flashcard, thestudents’ achievement average score increased in line with the increase of thestudents’ achievement average score in each cycle. Students’ average score at thepre cycle is 5.03, first cycle is 6.02, second cycle is 7, and the third cycle is 8,5.
The result of this study is helpful information for English teachers inteaching grammar.
viii
ACKNOWLEDGEMENT
(In the name of God, the Most Beneficent, the Most Merciful)
I do thank Allah who has given me insight and strength to finish this
research completely. Shalawat and Salam for the Prophet Muhammad who brings
us from darkness to the brightness.
The writer realizes that there are many people who are already helped his
in arranging and writing this thesis directly or indirectly. In this chance, the writer
would like to express my gratitude for all them
1. Dr. Suja’i, M.Ag, as the dean of Tarbiyah Faculty.
2. M. Nafi Annury, M.Pd and Dr. Raharjo, M.Ed.St. as the advisors for their
patience in providing careful guidance, helpful corrections, very good advice
as well as suggestion and encouragement during the consultation.
3. Siti Tarwiyah, M.Hum. as the Head of English Department.
4. Hj. Ummi Aufa Abdullah Umar, AH as a mother and teacher in Tahaffudzul
Qur’an boarding school (PPTQ) who have given advices, prays, and patient
when I was studied in Semarang.
5. My beloved father and mother, my grandmother, my aunt, my uncle, who
always gives inspiration and motivation to continue this study.
6. Ahmad Ghozali,A.Md as principal who had allowed the writer to carry out the
research in his school
7. My beloved friends li2 lia, reza as my sister and my best friend too and all of
my friends at Tahaffudzul Qur’an boarding school (PPTQ) Semarang.
8. All of my friends in TBI 06, team KKN posko 16 Banyuputih and team PPL at
SMP N 28 Semarang.
9. Last but not least, those who cannot be mentioned one by one, who have
supported the writer to finish this thesis.
ix
Finally, the writer realizes that this thesis is far from being perfect;
therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
Semarang, 6 October 2010
The Writer,
SITI INAYAHStudent’s number:63411069
x
TABLE OF CONTENT
PAGE OF TITLE............................................................................................ i
ADVISOR APPROVAL................................................................................. ii
APPROVAL .................................................................................................. iii
ABSTRACT .................................................................................................. iv
THESIS STATEMENT ................................................................................. v
MOTTO .................................................................................................. vi
DEDICATION................................................................................................ vii
ACKNOWLEDGEMENT .............................................................................. viii
TABLE OF CONTENTS................................................................................ x
LIST OF APPENDICES................................................................................. xii
CHAPTER I : INTRODUCTION
A. Background of the Study.................................................... 1
B. Reasons for Choosing the Topic......................................... 4
C. Research Questions ............................................................ 4
D. Objective of the Study........................................................ 5
E. Significant of the Study...................................................... 5
F. Limitation of the Study ...................................................... 6
G. Definition of key term........................................................ 6
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Teaching Grammar and Flashcards .................................... 9
1. Teaching Grammar....................................................... 9
a. Definition of Grammar ........................................... 9
b. Type of Grammar ................................................... 10
c. General concept of Present Continuous Tense ........ 11
2. Methods in Teaching Grammar .................................... 15
3. Flashcard...................................................................... 18
a. Definition of Flashcard ........................................... 18
xi
b. Flashcards as Teaching Aids................................... 20
c. The Advantages and Disadvantages of flashcards. .. 24
d. Applications of Flashcard as teaching aid to teach
Present Continuous Tense....................................... 25
B. Previous Researches .......................................................... 27
C. Statement of Hypothesis..................................................... 29
CHAPTER III: METHODS OF INVESTIGATION
A. Design of the study ............................................................ 30
B. Procedure of the Study....................................................... 32
C. Subject of the Study .......................................................... 37
D. Setting ............................................................................... 37
E. Instruments and Data Collection Technique ....................... 37
F. Data Analysis..................................................................... 39
CHAPTER IV: THE RESULT OF RESEARCH
A. The Result of the Research ................................................ 42
1. The Analysis of Pre-Cycle............................................ 42
2. The Analysis of the First Cycle ................................... 46
3. The Analysis of Second Cycle ..................................... 49
4. The Analysis of Third Cycle ........................................ 52
B. The Analysis of the Whole Meetings ................................. 56
CHAPTER V : CONCLUSION
A. Conclusion......................................................................... 60
B. Suggestions........................................................................ 61
REFERENCES
APPENDICES
CHAPTER 1
INTRODUCTION
A. Background of the Study
Allah creates human in the world with various nations, ethnics, and
customs. Even so the language, one country and another country have
different language. Allah states about the variety of language in surah Ar-Rum
verse 22:
ô ÏBur¾ÏmÏG» tƒ#uäß,ù=yzÏNºuq» yJ ¡¡9 $#ÇÚö‘ F{ $#urß#» n=ÏG ÷z$#uröNà6 ÏG oYÅ¡ø9 r&ö/ä3ÏRºuqø9 r&ur4¨b Î)’ Îûy7Ï9ºsŒ
;M» tƒUytûüÏJ Î=» yè ù=Ïj9ÇËËÈ
“And of His signs is the creation of the heavens and the earth, and thediversity of your tongues and colors. In that surely are signs for thosewho possess knowledge.” (Ar- Rum: 22)2
In surah above, Allah shows us the signs of His authority through
differences of tongue. Tongue means a language. There are no people who
have the same language in the world. It is influenced by the location. People
who live in difference location have difference language. They have to
cooperate with one another to complete the necessities in their life.
According to Charles W. Kreidler, language is a system of symbols
through which people communicate. The symbols may be spoken, written, or
signed with the hand.3 According to Wardhough, language is a system of
arbitrary vocal symbols used for human communication.4 And Janet Holmes
explain that language is a valuable source of insight into the perception,
values, beliefs, and attitudes of community.5 Furthermore according to Lim
Kiat Boey, language is social phenomenon. It is a means of communication
2 A. Yusuf Ali, The Holy Qur an, Text, Translation and Commentary, (Maryland: AmanaCorp, 1983), Page.1056
3 Charles W. Keidler. Introducing English Semantic.1999. New York: The tailor andFrancis Group. Page 3.
4 Djoko Srijono . An Introductory Course of Linguistics. 2001.Surakarta: MuhammadiyahUniversity Press. Page 1
5 Janet Holmes. An Introduction to Sociolinguistics. 2001. Malaysia: Longman GroupUK. Page 338.
2
between individuals. It also brings them into relationship with their
environment6.
Language is very important to express something and to communicate
with other. As everybody knows, language is a tool to convey ideas, opinions,
and feelings among people by oral or written ways. One of the languages
which are often used in communication is English. It becomes the dominant
language around the world, and more people use English than other language
respectively as an international language.
English as a foreign language has important role in Indonesia compared
by language countries others. English has reached almost all aspects of
modern life, such as, education, business, trade, science, technology, and
many others. Above all, English has opened up the hurdle of people from
different states and different language to associate, to communicate, and to
develop cooperation with each others.
In Indonesia, English as one of foreign language to be taught in the
schools since English has become an internasional language and used by most
communities in the world. In order to make English teaching successfully,
some factors such as, quality of the teacher, students’ interest and motivation,
school buildings, the teaching method, book, etc have to be considered.
Recently, English is taught at school from Elementary School (SD)
Junior High School (SMP), Senior High School (SMA) and university. There
are four skills of language: Listening, Speaking, Reading and Writing. Beside
those, spelling, grammar, and pronunciation must be taught to learners in
order to the achievement of the four skills above.
One of the language skills is grammar. Grammar is considered
important, because grammar is a basic knowledge of language to understand
English perfectly. But in fact, students have difficulties in learning grammar.
Many people think of grammar as a rather boring school subject which has
little use in real life. According to Brown, in Communicative Language
6 Lim Kiat Boey. . An Introduction to Linguistics for the Language Teacher.1997.Singapore: Singapore University Press.
3
Teaching, grammatical explanation and terminology are used in classes teach
grammar but any grammatical explanation undertaken may be enhanced, if the
English teachers use charts and other visuals aid whenever possible to
graphically depict grammatical relationship.7
Grammar covers tenses, words order, modals, preposition, adjective
and other structure items. There are 16 tenses in English.8As we know so far,
each tense has rules of its own. It makes the students confused and frustrated
to use tenses correctly and also there are no tenses in Indonesian language. It
is one of difficulty problem in studying English.
Present Continuous Tenses is one of tenses. Betty Schrampfer Azar
explained that Present Continuous Tenses is one of tenses which give the idea
that an action is in progress during particular time.9As said by Brown above
that if use charts and other visuals aid whenever possible to graphically depict
grammatical relationship, Because of the reason how important visual aids are
in teaching grammar to make students more interested and enjoyed, media was
used interest strategy by the researcher in teaching process. There are so many
media that can be used to learning tenses for example song, flashcard,
newspaper, and others. So flashcard was used as media to improve students’
understanding on Present Continuous Tenses by the researcher.
According to Merriam and Webster, flash card is a card bearing words,
number or pictures that briefly displayed (as by a teacher to a class) use as a
learning aid.10In addition flashcards are very simple but very effective way for
an individual to study a particular topic. This study focuses on flashcard as
media in teaching Present Continuous Tenses. An action research was
conducted by the researcher to improve students’ understanding on Present
7 Douglas Brown, Teaching by Principles an Interactive Approach to LanguagePedagogy, (New York: San Frasisco State University) P.365
8 George Wilkinson and Deny Hariyanto, Complete English Grammar, (Jakarta: PustakaIndonesia). Page 272.
9 Betty Schrampfer Azar, Understanding and Using English Grammar Second Edition(New Jersey: United States of America,1989) P,3
10 Merriam and Webster, Merriam-Webster s Collegiate Dictionary, (USA: Merriam-Webster’s inc, 2003), Page. 476.
4
Continuous Tenses for the seventh Grade Students of MTs YAMIDA
Grobogan using flashcard in academic year 2009/2010.
B. Reasons for Choosing the Topic
The topic was chosen to improve students’ understanding on present
continuous tense using flashcard, for the following reasons:
1. Grammar was important to be learnt because correct grammatical
sentences should used to communicate with other people in order to make
the meaning clearly.
2. Considering the importance of grammar, the teaching grammar must be
improved. Flashcard was used as teaching media, because flashcard was
an interesting aid in teaching to activate the students in learning process.
3. Present Continuous Tense was chosen as a topic because it includes
grammar and it was interesting to know how students’ understanding on
Present Continuous Tenses.
4. To know the improvement of students understanding on Present
Continuous Tenses using flashcard at the 7th grade students of MTs
YAMIDA.
5. An action research was conducted as an on the job task for the sake of
effectiveness and efficiency in teaching English. By doing action research,
the researcher intends to improve the quality of teaching Present
Continuous Tenses.
C. Research Questions
The study is aimed to answer the following question:
1. How is the implementation of flashcard in teaching Present Continuous
Tense?
2. How is students’ understanding on Present Continuous Tenses before the
use of flashcard?
3. How is students’ understanding on Present Continuous Tenses after the
use of flashcard?
5
4. Can flashcard improve students’ understanding on Present Continuous
Tense?
D. Objective of the Study
Based on the problem above, the aims of this study are as follows:
1. To describe the implementation of flashcard in teaching Present
Continuous Tense.
2. To find out students’ understanding on Present Continuous Tenses before
the use of flashcard.
3. To find out students’ understanding on Present Continuous Tenses after
the use of flashcard.
4. To identify the improvement of students’ understanding on Present
Continuous Tense.
E. Significant of the Study
This study gave some significant values. They were:
1. Student
The use of flashcard improved students’ understanding on Present
Continuous Tense. They were not bored in learning process, and it
motivated them to learn English well.
2. Teacher
a. Flashcard helped teacher to improve students’ understanding easily.
Having understood, students learned Present Continuous Tense easily.
b. Flashcard was one of good media the information for teacher, good
learning strategy with using media was interesting.
3. Teaching process
Flashcard made classroom situation more interesting. Students
learned in an interesting situation, in order that they were understood
easily. In addition, it made teaching process more efficient because
flashcard helped teacher describing the topic through their picture.
6
4. Researcher and Reader
This research was hoped to be able to improve the knowledge
about teaching Present Continuous Tense. The results of the study were
useful for readers. The findings of this research may be used as a reference
to understand more about method of teaching English.
F. Limitation of the Study
This study was conducted at MTs YAMIDA Grobogan. Not all of
classes at MTs YAMIDA Grobogan were investigated, but only the seventh
grade students. The English subject taught for the seventh grade was limited on
Present Continuous Tenses based on the students need and level. Participants
were students of seventh grade. Total numbers of students were 41.
This research emphasized in improving students’ understanding on
Present Continuous Tense by using flashcard as media in learning teaching
process.
G. Definition of key term
1. Using flashcard to improve students understanding on Present Continuous
Tense
“Use”is do something with a machine, a method, an object, etc for
particular purpose.11
“Flashcard” is small cards that have picture, word, text or symbol
for individual to study a particular topic or describe something.12
In this study, flashcard was used as media in teaching Present
Continuous Tense in order to make classroom situation more interesting.
According to Oxford Dictionary, “Improve” is become or make
something better, to increase good qualities.13
11 Oxford, Oxford Learners Pocket Dictionary New Edition (New York: OxfordUniversity Press,2000) P.475
12 Arsyad Azhar, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada,2002) P.11013Oxford, op cit P.216
7
“Students” are person who is studying at a college or university,
person studying at secondary school, any person interested in a particular
subject.14
In this study, flashcard was used to improve students’
understanding on Present Continuous Tense.
“Understanding” also called intellection is a psychological
process related to an abstract or physical object, such as a person,
situation, or message whereby one is able to think about it and use
concepts to deal adequately with that object.15
“Present Continuous Tense” was used for an action which is
going on at this moment.16 It describes present time and it is used for
actions which are happening in the present and for a period of time which
includes the present.17
In this study, understanding on Present Continuous Tense was the
psychological process to understand on Present Continuous Tense.
2. Action Research.
“Action research” is one of problem solving strategy which
provides real action in the form of innovative development process that
“tried while continue” or “on going job” to detect and to solve problem.18
3. Seventh Grade of MTs YAMIDA Grobogan in the Academic Year of
2009/2010.
The phrase “the seventh grade students” refers to the students who
have been studying at MTs YAMIDA Grobogan
14 Ibid, P.42915 http://en.wikipedia.org/wiki/Understanding accessed on 13/11/200916 A. S. Hornby, Oxford Advanced Learners Dictionary of Current English, (Oxford:
Oxford University Press, 1995), P.133117 Alexander Mongot Jaya, Agus Siswanto, and Rahmadi AF. English Revolution.
Jepara:Mawas Press. Page 138
18 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, [Jakarta:. PT.Rineka Cipta, 2002], p. 82
8
It was institution in which the object in this study and where the
writer held his research. It is located on Jono Kec. Tawangharjo Kab.
Grobogan Purwodadi 58191.
The phrase “the Academic Year of 2009/2010 means the duration
time for teaching and learning and other academic activities that consist of
two semesters, had been started on July 2009 and would have been
completed on July 2010.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Teaching Grammar and Flashcards
1. Teaching Grammar
a. Definition of Grammar
Many people think that grammar is a rather boring school
subject which has little use in a real life. Grammar is considered
important, because grammar is a basic knowledge of language to
understand English perfectly. It is important to know the definition
what is grammar before studying present continuous tense. We need a
theory of grammar or language which helps us understand how text
works. English teacher need to know how a text works so they can
explicitly help learners learn how to understand and produce text
spoken and written in various contexts for various purposes.19
According to Martin Parrot, grammar is not the most important thing
in the world but if you make a lot of mistakes you may be more
difficult to understand, and some kinds of people may look down on
you or not take you seriously. Hardly any body speaks or writers a
foreign language perfectly, but you will communicate more
successfully if you can make your English reasonably correct.20
There are some definitions about grammar. Scot Thronbury
defines grammar as a description of the rules for forming sentences
including an account of the meanings that these forms convey and he
said that grammar adds meanings that are not easily inferable form the
immediate context.21 Geoffy Lech explained that grammar is a set of
rules which do not allow others, otherwise they would not be able to
19 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Australia:Antipodean Educational Enterprises (AEE) 1995, Page.3
20 Michel Swan and Catherine Walter, How English Works A Grammar Practice Bookwith Answer, (China: Oxford University Press, 2002), Page.2
21 Scot Thronbury, How to Teach Grammar, (England: Person Education Limited, 1999),Page 13.
10
put words together in a meaningful way.22 According to Jame
Scriverner, grammar are:
• Rules about sentence formation, tenses, verb patterns, etc in
reference book.
• The moment by moment structuring of what we say s it being
spoken.
• Exercises (fill in the gap, multiple choices, etc) about tenses, etc.
• Our internal database as to what are possible or impossible
sentences.
Furthermore, according to Linda Gerot and Peter Wignell,
grammar is theory of language, of how language is put together and
how it works. More particularly, it is study of wording.23
From some definitions above, we know that grammar
accurately has significant roles in learning and teaching a certain
language, so grammar is very important and very useful it can be
summarized that it is important to understand meaning of the
individual words in a sentence by using appropriate rules.
b. Type of Grammar
Grammar covers tenses, words order, modals, preposition, and
adjective and other structure items. There are 16 tenses in English.24
As we know so far, each tense has rules of its own. It makes the
students confused and frustrated to use tenses correctly and also there
are no tenses in Indonesian language. It is one of difficulty problem in
studying English.
There are four forms of tenses that indicate the certain time of
action. They are present, past, future and perfect.
22 Geoffy Lech, Margaret Deuchar and Robert Hoogrenroad, English Grammar for toDay a New Introduction, (Mac Millan: The English Association). Page 3
23 Linda Gerot and Peter Wignell, op.cit., Page.224 George Wilkinson and Deny Hariyanto, Complete English Grammar, (Jakarta: Pustaka
Indonesia), Page 272.
11
1) Present Tense
Present tense describes habitual action, routine or thing that
are generally or always true. Using time expression as follow:
always, often, sometimes, seldom, every day, every year, etc.
2) Future Tense
Future tense describes the action that happened in the future
time. Using time expression as follow: Tomorrow, next week, next
month, etc.
3) Past Tense
Past tense is used to express actions that happened in the
past. The time signals which used in the past tense are; yesterday,
ago, last week, last month, for three years ago, etc.
4) Perfect Tense
Perfect tense is used to express actions that happened
before another time or even.
As we know there are 16 tenses in English. But concerning this
research, the researcher only takes Present Continuous Tense as tense
used as research in this thesis. So here the researcher only will describe
about Present Continuous Tense.
c. General concept of Present Continuous Tense
The Present Continuous Tense is called the Present
Progressive. It describes temporary action happening at the moment of
speaking or over a longer periode of time in the present.
Functions of Present Continuous Tense:
1) Action happening at the moment.
It means to describe actions happening at the moment of
speaking. These actions are often temporary. Common time words
and expressions used with this meaning of the present progressive
include now, right now, and at the moment.
Past Now Future
am writing right now
12
For example: - I am writing postcard right now.
- Snow is falling.
2) Action happening over a longer time.
It means to describe action happening over a longer a
period of time. These actions are also often temporary. Common
time words and expression used with this meaning of the present
progressive include these days, this year, this semester, this week,
to day and this afternoon.
Past Now Future
are staying
For example: - We are staying in a hotel this week.
- I'm seeing Jane a lot these days.
- They are not skiing this afternoon.25
3) To talk about changes, development, and trends.
For example:
- The growing number of visitors is damaging the footpaths.
- I’m beginning to realize how difficult is to be a teacher.
4) To emphasize that something is done repeatedly, we can use the
Present Continuous Tense with words like always, constantly,
continually, or forever.
For example:
- There are constantly having parties until the early hours of the
morning.26
5) To talk about activities happening in the near future, especially for
planned future events.
For example:
- I am seeing my dentist on Wednesday.
- Polly is coming for dinner tomorrow.
25 M. Kathleen Mahnke and Elizabeth o’dowd, Grammar Link,. (USA: Houghten MifflinCompany, 2005), Page 18
26 Martin Hewings, Advance Grammar in Use with Answer, (England: CambridgeUniversity Press, 2000), Page 4
13
- Are you doing anything to night?
- We are not going on holiday next week.
- I am meeting my father at the airport at 5 o’clock tomorrow.27
The pattern of Present Continuous Tense:
(+) subject + is/am/ are + V ing Affirmative form
(-) subject + is/am/ are + not + V ing Negative form
(?) Is/am/ are + subject + V ing Question form. 28
We make the present continuous tense by adding -ing to the
base verb. Normally it's simple - we just add -ing. But sometimes we
have to change the word a little. Perhaps we double the last letter, or
we drop a letter. Here are the rules to help you know how to spell the
present continuous tense.29
Just add -ing to the base verb:
work > working
play > playing
assist > assisting
see > seeing
Basic rule
be > being
Spelling of – ing
(1) Verbs that end in-E
(a)hope Hoping Date Dating Injure Injuring
- Ing form: if the wordends in-E, drop the-E andadd – Ing.
(2)Verbs that end ina vowel and aconsonant
One Syllable Verbs(b)stop Stopping Rob Robbing Beg Begging(c) Rain Raining Fool Fooling Dream Dreaming
1 vowel 2 consonant
2 Vowel 1 Consonant
27 M. Kathleen Mahnke and Elizabeth o’dowd, op cit. Page 19.28 Martin Parrot, Grammar for English Language Teaching, (United Kingdom:
Cambridge University Press, 2004), Page .15729http://www.englishclub.com/grammar/verb-tenses_present-continuous_quiz.htm.
Assessed on 30/03/2010.
14
Two Syllable Verbs(d) Listen Listening Offer Offering Open Opening(e) Begin Beginning Prefer Preferring Control Controlling
1st Syllable Stressed 1Consonant.
2nd Syllable Stressed 2Consonant.
(3) Verbs that in twoconsonant
(f) Start Starting Fold Folding Demand Demanding
If the word ends in twoconsonant, just add theending..
(4) Verb that in - Y (g) Enjoy Enjoying Pray Praying Buy Buying(h) Study Studying Try TryingReplay Replying
If –Y is preceded by avowel, keep the- Y.
If –Y is preceded by aconsonant- Ing form:keep the-Y, add- Ing.
(5) Verb that end in-IE
(i) Die Dying Lie Lying Tie Tying
- Ing form: change – ieto- Y, add- Ing.
* Exception: If a verbs ends in- EE, the final- E is not dropped: seeing, agreeing,
feeing.30
There are certain verbs can’t use in Present Continuous Tense
because these verbs are not normally action as follow:
- Agree - Know - Understand - Smell
- Believe - Prefer - Hate - Recognize
- Consider - Remember - Forget - Belong
- Except - Wish - Realize -Doubt.
- Like - Want - Have
- Taste - Deny - Sound
For example: - I love you not I loving you.
- Udin likes the apple not Udin liking the apple.
- They agree with you not They agreeing with you31
30 Betty Schrampfer Azar, Understanding and Using English Grammar Second Edition(New Jersey: United States of America,1989), Page 9
31 Fuad Mas’ud, Essential of English Grammar a Practical Guide, (Yogyakarta: BPFEYogyakarta, 2005), Page 19
15
2. Methods in Teaching Grammar
According to Richard and Rodgers, method is an overall plan for
the orderly presentation of language material, no part of which contradicts
and all of which based upon the selected approach. An approach is
axiomatic, a method is procedural.32 The teachers in teaching learning
English has to able to make the interesting materials for the students, and
they have to know all kinds of method in order to be able to use one of
them when situation demands it. The creativity of teachers will get a good
result. In order to get a good result, the teachers use a method of teaching
learning. Diane Larsen and Freeman proposed some methods in teaching
tenses:33
a. The Direct Method
Teachers who use the direct method believe students need to
associate meaning and the target language directly. In order to do this,
when the teacher introduces a new target language word or phrase, he
demonstrates its meaning through the use of realia, pictures, or
pantomime; he never translates it into the students’ native language.
Students speak in the target language a great deal and communicate as
if they were in real situations. Grammar is taught inductively, that is
the students are presented with examples and they figure out the rule or
generalization from the examples. An explicit grammar rule may never
be given. Students practice vocabulary using new words in complete
sentences. In this method, vocabulary is emphasized over grammar.
Some examples in teaching Present Continuous Tense nouns by using
flash cards are Guess the Card and Drills. The process of application it
self can be seen in the applications of flashcard as teaching aid to teach
Present Continuous Tense.
32 Jack C Richards and Theodore S. Rodgers, Approach and Methods in LanguageTeaching, (United Kingdom: Cambridge University Press, 2001), Page 19
33 Diane Larsen and Freeman, Techniques and Principles in Language Teaching,(English: Oxford University Press, 1986), Page
16
b. Total physical Response
In this method, a language teaching method builds around
speech and action; it attempts to teach language through physical
(motor) activity. First phase, the teacher issues commands to the
students, for example in words: walk, stop, turn, etc. then the teacher
performs the actions with them. In the second phase, the students
demonstrate that they can understand the commands by performing
them alone. The teacher next recombines elements of the commands to
have students develop flexibility in understanding unfamiliar
utterances. These commands, which students perform, are often
humorous. After learning to respond to some oral commands, the
students learn to read and write. When students are ready to speak,
they become the ones who issue the commands. Sometimes the teacher
gives commands quite quickly, and students initially learn one part of
the language rapidly by moving their bodies. The translation is used if
the material that is given by the teacher form abstraction. Grammatical
structures and vocabulary are emphasized in this method. Some
examples in teaching Present Continuous Tense nouns by using flash
cards are The Mime Trick Game and Act it Out. The process of
application it self can be seen in the applications of flashcard as
teaching aid to teach Present Continuous Tense.
c. Audio Lingual Method
In this method, the teacher using audio aid to teach his or her
students. Drills and dialogue are basic of audio lingual classroom
practice. A dialogue provides as illustrate situation might be use as
well as the target language. Dialogues are used for repetition and
memorization. The students follow the teacher directions and respond
as accurately and rapidly as possible. For example in teaching Present
Continuous Tense nouns by using flash cards is Drills. The process of
application it self can be seen in the applications of flashcard as
teaching aid to teach Present Continuous Tense.
17
d. Grammar Translation Method
Students are taught to translate from one language to another.
Often what they translate are readings in the target language about
some aspect of the culture of the target language community. Students
study grammar deductively, that is they are given the grammar rules
and examples are told to memorize them, and then are asked to apply
the rules to other examples. They memorize native language
equivalents for target language vocabulary words. In addition, for
example in teaching Present Continuous Tense nouns by using flash
cards is flashcard sentence. The process of application it self can be
seen in the applications of flashcard as teaching aid to teach Present
Continuous Tense.
e. Communicative Language Teaching
Students use the language a great deal through communication
activities such as games, roles play’ and problem solving tasks.
Another characteristic of CLT is the use of authentic materials. It is
considered desirable to give students an opportunity to develop
strategies for understanding language as is it actually used. Finally, we
noted that activities in CLT are often carried out by students in small
groups. Small numbers of students interacting are favored in order to
maximize the time allotted to each student for communicating.
In elementary school not all methods are used by the teacher,
the teacher is free to use from certain method. The teacher can mix and
combine some methods that suitable for students, situation, and the
material lesson. In this study, the researcher uses some of them and
combine them in teaching English, she consider that it can facilitate
them in teaching and the students will understand about the teacher’s
explanation easily. For example in teaching Present Continuous Tense
nouns by using flash cards is Matching Activities. The process of
application it self can be seen in the applications of flashcard as
teaching aid to teach Present Continuous Tense.
18
3. Flashcard
a. Definition of Flashcard
There are some definitions about flashcard. According to
Kasihani, flashcards are cards have big size, usually it uses paper
rather thick, stiff, and the size is A4. It contains of picture and words.
It is classified based on kind and the class such as the flashcards of
food, fruits, vegetable, household, transportation and clothes. To avoid
misunderstanding on the pictures of flashcards, the teacher should try
or show the flashcards to others before it uses to teach the students.
Furthermore it used for all of class. Usually the teacher holds and
moves some flashcards is in a pile of flashcards to front side. The
movement of cards quickly, may be it is the reason, why does it called
by flashcard. Flash is quickly, or a flash, in Indonesia language means
“sekilas”. For certainly activities, for describing things, the flashcards
can be stocked in board by using blutack in order to not damage the
picture. Picture’s colour is more interesting because the student like to
colourful picture.34
But, Azhar Arsyad explained that Flashcards means small cards
contain picture, text or symbol to remind and to stimulate the students
on certain something. Based on the picture, flashcards usually have 8
x12 cm or it can be adapt by big or small class such as alphabet can be
used to practice spelling (in Arabic or English).35 According to
Longman Dictionary, in language teaching flashcards is a card with
words, sentence, or pictures. It used as an aid or cue in a language
lesson.36 According to Jeremy Harmer, Flashcards are smallish cards
which we can hold up for our students to see.37 Flashcard is a card
34 Kasihani K.E Suyanto, English for Young Learners Melejitkan Potensi Anak MelaluiEnglish Class yang Fun, Asyik, dan Menarik, (Jakarta : Bumi Aksara, 2007), Page 109.
35 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2002), Page 11936 John Richard, John Platt, and Heidy Weber, Longman Dictionary of Applied Linguistic,
(England: Longman Group UK Limited, 1985), Page 107.37 Jeremy Harmer, The Practice of English Language Teaching, (Malaysia: Associated
Companies Troughs the World, 2002), Page 134
19
with words or numbers of pictures that are flashed to a class by the
teacher.38 A flashcards is a type of study aid that is designed to present
an individual with a single unique question or problem that relates to a
specific topic. Usually each flashcard is simply in index card or sheet
of paper that has the question, problem, or situation to consider on one
side of the card and the answer to the question or problem or the
evaluation of the situations on the other side of the card. As a result,
flashcards are very simple but very effective way for an individual to
study a particular topic. In fact there are key advantages to use
flashcards in studying for an exam, interview, or other similar
purpose.39 And according to Sarah Phillips, Flashcards are picture
cards which an invaluable way of introducing and revising vocabulary
and it can used to drill simple structure and function.40
From some definition above, flash card is card bearing picture
and word given by the teachers when they are explaining the material
to their students. It helps the teacher to handle and teach the material to
the students easily. Flashcards have various sizes based on student’s
specific need. They are colorful which is used to memorize and
understand new vocabulary. Beside it, flashcard is one of visual aids
which are used to make the students more interest and enjoy in
teaching learning process and to improve student’s understanding on
the material given by the teacher.
According to Jeremy Harmer Flashcard can also be used for
creative language use. Students are asked to write a description of a
flashcards, and they are asked to invent the conversation taking place
between to people in a picture or in a particular role play activity, then
37 Kasihani K.E Suyanto. op.cit., Page 10938 http:///C:/Documents%20and%20Setting/Client/My %20 Documents/Flashcard%203/
ht. mudents. Assessed on 12/12/2009.39 http://www.studytechniques.org/wwwhy-study-with-flashcard-html Assessed on
17/12/2009.40 Sarah Phillips, Young Learner Resource Books for Teacher, (Hongkong: Oxford
University Press, 2001), Page.69
20
they are asked to answer question as if they were the character in a
famous painting. Flashcards can be made in a number of ways, it can
be taken pictures from magazine and stick them on card. It can be
drawn. It can be bought reproductions, photographs, and poster from
shops or photocopy them from a variety sources. The teacher should
check copyright before doing this.41
In using flashcards, it requires considerable attention about way
of handle and move when we will change the picture. Pictures have to
clear enough if seen by students and it moved quickly from back side
to front side. In making flashcards, there are three criteria as below:
1) Flashcard should visible and is big and clear enough so that all of
students can see detail.
2) The picture on flashcard has to convey the message clearly, not
confuse or describe something that confused.
3) The way of use flashcard must be correctly42
In addition, in using flashcard has to appropriated with
material that will be taught to students and the teachers should
check copyright before they give to their student.
b. Flashcards as Teaching Aids
As foreign language, English is not used daily in society,
English is considered difficult subject studied for the students. So it
needs approach consideration and strategy. In studying English in
order to be easy and interested. English teacher should use a variety of
teaching aids to explain the material. The teachers should use an
effective strategy, creative and able to adapt when they are teaching
student in teaching and learning process. If the teachers use one
method, students are bored the subject.
According to Eastern Kentucky University (EKU), a good aid
is like a window, it should not call attention to it self. It should just let
41 Jeremy Harmer, op.cit., Page .13642 Kasihani K.E Suyanto, op.cit., Page 106
21
in the light. Teaching aids provide a means of literating lesson and
give opportunity to learn in a new light. More than classroom
decoration, they are designed to teach, illustrate and reinforce lesson.
They can be broken down into four board categories, there are bulletin
boards, charts, flashcard, manipulative and experiment.43
In other words, Teaching aids are called media. Media come
from latin language “ medius”. It means is middle, intermediary or
companion. In Arabic, media are intermediary ( ) or message
delivery from the sender to the receiver.44 Association for Education
and Communication Technology (AECT) defined that media is all
tools used to information delivery process. Furthermore education
Association (NEA) explained that media as tool can be manipulated,
seen, heard, read or spoken and good instrument used in teaching
learning activity. It can give influence instructional effective
program.45 According to Romiszowski, media is any extension of man
which allows him to affect others people who are not in face to face
with him. Communication media there are letter, television, film,
radio, something printed and telephone.46
In general there are three kinds of media as below:
1) Visual aid
2) Audio aid
3) Audio visual aid
Visual aid is media which can be seen and be touched by
students. There are picture, photo, real object, map, miniatur, and
realia. Visual aid is often used by the teacher are picture, flashcards,
and realia.
43 http :// www –ciao.co.UK /Early Learning Fun Flashcards 6635751 Assessed on22/12/2009
44 Azhar Arsyad. op.cit., Page 1645 Asnawir and M. Basyiruddin Usman, Media Pembelajaran (Jakarta: PT Intermasa,
2002), Page 33.46 Kasihani, op.cit., Page.100
22
Audio aid is text and material recorded which used for listening
skill and understanding oral discourse. It can be heard. Such as radio
and cassette recorder.
The last is Audio visual Aid. It is media which can be heard
and seen. Such as TV and film. Usually it shows story, event, or
condition in another place. The picture is showed together with
information in English and it should selected is based on language
development students range.47
From some definitions above. The researcher can make
conclusion that media is a tool to convey the message from the teacher
to the students. And it can used to stimulate student’s idea or
understanding students on the material which studied by them.
Visual aids are one of media which make the students can be
interested. Visual aids has important role in teaching learning activity.
It can make student’s understanding easier and to reinforce memory. It
also to develop student’s interest and give connection between material
and real matter. In order to more effective, visual aid should occupied
on context has meaning and the students have to interact with the
image convinced that created information processing48
There are some definitions of visual aids. A.S. Hornby
explained that Visual aids are connected with sight. There are picture,
video, etc which used to help student’s understanding on the material
in teaching process.49 According to Merriam and Webster, visual aids
are an instructional device (as a chart, map, or model) that appeal
chiefly to vision, especially an educational motion picture or
filmstrip.50
47 Ibid. Page 10248 Azhar Arsyad. Op cit. Page 8949 A. S. Hornby, Oxford Advanced Learners Dictionary of Current English, (Oxford:
Oxford University Press, 1995), Page 48150 Merriam and Webster, Merriam-Webster s Collegiate Dictionary, (USA: Merriam-
Webster’s inc, 2003), Page. 1399.
23
In English class, teaching learning process should use aid,
especially visual aid, there are picture, flashcard, doll, or puppet,
realia, miniature or something is real which can brought in the class.
According to Kasihani, kinds of picture are served in cards form.
There are flash cards, circular cards, flip cards, etc. It is extremely help
to fluent teaching learning process. These cards can be used for
individual activity, group, and classical.51 According to Jeremy
Harmer, the teacher has always used picture or graphics taken from
books, newspaper, and magazine or photographs. It to facilitate
learning. Picture can be in the form of flashcards. Flashcards are
smallish cards which we can hold up for our students to seen, large
wall picture which big enough for everyone to see details, cue cards.
They are small cards which students use in pair or group work, and
photographs or illustration which is typically in a text book.52
To make in teaching present continuous tense is successful.
The teacher needs a teaching strategy. The teaching strategy can help
the students to understand present continuous tense easily. Concerning
this research, the researcher takes a strategy to use flashcards as visual
aids in teaching present continuous tense. Because it help the students
not only in improving student’s understanding on present continuous
tense but also it help them to memorize the intended vocabulary
especially action words. Teacher expected can be creative and
imaginative in learning and teaching process.
c. The Advantages and Disadvantages of flashcards.
1) The advantages of flashcards.
Flashcards are one of visual aid which can be used in
teaching and learning process. It helps the students to understand
the material is given by their teacher. There are some advantages of
flashcards as follow:
51 Kasihani K.E. Suyanto. op.cit., Page 102-10352 Jeremy Harmer, op.cit., Page 134
24
a) Flashcards are useful and effective method to help students to
study vocabulary.
b) Flashcards are easy to carry any where, so we do not need to
carry heavy books so much because it is really convenient.
c) Flashcards help in summarizing and memorizing, so by using
flashcard the students will not need to study from the book with
long pages and a lot of information which it makes the students
confused because students will be able to study from the
flashcards that contains very simple points.53
2) The Disadvantages of flashcards.
Beside of the advantages of flashcards, there are some
disadvantages of them as follow:
a) Flashcards too expensive and if the teachers want to make it
self, they need much time.54
b) Flashcards are not big enough, usually the students sits in front
can see the flashcard perfectly, but the students sits in behind is
more dim of sight.
c) Some students will misunderstand of the teacher explanation
based on their knowledge on the material which is explained by
the teacher, so the goal is planned can not be achieved.55
According the advantages and the disadvantages above, the
researcher concluded that flash cards are one of teaching aid that
the students and the teacher need it in order to maintain interest and
motivation. There are some advantages of flash cards as follow:
flash cards can make creative activity in teaching learning process,
flash cards can give motivation to the students in their learning,
flash cards can help the students to memorize English word well,
53 http://wiki .answer.com/Q/ What is advantages and disadvantages of flashcard.Assessed on 27/12/2009
54 Http://www. Ehow.com/ about_5371920_objectives-teaching-aids.html Assessed on30/03/2010.
55 Asnawir and M. Basyirudin Usman. Op cit. Page 51
25
flash cards make the students active in class and reduce the
students’ boredom, flash cards help the students to give brief
description about the things that are being taught, and flash cards
are excellent learning tool for the students.
There are some weakness of flash cards as follow: the price
of flash cards are too expensive, if the teacher want make flash
cards itself, she or he need much time, and if the picture of flash
cards are not clear and big enough, the students will
misunderstanding about the teacher’s explanation when they see
flash cards, so the goal that is planned cannot be achieved.
d. Applications of Flashcard as teaching aid to teach Present
Continuous Tense.
Flashcards are visual aids can give motivation and stimulation
in teaching learning process. It can help the students to improve
students’ understanding on Present Continuous Tense. Below several
applications of Flashcard as teaching aid to teach Present Continuous
Tense:
1) Drills : Drills of this type can be used with all the flashcard on this
site. Be creative the flashcards for one grammatical area of English
can easily be adapted for others. Print off the routine verb from the
flashcard section. Show your class the flashcards,” Drinking a cup
coffee”. Ask the class, “what is Sally doing in this flashcard?” .The
class respond, “She is drinking a cup of coffee”. Now ask
something like with show another flashcards,” Is She eating dinner,
Carlos?” .The students respond, “No, She is having breakfast. The
students should remember routine verb and they respond the
question’s teacher based on the flashcard.
2) Matching Activities: Students need to match the written flashcards
with the pictures in a face down memory game. Half the class has
the pictures, the other half has the words. Students questions to
26
find their “other half”. For example: “What is happening on the
flashcard?” Matching races, students in groups race to put the
words with the images from two separate piles of cards at opposite
end of the class. Remember for these activities. We may need to
print multiple copies of the flashcards.56
3) Guess the Card: Use the flashcard. Don’t show the whole picture.
Students try to guess what the people are doing the card and after
they guess the card, show them the whole picture.
4) The Mime Trick Game: Give flashcard to students and ask them to
mime the action. The rest of the class try to guess” what she /he is
doing?”
5) Present Continuous Pictionary: This game is good for reviewing
vocabulary, especially action verb. Choose a student and show him
or her flash card picture or whisper a word into his or her ear. The
student draws the picture on the board and first student to guess the
picture gets to draw the next picture. This can also be played in
teams with a point system.
6) Describing the action: Present the learners with a set of flash cards
with different actions. Ask them to tell you what they see on the
card, after getting their opinions. Make a sentence using the present
continuous and explain that the action is happening at that exact
moment. Call their attention to the structure of the verb phrase. the
auxiliary to be in the present and main verb -ing, then use the cards
again and give them the chance to describe the actions on them,
using the correct verb tense." 57
7) Act it out: Ask a student to come to the front of the class and show
a flash card. The student then acts out that word, and the first
student who guesses the word can be the next player. This activity
56 http://www. Esl- lounge.com/premium/flashcard-help.php. Assessed on 12/01/2010.57 http://edition.tefl.net/ideas/grammar/fun-games-for-present-continuous/Functions and
examples. Assessed on 30/03/2010.
27
works well with action verbs, but it can also use to teach concrete
nouns words.
8) Flash card Sentences: Divide the class into groups of three of four.
Give each group the same pictures, or put it on overhead. Instruct
the groups to describe the flashcard in as many sentences as
possible the time allowed using Present Continuous Tense. The
sentences must be grammatically correct and accurately depict
what is happening in the picture. Each group read sentences or
writer them on the board. The group with the most correct
sentences wins.58
Flash cards can be played with some games. It depends on
creativity of the teacher. The teacher can play some interesting games
using flash cards to the students. The result, the students will be fun
and enjoy in learning. They felt close with their culture, and they did
not have feel bore in teaching learning process.
When the students have been interest with flash cards, and like
to study with play games using flash cards, it will stimulate them to
study vocabulary deeply. Indirectly, flash cards help the students who
have low motivation in learn new vocabulary. But the teacher also
must give motivation to the students in order to learn English well.
According to Siti Tarwiyah, Game can motivate and make
challenge.59 So the researcher was considered that applications of
flashcard above can be used as game for teaching Present Continuous
Tense. These appropriate and interest for students in Junior High
School. Some of them used to teach Present Continuous Tense on
seventh graders at MTs YAMIDA.
58 Suzanne W. Woodward, Fun With Grammar, (United States of America: Prentice HallRegents, 1997), Page .12
59 Siti Tarwiyah, Games, Song, and Practical Ideas to teach Language, Page 5
28
B. Previous Researches
The research will describe some works which are relevant to these
thesis to make the thesis arrangement easier:
The previous research is from Sutikno (06421273) thesis of
Department Of English Language Education Faculty Of Language and arts
Education IKIP PGRI Semarang 2009, the title is The effectiveness Of
Teaching Present Continuous Tense Using Picture Method To The First Year
Student Of SMP (An Experimental Study on the First Grade students of SMP
Negri 2 Dukuh Waru Tegal in Academic Year 2008/2009).He used the picture
as a media in teaching Present Continuous Tense. Her methodology of
research was experimental study research. He chosen two classes to be result
research, one class as control class and the other class as experimental class.
He divided them by using random sampling.
For the experimental class, he used picture for student when he was
teaching Present Continuous Tense and the other class he did not used picture.
He used reliability and validity test, for each classes result of him experiment,
the analysis data used quantitative analysis. And the result was significant,
picture could be more effective in teaching Present Continuous Tense on the
first grade students of SMP Negri 2 Tegal.60
And the second one is from Aprilia Eky Widyarini (03420020) thesis
of Department Of English Language Education Faculty Of Language and arts
Education IKIP PGRI Semarang 2009, the title is The effectiveness Of Using
flashcard as Teaching Media On The Students Mastering Of Vocabulary at
third graders Of SD (An Experimental Study on with third graders of SD
Masehi Mlaten Semarang in the academic year of 2008/2009). She chosen
two classes to be result research, one class as control class and the other class
as experimental class.
60 Sutikno, Unpublished thesis under title The effectiveness Of Teaching PresentContinuous Tense Using Picture Method To The First Year Student Of SM(An Experimental Studyon the First Grade students of SMP Negri 2 Dukuh Waru Tegal in Academic Year 2008/2009),(Semarang: IKIP PGRI, 2008)
29
For the experimental class, she used flashcard for students when he
was teaching vocabulary and the other class he did not used flashcard. She
used non-randomized pre test and post test central design. For each class’s
result of her experiment, the analysis data used quantitative analysis. And the
result was significant, vocabulary could be more effective in teaching
vocabulary.61
This research is different from first previous. The different was only on
kinds of research. I used classroom action research and he used experimental
research. This research is also different from second previous. This research
focus on teaching English Present Continuous Tense using flash cards to
improve student’s understanding with classroom action research approach, so
as researcher, I just need one class. The participants were students on seventh
grade at MTs YAMIDA. I made some cycles in the teaching learning process
to repair methods and strategies that should the teacher uses in teaching
learning process, with this research could improve and increase teachers’ skill
in teaching English and also to get some solves from the problem that faced by
the teacher. The researcher used observation and test as instrument. The
similarities this research with the second previous is the use flash cards as
visual aid in teaching Present Continuous Tense on seventh grade.
.
61 Aprilia Eky Widyarini, Unpublished thesis under title The effectiveness Of Usingflashcard as Teaching Media On The Students Mastering Of Vocabulary at third graders Of SD(An Experimental Study on with third graders of SD Masehi Mlaten Semarang in the academicyear of 2008/2009), (Semarang: IKIP PGRI, 2008)
30
Set of theproblem
New problemfrom reflection
I
If the problemnot yet
finished
CHAPTER III
METHODS OF INVESTIGATIONA. Design of the study
This study was classroom action research. Wiriaatmadja said that
Classroom action research is method how a group of teacher can organize
their teaching learning condition and learn from their own experience. They
can try an idea as reparation in their teaching learning process, and look the
real effect of those efforts. 62
The Steps of Action ResearchTaken from: Penelitian Tindakan Kelas, LP3 (UNNES: 2007)63
According to Arikunto there are four steps process in each cycle for
doing classroom action research can be explained as follow:64
1. Planning
Planning an action research by focusing on who, what, when,
where, and how the action will be done.
62 Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas, (Bandung: PT RemajaRosdakarya, 2005), P. 13.
63 Penelitian Tindakan Kelas, LP3 (UNNES: 2007)64 Suharsimi Arikunto, et.al., Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara,
2008), p. 75.
Action IPlanning I
Reflection I Observation/ DataCollection I
Planning II Action II
Reflection II Observation/Data Collection II
Cycle I
Cycle II
Next Cycle INext Step
31
2. Action
The planning strategy will be applied in teaching learning process.
3. Observation
Observation is the next step to monitoring and watches closely
teaching learning process and collects the data from result of action. The
researcher prepare the observation paper to know class condition when
the action done, then the researcher and the collaborator (English teacher
for first graders) discuss about the result of observation, what the problem
faced when teaching learning process and look for good solution to solve
the problem. In this phase, the researcher observes and takes notes during
teaching learning process.
4. Reflection
Reflection means to analyze the result based on the data that have
been collected to determine the next action in the next cycle. In this phase,
the researcher could observe the activity that results any process, the
progress happened, and also about the positives and negatives sides.65
From all the definition above, the researcher concluded that classroom
action research is an action research classroom, which can be done by teacher
and researcher, or teacher with his or her colleague, etc with involves a group
of students to improve teaching and learning process or to enhance the
understanding of the students to the lesson. Here the researcher. This research
used data observation toward teaching Present Continuous Tense using flash
cards, this data was analyzed through some cycles in action.
There were four components in one cycle for conducting classroom
action research. It consists of planning, action, observation, and reflection.
The four phases of the classroom action cycle were conducted integrated like
spiral. Each phase was concluded based on the previous one and the next. It
means that the activities in the classroom action research were based on
planning, action, and observation, then the researcher could make a reflection
to determine the next cycle. In this study, flash cards was used by the
65 Ibid., p. 76-80.
32
researcher to improve students’ understand on Present Continuous Tense
especially in action verb.
B. Procedure of the Study
A classroom action research was used in this research. The method
was begun by question about classroom experiences, issues, or challenges. It
was a reflective process which helped the teachers to change and improve
aspects of teaching and learning .There were four components in one cycle
for doing classroom action research. It consisted of planning, acting,
observing, and reflecting. This classroom action research was arranged into
four cycles. They were pre-test, cycle I, cycle 2, and cycle 3. The researcher
collaborated with the English teacher who teaches in class of first year. Her
name was Mrs. Ismiyatun. The activities did in each cycle is as follows:
1. Pre-test
Before entering cycle I, the researcher observed and gave pre-test
to the students. It known the initial condition of student’s understanding
in learning Present Continuous Tense. The researcher was not use
flashcard yet in teaching Present Continuous Tense. In the end of lesson
the students did the test. The tests consist of 10 questions related to the
material that are taught by the researcher. It consisted of 10 multiple
choices. The researcher asked the English teacher of MTs YAMIDA as
observer of the class by giving her observation check list. Her name is
Mrs. Ismiyatun. The result of the observation and pre-test give
information about student understands on Present Continuous Tense
before they were taught by using flashcard.
2. Cycle 1
Flash cards used by the researcher to introduce new vocabularies
especially action verb and it improved student’s understanding in learning
Present Continuous Tense. The topic was daily activities. The procedure
as follow:
33
a. Planning
1) The researcher prepared flash card that appropriate with the
material
2) She prepared the teaching material of cycle I
3) She made lesson plan of cycle I
4) She prepared checklist observation of cycle I
5) She prepared students attendance list
6) She prepared formative test of cycle I.
It purposed to guide the researcher in teaching process.
b. Acting
1) First, the researcher explained about rules of Present Continuous
Tense in positive, negative, and interrogative form.
2) She gave some examples of Present Continuous Tense that are
represented with flashcard.
3) She asked the students to make sentences in positive, negative and
interrogative form based on flashcard was showed by the
researcher.
4) She played the flash cards by ”Drill” as follows:
a) She showed the flashcard to students for example: flashcard of
painting the wall.
b) She asked the class” What is Richard doing in this flashcard?”
c) Then she asked again by showing another flashcard,” Is he
painting the wall?”
d) The students responded,” Yes, he is painting the wall.”
e) Next she asked again by showing another flashcards and the
students had to respond the question’s researcher based on the
flashcard.
5) She gave correction and feedback to the student’s answer.
6) In the end of lesson, she gave test.
c. Observing
1) The researcher did observation by using check list.
34
d. Reflecting
1) The researcher evaluated the activities that have been done.
2) The classroom teacher and the researcher discussed to made a
reflection what should they did to repair the problems.
3) She analyzed the data from the observation check list and test of
cycle I.
3. Cycle 2
The second cycle was done based on the result of reflection from
the first cycle. If the result from observation tell that the quality was still
low, it was needed another action in order to make improvement of the
quality for the next cycle. The topic was school activities. The procedures
are as follow:
a. Planning
1) The researcher identified the problem and made the solution for
the problem
2) She designed lesson plan of cycle II
3) She prepared flash cards of cycle II
4) She prepared checklist observation of cycle II
5) She prepared students' attendance list
6) She prepared formative test of cycle II.
b. Acting
1) The researcher asked students about rules of Present Continuous
Tense that was discussed at the previous meeting.
2) She explained again about rules of Present Continuous Tense.
3) She gave some examples of Present Continuous Tense that are
represented with flashcard.
4) She asked the students to make sentences in positive, negative and
interrogative form based on flashcard was showed by her.
5) She played the flash cards by “Guess the Card” as follows :
a) She chosen a flashcard without letting students see it.
35
b) She showed the flashcard to the students but she was not show
the whole flashcard.
c) She asked students to guess the card, for example: “Is she
cutting the paper?”
d) The students answered,” Yes, she is”, or “No, she is not” as
appropriate based on the flashcard until the students guess the
word.
e) She gave feedback to the student’s answer when she shows
them the whole flashcard.
6) In the end of the lesson, she gave the test.
c. Observing
1) The researcher did observation by using check list.
d. Reflecting
1) The researcher evaluated the activities that have been done.
2) The classroom teacher and the researcher discussed to made a
reflection what should they did to repair the problems.
3) She analyzed the data from the observation check list and test of
cycle II.
4. Cycle 3
The third cycle was done based on the result of reflection from the
second cycle. The topic was shopping. The procedures as follows:
a. Planning
1) The researcher identified the problem and made the solution for
the problem
2) She designed lesson plan of cycle III
3) She prepared flash cards of cycle III
4) She prepared checklist observation of cycle III
5) She prepared students' attendance list
6) She prepared formative test of cycle III.
36
b. Acting
1) The researcher asked students about rules of Present Continuous
Tense that were discussed at the previous meeting.
2) She explained once more about rules of Present Continuous Tense.
3) She gave some examples of Present Continuous Tense that were
represented with flashcard.
4) She asked the students to make sentences in positive, negative and
interrogative form based on flashcard was showed by the
researcher.
5) She played the flash cards by “The Mime Trick Game” as follows:
a) She asked a student to come in front of the class and she
showed a flashcard.
b) Then she asked the student to do action based on the flashcard
c) The first student who guesses the word could be the next
player.
(Actually “The Mime Trick Game” same with “Act it Out”.
These activities work well with action verb).
d) She gave feedback and correction to the student’s answer.
6) In the end of the lesson, she gave the test.
c. Observing
1) The researcher did observation by using check list.
d. Reflecting.
1) She analyzed student’s understanding score to interpret
phenomena occur in the program. Student’s understanding on
Present Continuous Tense in cycle I and cycle II compared to find
out the improvement of student’s understand.
5. The minimal standard of successful
The students’ success and failure in doing the activities planned
above would be assessed by referring to the criterion of KKM. The
criterion said that a student could be said to pass the test if he or she could
solve 70 of the whole problems
37
C. Subject of the Study
The subject of this research was students of 7th grade of MTs
YAMIDA Grobogan. There was one class in 7th grade. It consisted of 41
students.
D. Setting
This research conducted at MTs YAMIDA Grobogan. It was located
In Jono Tawangharjo Grobogan Purwodadi 58191. This school was very easy
to reached because it was located in front of AL- AULA Mosque.
E. Instruments and Data Collection Technique
Method of data collections is very important in the research, according
to Arikunto data source in a research is basically subject from which a
researcher gets data.66 And research instrument is a device used by researcher
while collecting data to make her work becomes easier and to get better
result, complete, and systematic in order to make the data easy to be
processed.67 Depending on the necessity and kind of information needed. The
researcher used observation and tests.
1. Observation.
Classroom observation is an observation that is focused on the
understanding of how social event of the language classroom are
enacted.68 In this classroom observation, the objects of observation were
students’ activities in Present Continuous Tense teaching learning. The
observation was carried out four times. Before the cycle, cycle I, cycle II,
and cycle III. The researcher used the checklist observation to make it
more systematic. John W. Best explained that Check list are the simplest
of the devices. Consist of prepared list of items. The presence or absence
66 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: PT.Rineka Cipta, 2002), p. 222
67 Ibid, Page. 136.68 David Nunan, Research Method in Language Learning, (Cambridge: Cambridge
University Press, 1993), p. 93.
38
of the item may be indicated by checking “Yes or No” or the type or
number of items may be indicated by interesting the appropriate word or
number.69
The form of observation check list is as follow:
Table I Form of Observation Check List
INDICATORS YES NoPaying AttentionAsking QuestionResponding to questionAccomplishing taskBeing enthusiastic an English game
2. Test
A test is a method for collecting data by using questions.
According to J.B. Heaton, Test is important part of every teaching and
learning experience. Both testing and teaching are so closely interrelated
that it is virtually impossible to work in either field without being
constantly concerned with the other. Tests may be constructed primarily
as devices to reinforce learning and to motivate the students’ performance
in the language.70
In this research, the researcher used written test. Kenneth T.
Henson and Delmar Janke explained that the varieties of written test there
are subjective and objective. Objective written test may include true false,
multiple choice and matching items.71 The researcher used an objective
test in this research by using multiple choice items.
This research consisted of four tests. They are pre-test, three
formative tests. The researcher gave pre-test to the student after she taught
Present Continuous Tense without flash card with 10 questions of 10
69 John W. Best, Research in Education 4th edition, (United States of America: PrenticeHall), Page. 162
70 J. B. Heaton, Writing English Language Tests, (London: Longman Group Limited,1975), Page. 1.
71 Kenneth T. Henson and Delmar Janke, Elementary Science Methods, (Mc. Graw. HillBook Company), Page 86.
39
multiple choices. After that, the researcher began to conduct action
research cycle by using flash cards. They presented by three treatments.
Every action after give the treatments, the researcher gave test that
consists of 10 multiple choice questions.
F. Data Analysis
1. Method of analyzing observation
The observation in this research conducted four times, before the
treatment, during cycle I, cycle II, and cycle III. The researcher checks in
the observation check list. In the end it analyzed by calculating the
percentage from the check list as the formula below:
%100×= ∑n
fP
P = prosentase
Σf = the sum of check list
n = amount of students
2. Method of analyzing test
After the researcher collected the data through test, the researcher
analyzed the data using the percentage descriptive quantitative analysis in
giving the test score. This scoring is aimed at giving description of the
students’ understanding on Present Continuous Tense, the processes were:
a. After conducting the test, the researcher gave score. Each correct
answer was scored 1 and 0 to each wrong answer. The maximum
score was 10.
b. Determining the interval grade of students, the score of the test by
counting the number correct answer. The counted of the percentages
of the score test by using the following formula72:
%100xitems
answerrightScoreΣ
Σ=
72 Suharsimi Arikunto, Dasar- Dasar Evaluasi Pendidikan, edisi revisi cet. 6, (Jakarta:Bumi Aksara, 2006), p. 236
40
c. Determining of the frequency of correct answer respondent.
The frequency of respondent is divided by the total of
respondent (n), and multiplied by 100% the formula is:
nfP Σ
=
Note P = the Percentage of Correct Answer
f = Frequency of Correct Answer
n = the Total of Students
After giving the result statistically, then the researcher consuls
them which used five letters: A, B, C, D and E that expressed various
levels as follows:
Table 2.
Level of achievement
The Percentages of
Correct AnswerGrade Level
90% – 100 % A = Excellent Outstanding
70% – 89 % B = Good Above average
60% – 69% C = Fair Satisfactory
50% – 59% D = Less Below average
0% _ 49% E = Poor Insufficient
After computing the percentage of correct answer, the
researcher classified any answer that possibly appears and this part, the
researcher analyzes of each item also.
d. Finding the classical mean.
After the data had been analyzed, the researcher found the sum
of the score in distribution that was used to calculate the mean.
41
The mean is commonly understood as the arithmetic average.
The term grade point average is computed by dividing the sum of all
the scores by the numbers of scores.73
This formula is as follows:
%100xnfX Σ
=
X = the mean
f = the sum offset score
n = the number of the students
73 John W. Best. Op. cit. Page 225.
42
CHAPTER IV
THE RESULT OF RESEARCH
A. The Result of the Research
In this chapter, the researcher discussed the findings of the result of
research and described the implementation of teaching Present Continuous
Tense to improve students’ understanding using flash cards and to find out the
effectiveness of the use of flash cards to facilitate teaching Present Continuous
Tense to students. In this research, the researcher used classroom action
research. It was addressed to know students improvement in understanding on
Present Continuous Tense. In these findings, the researcher presented the
result of research and the analysis of the data collected which were conducted
through four cycles that consist of pre-cycle and three cycles of treatment. The
researcher act as teacher. Pre-cycle which were the researcher taught Present
Continuous Tense without flash card. Then she gave test 10 questions of 10
multiple choices and three times of treatment were the teaching and learning
processes using flash cards. The results descriptions of all cycles were as
follows:
1. The Analysis of Pre-Cycle
Pre-Cycle was done on Saturday, February 6th 2010. There were 38
students present in the class and 3 students absent that day because of
sickness. Based on the results of observation could be concluded that most
of the students did not pay attention in learning Present Continuous Tense.
There were 10 students pay attention in learning Present Continuous
Tense. Most of them showed their behaviors such as especially students
who sit in the backside of the class. They still like to talk with their peers,
students look bored and feel sleepy. Students did not respond to the
researchers’ question. When the researcher asked question about material,
they mostly keep silent. There were only 3 students who responded to the
question and tried to answer it. Students did not ask question. When the
researcher gave question session, most of them did not use the time to ask
43
about their problem. They were not brave enough to ask question if they
do not understand yet. There was only one student who tried to ask the
question. When the researcher asked them to do the task, most of them did
it with minimal effort. Sometimes, they also leaved blank the answer
sheet. There were 17 students who accomplished the task.
In this phase the researcher gave pre-test to the student after she
taught Present Continuous Tense without flash card with 10 questions of
10 multiple choices. After conducting the test, the researcher gave score.
Each correct answer was scored 1 and 0 to each wrong answer. The
maximum score was 10. After finding the result of the students’ test score
in students understanding on Present Continuous Tense, the researcher
went to further analysis by using percentage of scoring as follow:
%100xitems
answerrightScoreΣ
Σ=
Students’ score in reading comprehension was analyzed by using
the percentage of scoring in order to get the percentage of the descriptive
analysis of the score in reading comprehension test.
e.g.: the percentage of the student’s number 6 as follow:
f = 6 n = 10
%100xnfP Σ
=
Student number 4=
f = 6 n = 10
P= %100107 x
P= 60%
Then the researcher arranged the percentage that was obtained
from the test as presented on the tabel. This was done to know students
base score of students’ understanding on Present Continuous Tense. The
result was as follows:
44
Table 2
The result of pre- test
NO STUDENTSCODE SCORE PERCENTAGE LETTER
SCORE CATEGORY
1 A- 1 Absent Absent Absent Absent2 A- 2 5 50% D Less3 A- 3 5 50% D Less4 A- 4 4 40% E Poor5 A- 5 5 50% D Less6 A- 6 6 60% C Fair7 A- 7 5 50% D Less8 A- 8 4 40% E Poor9 A- 9 6 60% C Fair
10 A- 10 6 60% C Fair11 A- 11 4 40% E Poor12 A- 12 6 60% C Fair13 A- 13 5 50% D Less14 A- 14 6 60% C Fair15 A- 15 6 60% C Fair16 A- 16 5 50% D Less17 A- 17 4 40% E Poor18 A- 18 5 50% D Less19 A- 19 5 50% D Less20 A- 20 6 60% C Fair21 A- 21 6 60% C Fair22 A- 22 6 60% C Fair23 A- 23 5 50% D Less24 A- 24 4 40% E Poor25 A- 25 4 40% E Poor26 A- 26 5 50% D Less27 A- 27 6 60% C Fair28 A- 28 Absent Absent Absent Absent29 A- 29 4 40% E Poor30 A- 30 5 50% D Less31 A- 31 6 60% C Fair32 A- 32 4 40% E Poor33 A- 33 6 60% C Fair34 A- 34 4 40% E Poor35 A- 35 4 40% E Poor36 A- 36 Absent Absent Absent Absent37 A- 37 4 40% E Poor38 A- 38 4 40% E Poor39 A-39 6 60% C Fair
45
40 A-40 5 50% D Less41 A-41 6 60% C Fair The total of
score191
The category of students’ ability and their percentage can be seen
in the formula as follow:
Table. 3
The category of the students score and their percentage:
NO INTERVAL F P CATEGORY
1 90% - 100% - - Excellent2 70% - 89% - - Good3 60% - 69% 14 36,8% Fair4 50% - 59% 12 31,6% Poor5 0% - 49% 12 31,6% Less
38 100%
Based on the table 3, it could be seen that 36, 8% or 14 students
got 60 or fair mark, 31, 6% or 12 students got 50 or poor mark and 31,6%
or 12 students got 40 or less mark.
After the data had been analyzed, the researcher found the sums of
the score in distribution that is used to calculate the mean.
The mean is the arithmetical average that is obtained by adding the
sum offset score and dividing the number of the students.74
To know the mean of the students first cycle score of reading
comprehension, this formula is as follows:
nfΧΣ
=Χ
Χ = the mean
fX = the sum off set score
n = the number of the students.
74 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, [Jakarta: PT.Rineka Cipta, 2002], p. 222
46
The computation of the average of the score is as follow:
nfxX Σ
=
03,538
191==X
Mean = 5, 03
So the score mean of the students in the pre cycle was 5, 03. It
means the students’ score in pre cycle could be categorized as poor. The
researcher concluded that the treatments in each cycle were necessary to
improve the students result.
2. The Analysis of the First Cycle
The first cycle was done on Friday, March 5th 2010. There were 41
students present in the class and no student absent that day. In this cycle
the teaching and learning process was begun. The researcher prepared the
flash cards. The teacher told them that during the lesson they had to listen
to the lesson carefully. Moreover, she asked them to be quiet and not to
make any noises in the class.
The problem faced by the researcher in the previous cycle were the
students who sit in the backside of the class like to talk with their peers,
look bored, and feel sleepy. To solve this problem, the researcher gave
more attention to the students who sit in the backside of class, and
sometime the researcher walked to behind of class.
The researcher began the class by explaining about rules of Present
Continuous Tense in positive, negative, and interrogative form. She gave
some examples of Present Continuous Tense that are represented with
flashcard. She asked the students to make sentences in positive, negative
and interrogative form based on flashcard was showed by her. Then, the
students played the game by using the flash cards and guided by the
researcher. After playing the game, the researcher gave feedback and
review. At the end of the lesson, she gave test.
47
After the first cycle, there were several improvements. Most of
students had higher attention than the pre-cycle during the teaching
learning process. There were15 students pay attention in learning Present
Continuous Tense. They tried to concentrate their mind during the learning
process, it could be seen from their attention during lesson. During the
question session, there were only 3 students who tried to ask the question.
There was interesting phenomenon that most of students were shy to speak
and ask in the class. Some of students responded to the researchers’
question. When the researcher asked question about material, there were 7
students tried to answer question. Students tried to finish the task.
Although there were not all of students did the good job in their task.
There were 30 students who accomplished the task. Most of students being
enthusiastic when played the game, because they never played game
before. There were 30 students enthusiastic when played the game.
The test result of first cycle could be seen in the table below:
Table. 4
The results of the first cycle were as follows:
The result of percentage
NO STUDENTSCODE SCORE PERCENTAGE LETTER
SCORE CATEGORY
1 A- 1 5 50% D Less2 A- 2 6 60% C Fair3 A- 3 7 70% B Good4 A- 4 5 50% D Less5 A- 5 7 60% C Fair6 A- 6 6 70% B Good7 A- 7 6 60% C Fair8 A- 8 5 50% D Less9 A- 9 7 70% B Good
10 A- 10 7 70% B Good11 A- 11 5 50% D Less12 A- 12 7 70% B Good13 A- 13 6 60% C Fair14 A- 14 7 70% B Good15 A- 15 7 70% B Good16 A- 16 6 60% C Fair
48
17 A- 17 5 50% D Less18 A- 18 6 60% C Fair19 A- 19 6 60% C Fair20 A- 20 7 70% B Good21 A- 21 7 70% B Good22 A- 22 7 70% B Good23 A- 23 6 60% C Fair24 A- 24 5 50% D Less25 A- 25 5 50% D Less26 A- 26 6 60% C Fair27 A- 27 7 70% B Good28 A- 28 5 50% D Less29 A- 29 5 50% D Less30 A- 30 6 60% C Fair31 A- 31 7 70% B Good32 A- 32 5 50% D Less33 A- 33 7 70% B Good34 A- 34 5 50% D Less35 A- 35 5 50% D Less36 A- 36 5 50% D Less37 A- 37 5 50% D Less38 A- 38 5 50% D Less39 A-39 7 70% B Good40 A-40 6 60% C Fair41 A-41 7 70% B Good The total of
score247
Table. 5The category of the students score and their percentage:
NO INTERVAL F P CATEGORY
1 90% - 100% - - Excellent
2 70% - 89% - - Good
3 60% - 69% 26 63,5% Fair
4 50% - 59% 15 36,5% Less
5 0% - 49% - - Poor
41 100%
Based on the table 5, it could be seen that 63,5% or 26 students got
70 or fair mark and 36,5% or 15 students got 50 or poor mark.
49
From that result, it could be calculated the average (mean) of the
score as follows:
nfxX Σ
=
02,641
247==X
Mean= 6.02
So the mean of the students’ score in the first cycle is 6.02 It means
the students first cycle score could be categorized as fair. The students first
cycle score could be said were successful, because the whole students get
over 60 of the achievement. But it was unsatisfied yet, because 15 students
still got less category and the criterion of achievement evidance (KKM) in
the school stated that a student could be said to pass the test if he or she
could solve 70 of the whole problem, so the researcher continued to the
next cycle.
3. The Analysis of Second Cycle
The second cycle was conducted on Sunday, March 7th 2010. The
steps of second cycle were the same as the first cycle. The materials were
same with the first cycle. But the researcher gave different flashcard and
game from the previous meeting. There were 41 students present in the
class and no student absent that day. Before the lesson started, she asked
the students to give more attention to the lesson.
The researcher began the class by giving apperception about
material was discussed at the previous meeting. After that she explained
again about rules of Present Continuous Tense in positive, negative, and
interrogative form. She gave some examples of Present Continuous Tense
that are represented with flashcard. She asked the students to make
sentences in positive, negative and interrogative form based on flashcard is
showed by her. Then the students played the game using the flash cards
50
and guided by the researcher. After playing the game, the researcher gave
feedback and review. At the end of the lesson, she gave test.
After the second treatment, students showed their improvement
comparing to the first cycle. It could be seen from the observation stage
done by the collaborator.
There were about 25 students had higher attention than the first
cycle. It could be happened because there were students knowing and be
familiar with the flashcard material. There were little improvement in the
question answer session, there were 10 students who tried to ask question.
There were 21 students who responded to the question from the researcher.
There were many opinions from the students about researcher’s question.
They also had higher appropriateness in answering the researcher’s
question. Students also had a great of improvement in finishing their task.
Most of the students finished all sections although their answer might vary
and different. Most of students being enthusiastic when played the game,
because they never played game before. There were 35 students
enthusiastic when played the game.
The problem faced by the researcher in the previous cycle was
most of students were shy to speak and ask in the class. To solve this
problem, the researcher gave more attention to them. She encouraged them
by asking question such as gave difficulty questions in order to create
critical thinking of students. Students showed their improvement
comparing to the first cycle. There were 10 students who tried to ask
question.
There was significant improvement in this cycle; it could be seen
from the result of the test below:
51
Table.6
The result of percentage in the second cycle
NO STUDENTSCODE SCORE PERCENTAGE LETTER
SCORE CATEGORY
1 A- 1 6 60% C Fair2 A- 2 7 70% B Good3 A- 3 8 80% B Good4 A- 4 6 60% C Fair5 A- 5 7 70% B Good6 A- 6 8 80% B Good7 A- 7 7 70% B Good8 A- 8 6 60% C Fair9 A- 9 8 80% B Good
10 A- 10 8 80% B Good11 A- 11 6 60% C Fair12 A- 12 8 80% B Good13 A- 13 7 70% B Good14 A- 14 8 80% B Good15 A- 15 8 80% B Good16 A- 16 7 70% B Good17 A- 17 6 60% C Fair18 A- 18 7 70% B Good19 A- 19 7 70% B Good20 A- 20 8 80% B Good21 A- 21 8 80% B Good22 A- 22 8 80% B Good23 A- 23 7 70% B Good24 A- 24 6 60% C Fair25 A- 25 6 60% C Fair26 A- 26 7 70% B Good27 A- 27 8 80% B Good28 A- 28 6 60% C Fair29 A- 29 6 60% C Fair30 A- 30 7 70% B Good31 A- 31 8 80% B Good32 A- 32 6 60% C Fair33 A- 33 8 80% B Good34 A- 34 6 60% C Fair35 A- 35 6 60% C Fair36 A- 36 6 60% C Fair37 A- 37 6 60% C Fair38 A- 38 6 60% C Fair
39 A- 39 8 80% B Good
52
40 A- 40 7 70% B Good 41 A- 41 8 80% B Good The total of
score287
Table. 7
The category of the students’ score and their percentage:
NO INTERVAL F P CATEGORY
1 90% - 100% - - Excellent
2 70% - 89% 15 36,5% Good
3 60% - 69% 11 27 % Fair
4 50% - 59% 15 36,5% Less
5 0% - 49% - - Poor
41 100%
Based on table 6, it could be seen that 36, 5% or 15 students got 80
or very good mark, and 63,5% or 26 students got 60 or fair mark.
From that result, it could be calculated the average (mean) of the
score as follows:
nfxX Σ
=
741
287==X
Mean= 7
So the mean of the students’ score in the second cycle is 7. It
means the students’ second cycle score could be categorized as fair.
4. The Analysis of Third Cycle
The third cycle was conducted on Saturday, April 10th 2010. The
steps of third cycle were the same as the second cycle. The materials were
same with the second cycle. But the researcher gave different flashcard
53
and game from the previous meeting. There were 36 students present in
the class and 5 students absent that day because of sickness. Before the
lesson started, she asked the students to give more attention to the lesson.
The researcher began the class by giving apperception about
material was discussed at the previous meeting. After that, she explained
once more about rules of Present Continuous Tense in positive, negative,
and interrogative form. She gave some examples of Present Continuous
Tense that are represented with flashcard. She asked the students to make
sentences in positive, negative and interrogative form based on flashcard
was showed by her. Then, the students played the game by using the flash
cards and guided by the researcher. After playing the game, the researcher
gave feedback and review. At the end of the lesson, she gave test.
There are no significant problems that faced by the researcher in
the previous cycle. In this cycle, the researcher just continued what she has
been done in the previous cycles to repair methods and strategy which
used in teaching learning process. The researcher and the teacher just
added attention and motivation to the students.
After the third treatment, students showed their improvement
comparing to the second cycle. It could be seen from the observation stage
done by the collaborator.
There were 35 students pay attention to the lesson than the second
cycle. It could be happened because there were students knowing and be
familiar with the flashcard material. There were little improvement in the
question answer session, there were 16 students who tried to ask question.
More than half students responded to the question from the researcher.
There were many opinions from the students about researcher’s question.
They also had higher appropriateness in answering the researcher’s
question. Students also had a great of improvement in finishing their task.
Most of the students finished all sections although their answer might vary
and different. 34 students enthusiastic when played the game, because they
never played game before.
54
Table. 8
The result of percentage in the third cycle
NO STUDENTSCODE SCORE PERCENTAGE LETTER
SCORE CATEGORY
1 A- 1 7 70% B Good2 A- 2 8 80% B Good3 A- 3 9 90% B Good4 A- 4 7 70% B Good5 A- 5 8 80% B Good6 A- 6 Absent Absent Absent Absent7 A- 7 8 80% B Good8 A- 8 7 70% B Good9 A- 9 9 90% B Good
10 A- 10 9 90% B Good11 A- 11 7 70% B Good12 A- 12 9 90% B Good13 A- 13 8 80% B Good14 A- 14 Absent Absent Absent Absent15 A- 15 9 90% B Good16 A- 16 8 80% B Good17 A- 17 7 70% B Good18 A- 18 8 80% B Good19 A- 19 8 80% B Good20 A- 20 10 100% B Good21 A- 21 9 90% B Good22 A- 22 9 90% B Good23 A- 23 8 80% B Good24 A- 24 7 70% B Good25 A- 25 Absent Absent Absent Absent26 A- 26 8 80% B Good27 A- 27 9 90% B Good28 A- 28 7 70% B Good29 A- 29 7 70% B Good30 A- 30 8 80% B Good31 A- 31 9 90% B Good32 A- 32 7 70% B Good33 A- 33 9 90% B Good34 A- 34 7 70% B Good35 A- 35 Absent Absent Absent Absent36 A- 36 7 70% B Good37 A- 37 7 70% B Good38 A- 38 7 70% B Good39 A- 39 9 90% B Good
55
40 A-40 7 70% B Good 41 A- 41 Absent Absent Absent Absent The total of
score290
Table. 7
The category of the students’ score and their percentage:
NO INTERVAL F P CATEGORY
1 90% - 100% 12 33.3% Excellent
2 75% - 89% 10 27.8% Good
3 60% - 74% 14 38.9% Fair
4 50% - 59% - - Less
5 0% - 40% - - Poor
36 100%
Based on table 7, it could be seen that 33,3% or 12 students got 90
or very good mark, and 27,8% or 10 students got 80 or good mark and
38.9% or 14 students got 70 or fair mark.
From that result, it could be calculated the average (mean) of the
score as follows:
nfxX Σ
=
05,836290
==X
Mean= 8, 05
So the average (mean) achievement of the students in the third
treatment was 8, 05 or good mark. The result of third treatment was better
than the previous treatment; there was more increase in this treatment. It
told that flashcard could improve students’ understanding on Present
Continuous Tense.
56
B. The Analysis of the Whole Meetings
The observation of learning activities of student in this research was
done by collaborator. There were five items of the observation checklist. The
result compared to the pre cycle, there was improvement students’
understanding on Present Continuous Tense after they taught by using
flashcards.
The table below also stated an improvement of teaching Present
Continuous Tense by using flashcards compared to the pre cycle.
Table.9
The result of observation checklist from pre cycle until third cycle as follow
Total of studentsNo Indicators Pre-Cycle Cycle I Cycle II Cycle III1 Paying attention 10 15 25 352 Asking questions 1 3 10 163 Responding to question 3 7 21 274 Accomplishing Task 17 30 41 325 Being enthusiastic an
English game- 30 35 34
From the data above, it will be analyzed by calculating the percentage
from the checklist as the pattern below:
%100×= ∑n
fP
Table 10
Students Data of Observation Check List
No Indicators Pre cycle Cycle 1 Cycle 11 Cycle 1111 Paying Attention 26,3% 36,6% 61% 97,2%2 Asking Question 2,63% 7,32% 24,4% 44,4%3 Responding to
question 7,89% 17,1% 51,2% 75%
4 Accomplishing task 44,7% 73,2% 85,4% 88,9%5 Being enthusiastic an
English game _ 26,3% 85,4% 94,4%
57
The result of the test from the first cycle until third cycle briefly could be
seen in the table 9 below:
Table. 11
The test result from the first cycle until third cycle
No Students Pre cycle Cycle 1 Cycle 2 Cycle 3
1 A- 1 Absent 5 6 82 A- 2 5 6 7 83 A- 3 5 7 8 94 A- 4 4 6 6 75 A- 5 5 6 7 86 A- 6 6 7 8 Absent7 A- 7 5 6 6 88 A- 8 4 5 6 79 A- 9 6 6 8 9
10 A- 10 6 7 8 911 A- 11 4 5 6 812 A- 12 6 7 7 913 A- 13 5 6 7 814 A- 14 6 6 8 Absent15 A- 15 6 7 8 916 A- 16 5 6 7 817 A- 17 4 5 5 718 A- 18 5 7 7 819 A- 19 5 6 6 820 A- 20 6 8 8 1021 A- 21 6 7 8 922 A- 22 6 7 7 923 A- 23 5 6 7 824 A- 24 4 5 6 725 A- 25 4 5 6 Absent26 A- 26 5 6 5 827 A- 27 6 7 8 928 A- 28 Absent 5 8 729 A- 29 3 5 6 830 A- 30 5 6 7 831 A- 31 6 7 8 932 A- 32 4 5 5 733 A- 33 6 6 8 934 A- 34 4 6 6 735 A- 35 3 5 6 Absent36 A- 36 Absent 5 6 737 A- 37 4 5 5 8
58
38 A- 38 4 5 6 739 A- 39 6 7 7 940 A- 40 5 6 7 741 A- 41 6 7 8 Absent
sum 191 247 287 290Average(mean) 5,03 6,02 7 8,5
Low score 3 5 6 7High score 6 8 8 10
5,03
6,02
7
8,5
0
1
2
3
4
5
6
7
8
9
Pre Cycle Cycle 1 Cycle 2 Cycle 3
Graphic of Learning Achievement
As whole the meetings ran well. There was some significant
improvement from cycle one to cycle three.
In the pre test, the average result was 5, 03 in this activity, the
researcher used conventional method. She did not use flash cards as teaching
aid. In teaching learning process, most of the students were not active and
enthusiastic to the lesson. Most of them did not give response maximally,
especially the students who sit down in backside. They like talk with their
pairs. The students look boring and sleepy.
In the first cycle, the average result was 6, 02. The researcher began to
use flash cards in teaching Present Continuous Tense. In teaching learning
process, there were many of students paid attention to the lesson but in
question session, most of students were shy to speak and ask in the class. To
solve this problem, the researcher gave more attention to them. She
59
encouraged them by asking question such as gave difficulty questions in order
to create critical thinking of students.
In the second cycle, the average result was 7. The teaching learning
process in this cycle has not many different with the previous one. The
researcher just analyzed and gives more attention to some students that still
have lower score.
In the third cycle, the average result was 8, 5. It was higher than result
in the pre test. The observation checklist showed that most of the students
active and enthusiastic to the lesson. Most of them gave response maximally.
All activities in this cycle run well. It showed that there was some significant
improvement in students’ achievement. Furthermore, there was also
improvement from cycle 1 until cycle 3.
From the table 10 above, the researcher concluded that the use of
flashcard in teaching Present Continuous Tense could help students to
improve their understood. So, this Classroom action research of the
implementation of flashcard in teaching Present Continuous Tense at MTs
YAMIDA Grobogan was successful. It could be seen from the result of each
cycle proved there were improvements not only in teaching learning activity
but also the result of test.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the data, the researcher concluded that:
1. The implementation of flashcard to improve students’ understanding on
Present Continuous Tense are:
a. The improvement of learning tool
The researcher used flashcard in every cycle that appropriate for junior
high school in order to make students interested in learning present
continuous tense.
b. Motivate students to discuss in group
It also motivates students to discuss in group when they are assigned to
play the game about present continuous tense with flashcard.
c. The implementation of using flashcards to improve students’
understanding on teaching Present Continuous Tense could be applied
by using methods and activities such as drilling, playing the game
using flashcards.The teacher must understand about method which was
used in her teaching, so the goal of teaching was gained
d. Students engagement in learning present perfect tense
This related to students’ effort to understand the rules of present
continuous tense.
2. According to the data from pre cycle of tests and observation students’
understanding on Present Continuous Tenses before the use of flashcard
which have been done and analyzed in the previous chapter, it showed
indicator the score mean of the students in the pre cycle was 5,03.It means
the students’ score in pre cycle could be categorized as poor. The
researcher concluded that the use of flashcard in each cycle were
necessary to improve the students understanding on Present Continuous
Tense result.
61
3. According to the data from result of tests and observation students’
understanding on Present Continuous Tenses after the use of flashcard
which have been done and analyzed in the previous chapter, it showed
indicators that the use of flash cards to improve students’ understanding on
Present Continuous Tense was effective. It could be seen that using
flashcards in teaching Present Continuous Tense was more interesting to
the students. Flash cards could reduce students’ feeling of boredom, and
stimulated students who have low motivation, also there was an
improvement on student’s score from pre cycle to three cycle.
4. The students’ understanding on present continuous tense was increased
significantly after the treatments. It can be proven by comparing the
average of students score in pre cycle, cycle 1, cycle 2, and cycle 3. The
mean of students score in the pre cycle was 5, 03 the first cycle was 6, 2,
the second cycle was 7 and the mean of students score in the third cycle
was 8, 05. It showed that the use of flashcard could improve students
understanding on present continuous tense.
B. Suggestions
There were some suggestion for the students and the English Teacher.
The suggestions were as follows:
1. For the teacher
Tenses are mostly known as difficult subject, the use of flashcard
in teaching learning was an interesting media because it could attract the
students’ interest, student easy to memorize the material and motivation in
learning. English teacher should make the teaching learning process
enjoyable, because students loved to play and learn best when they were
enjoying themselves.
The researcher suggested for the teachers to use flash cards as
teaching aid. Teachers can use several flashcard in any subject, they can
choose the appropriate flashcard with the material. They can find the
flashcard by buying them, make them our selves, student make them and
62
downloading in internet in several sites such as English.com./flashcard
/files/ppt
2. For the students
Tenses are important subject to be learnt. But, most of students
have difficulties in learning tenses because there are some tenses in
English and there are no tenses in Indonesia language system. Therefore,
students should develop their knowledge by studying grammar using
interesting media like flashcard because flashcard can attract the students’
interest and motivation in learning process.
3. For the school
This research was carried out in MTs YAMIDA Grobogan in The
Academic Year of 2009/2010. The researcher concluded that students in
this school have motivation in learning, but there were limited facilities
such as limited library collection and there was no language laboratory.
School should prepare and design the material based on the students need
and their competence. School also had to provide interesting learning
environment to the students such as providing language laboratory and
teaching media.
Finally, the researcher realized that this paper is far from being
perfect, because of that, constructive critics and advice are really expected
for the perfection of the thesis. Hopefully, this thesis will be useful for all of
us. Amin.
63
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Srijono, Djoko, An Introductory Course of Linguistics, Surakarta:Muhammadiyah University Press, 2001.
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Swan, Michel, and Catherine Walter, How English Works A grammar PracticeBook with Answer, China: Oxford University Press, 2002.
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Thronbury, Scot, How to Teach Grammar, England: Person Education Limited,1999.
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http:///C:/Documents%20and%20Setting/Client/My%20Documents/Flashcard%203/ ht. mudents.
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66
CURRICULUM VITAE
Personal details:
Name : Siti Inayah
Place and date of birth : Grobogan, October 8, 1988.
Address : Ds. Jono Rt: 1/3, Kec. Tawangharjo, Kab. Grobogan
Phone : 081329999019
Education:
1. TK Dharma Wanita Jono Tawangharjo Grobogan
2. SD Negeri 2 Jono Tawangharjo Grobogan
3. SMP AL-MUAYYAD Surakarta in 2003
4. SMA AL-MUAYYAD Surakarta in 2006
5. IAIN Walisongo Semarang
Semarang, 6 October 2010
SITI INAYAH
Student’s number:63411069
67
Lesson Plan of Cycle I
Proficiency : 7th Grade
Subject : English
Theme : Present Continuous Tense (Daily Activities)
Skill/focus : Writing
Time allotment : 2x40 minutes
Standard of Competence : To communicate orally and written by using
manner of language that appropriate in
transactional or short monolog discourse fluently
and accurately especially in Present Continuous
Tense.
Basic Competence : Able to use Present Continuous Tense sentence
correctly.
Media : Flashcard
Indicators : - Students understand the definition and the use of
Present Continuous Tense.
- Students can write sentence in positive, negative
and interrogative form correctly by using
Present Continuous Tense
Activities :
1. BKOF (Building Knowledge of Fields)
a. The teacher greet the students by saying “Assalamu’alaikum, good
morning, students! How are you to day?”
b. She checks the students attendance list
c. She opens the lesson,” Before we start the lesson to day, please let’s recite
basmalah together”
d. She gives apperception before she explains Present Continuous Tense.
68
e. Students answer the teacher’s question.
2. MOT (Modeling of text)
a. The teacher explains about rules of Present Continuous Tense in positive,
negative, and interrogative form.
b. She gives some examples of Present Continuous Tense that are
represented with flashcard.
c. She asks the students to make sentences in positive, negative and
interrogative form based on flashcard demonstrated by her.
3. JCOT (Join Construction of Text)
She plays the flash cards by ”Drill” as follows:
a. She shows the flashcard to students for example: flashcard of painting the
wall
b. She asks the class” What is Richard doing in this flashcard?”
c. Then she asks the class with showing another flashcard,” Is he painting the
wall?”
d. The students respond,” Yes, he is painting the wall.”
e. Next she asks the class with another flashcard and the students have to
respond the question based on the flashcard.
4. ICOT (Independent Construction of Text)
a. She gives correction and feedback to the student’s answer
b. She gives the test.
c. The teacher reminds the students to study and repeat the lesson that
receive in their house
d. She closes the lesson,” Before we close the lesson, please let’s recite
hamdalah together”
e. At the end, she greets the students by saying “Wassalamu’alaikum”.
.
69
Source : The Bridge English Competence for SMP I
Media : Flashcard
Assessment :
ü Form : written test
ü Technique : Students are assigned to Students
are assigned to choose the correct answer.
ü Aspect to be assessed: Accuracy of the answer.
ü Scoring guidance
- Number test of item : 10
- Score per item : 10
- Total score 10x10 : 100
- Maximum score : 100
Grobogan, 2010Known by:The English Teacher The Researcher
Ismiyatun, S. Ag. Siti InayahNIP: NIM: 063411069
The Headmaster of MTs YAMIDA
A. Ghozali, A.Md. NIP:
70
Lesson Plan of Cycle II
Proficiency : 7th Grade
Subject : English
Theme : Present Continuous Tense (School Activities)
Skill/focus : Writing
Time allotment : 2x40 minutes
Standard of Competence : To communicate orally and written by using
manner of language that appropriate in
transactional or short monolog discourse fluently
and accurately especially in Present Continuous
Tense.
Basic Competence : able to use Present Continuous Tense sentence
correctly.
Media : Flashcard
Indicators : - Students understand the definition and the use of
Present Continuous Tense.
- Students can write sentence in positive, negative
and interrogative form correctly by using
Present Continuous Tense
Activities :
1. BKOF (Building Knowledge of Fields)
a. The teacher greets the students by saying “Assalamu’alaikum, good
morning, students! How are you to day?”
b. She checks the students attendance list
c. She opens the lesson,” Before we start the lesson to day, please let’s recite
basmalah together”
71
d. She gives apperception before she gives apperception about rules of
Present Continuous Tense that was discussed at the previous meeting
before she explains again about it
e. Students answer the teacher’s question.
2. MOT (Modeling of text)
a. The teacher explains again about rules of Present Continuous Tense in
positive, negative, and interrogative form.
b. She gives some examples of Present Continuous Tense that are
represented with flashcard.
c. She asks the students to make sentences in positive, negative and
interrogative form based on flashcard demonstrated by her.
3. JCOT (Join Construction of Text)
She plays the flash cards by ”Guess the Card” as follows:
a. She chooses a flashcard without letting students see it.
b. She shows the flashcard to the students but don’t show the whole
flashcard.
c. She asks students to guess the card, for example: “Is she cutting the
paper?”
d. The students answer,” Yes, she is”, or No, she is not as appropriate until
the students guess the word.
e. She gives feedback to the student’s answer when she shows them the
correction whole flashcard.
4. ICOT (Independent Construction of Text)
a. She gives feedback to the student’s answer when she shows them the
correction whole flashcard.
b. She gives the test.
c. Students submit their students’ worksheet
72
d. The teacher reminds the students to study and repeat the lesson that
receive in their house
e. She closes the lesson,” Before we close the lesson, please let’s recite
hamdalah together”
f. At the end, she greets the students by saying “Wassalamu’alaikum”.
.
Source : The Bridge English Competence for SMP I
Media : Flashcard
Assessment :
ü Form : written test
ü Technique : Students are assigned to Students
are assigned to choose the correct answer.
ü Aspect to be assessed: Accuracy of the answer.
ü Scoring guidance
- Number test of item : 10
- Score per item : 10
- Total score 10x10 : 100
- Maximum score : 100
Grobogan, 2010Known by:The English Teacher The Researcher
Ismiyatun, S. Ag. Siti InayahNIP: NIM: 063411069
The Headmaster of MTs YAMIDA
A. Ghozali, A.Md. NIP:
73
Lesson Plan of Cycle III
Proficiency : 7th Grade
Subject : English
Theme : Present Continuous Tense (Shopping)
Skill/focus : Writing
Time allotment : 2x40 minutes
Standard of Competence : To communicate orally and written by using
manner of language that appropriate in
transactional or short monolog discourse fluently
and accurately especially in Present Continuous
Tense.
Basic Competence : able to use Present Continuous Tense sentence
correctly.
Indicators : - Students understand the definition and the use of
Present Continuous Tense.
- Students can write sentence in positive, negative
and interrogative form correctly by using
Present Continuous Tense
Activities :
1. BKOF (Building Knowledge of Fields)
a. The teacher greets the students by saying “Assalamu’alaikum, good
morning, students! How are you to day?”
b. She checks the students attendance list
c. She opens the lesson,” Before we start the lesson to day, please let’s recite
basmalah together”
d. She gives apperception before she gives apperception about rules of
Present Continuous Tense that was discussed at the previous meeting
before she explains again about it
e. Students answer the teacher’s question.
74
2. MOT (Modeling of text)
a. The teacher explains again about rules of Present Continuous Tense in
positive, negative, and interrogative form.
b. She gives some examples of Present Continuous Tense that are
represented with flashcard.
c. She asks the students to make sentences in positive, negative and
interrogative form based on flashcard demonstrated by her.
3. JCOT (Join Construction of Text)
She plays the flash cards by using ” The Mime Trick Game” as follows:
a. She asks a student to come in front of the class and show a flashcard.
b. Then she asks the student act out based on the flashcard
c. The first student who guesses the word can be the next player.
d. (Actually “The Mime Trick Game” same with “Act it Out”. These
activities work well with action verb).
4. ICOT (Independent Construction of Text)
a. She gives feedback and correction to the student’s answer
b. She gives the test.
c. Students submit their students’ worksheet
d. The teacher reminds the students to study and repeat the lesson that
receive in their house
e. She closes the lesson,” Before we close the lesson, please let’s recite
hamdalah together”
f. At the end, she greets the students by saying “Wassalamu’alaikum”.
.
Source : The Bridge English Competence for SMP I
Media : Flashcard
Assessment :
75
ü Form : written test
ü Technique : Students are assigned to Students
are assigned to choose the correct answer.
ü Aspect to be assessed: Accuracy of the answer.
ü Scoring guidance
- Number test of item : 10
- Score per item : 10
- Total score 10x10 : 100
- Maximum score : 100
Grobogan, 2010Known by:The English Teacher The Researcher
Ismiyatun, S. Ag. Siti InayahNIP: NIM: 063411069
The Headmaster of MTs YAMIDA
A. Ghozali, A.Md. NIP:
TEST CYCLE I
Choose the correct answer from a, b, c, d using present continuous tensebased on the picture provided!
1. He ….. closing the door right now.a. Is not c. does notb. Are not d. was not
2. Rudi is ….. the door at the time.a. closing c. closeb. opening d. open
3. ….. Susi brushing the teeth now?a. Am c. Isb. Are d. Does
4. ….. are eating together at present.a. she c. Ib. he d. they
5. ….. Fandi sweeping the floor at the moment?a. Am c. Wasb. Is d. Are
6. Sinta …… writing a letter but she is reading a newspaperright now.a. am not c. are notb. is not d. does not
7. David is ….. to the radio at the moment.a. writing c. readingb. listening d. studying
8. ….. Lia watching television at present?a. am c. isb. was d. are
9. ….. is doing the homework now.a. I c. heb. she d. they
10. Rosyid ….. painting the wall at present.a. does not c. is notb. am not d. are not
77
TEST CYCLE IIChoose the correct answer from a, b, c, d using present continuous tense based onthe picture provided!
1. ….. he writing a letter now?a. Is c. Areb. Am d. Was
2. Doni …..walking but he is taking a book on the cupboard atpresent.a. am not c. is notb. are not d. was not
3. ….. is pointing at the picture right now.a. Iwan c. Siskab. Sinta d. Nina
4. He….. opening the window at present.a. is c. amb. are d. does
5. ….. They painting the scenery now?a. am c. areb. does d. is
6. Ahmad ….. sleeping at the moment.a. are not c. was notb. am not d. is not
7. Sintia is ….. the question right now.a. asking c. cookingb. singing d. sweeping
8. Rudi is ….. at the picture at the present.a. looking c. lookb. watching d. watch
9. ….. he closing the door at the moment?a. Am c. Doesb. Are d. Is
10. ….. are taking the book from the book self now.a. you c. heb. they d. she
Name :
No Absent :
School : MTs YAMIDA
78
TEST CYCLE IIIChoose the correct answer from a, b, c, d using present continuous tensebased on the picture provided!
1. ….. adam holding a book at the moment ?a. Are c. Amb. Is d. Were
2. Gilang ….. Walking but he is running around the playground now.a. is not c. was notb. are not d. were not
3. Anang ….. playing a ball in the yard at present .a. were c. isb. was d. are
4. ….. they dancing right now?a. What c. Areb. Were d. Is
5. ….. are playing scrabble at the moment.a. They c. Sheb. We d. He
6. Reza ….. running but he is jumping at present.a. are not c. is notb. was not d. were not
7. ….. is eating now.a. We c. Heb. They d. She
8. ….. Nina sitting on the chair at the moment?a. Are c. Wasb. Were d. Is
9. She ….. playing but she is sleeping at present.a. is not c. are notb. was not d. were not
10. Firman ….. throwing a ball right now.a. is c. areb. was d. were
Name :No. Absent :School : MTs YAMIDA
OBSERVATION CHECK LIST CYCLE I
No Name of Students PayingAttention
AskingQuestion
Respondingto question
Accomplishing task
Beingenthusiastican English
game1 Abdul Aziz2 Afilal Lailatul Jannah3 Ahmad Sariful Hadi4 Ahmad Zainuri5 Anik Yuliani6 Bagas Anang Ma’ruf7 Danang Saputro8 Fitrotul A’la9 Istiqomah
10 Ita Purnamasari11 Lia Widyawati12 Lilik Kurniawan13 M. Jazuli14 Muhammad Durrotun N15 Muhammad Nurul A16 Muhammad Agus M17 Muhammad Ari Riwibowo18 Muhammad Eko A19 Muhammad Afif A20 Muhammad Rifki A21 Muhammad Sholehan22 Muntamah23 Mustaqim24 Nanang Setiantoro25 Novia Nur Utami26 Novia Wahyu M27 Puji Lestari28 Pujiyo29 Komariyah30 Siti Halimatul M31 Siti Inayah32 Siti Mulyani33 Siti Roudlotul Janah34 Siti Wulandari35 Slamet Sukamto36 Sri Lestari A37 Sri Lestari B38 Sugeng Riyanto39 Sumaryanti40 Tri Listiana41 Umi Nur Aini
80
OBSERVATION CHECK LIST CYCLE II
No Name of Students PayingAttention
AskingQuestion
Respondingto question
Accomplishing task
Beingenthusiastican English
game1 Abdul Aziz2 Afilal Lailatul Jannah3 Ahmad Sariful Hadi4 Ahmad Zainuri5 Anik Yuliani6 Bagas Anang Ma’ruf7 Danang Saputro8 Fitrotul A’la9 Istiqomah
10 Ita Purnamasari11 Lia Widyawati12 Lilik Kurniawan13 M. Jazuli14 Muhammad Durrotun N15 Muhammad Nurul A16 Muhammad Agus M17 Muhammad Ari Riwibowo18 Muhammad Eko A19 Muhammad Afif A20 Muhammad Rifki A21 Muhammad Sholehan22 Muntamah23 Mustaqim24 Nanang Setiantoro25 Novia Nur Utami26 Novia Wahyu M27 Puji Lestari28 Pujiyo29 Komariyah30 Siti Halimatul M31 Siti Inayah32 Siti Mulyani33 Siti Roudlotul Janah34 Siti Wulandari35 Slamet Sukamto36 Sri Lestari A37 Sri Lestari B38 Sugeng Riyanto39 Sumaryanti40 Tri Listiana41 Umi Nur Aini
81
OBSERVATION CHECK LIST CYCLE III
No Name of Students PayingAttention
AskingQuestion
Respondingto question
Accomplishing task
Beingenthusiastican English
game1 Abdul Aziz2 Afilal Lailatul Jannah3 Ahmad Sariful Hadi4 Ahmad Zainuri5 Anik Yuliani6 Bagas Anang Ma’ruf7 Danang Saputro8 Fitrotul A’la9 Istiqomah
10 Ita Purnamasari11 Lia Widyawati12 Lilik Kurniawan13 M. Jazuli14 Muhammad Durrotun N15 Muhammad Nurul A16 Muhammad Agus M17 Muhammad Ari Riwibowo18 Muhammad Eko A19 Muhammad Afif A20 Muhammad Rifki A21 Muhammad Sholehan22 Muntamah23 Mustaqim24 Nanang Setiantoro25 Novia Nur Utami26 Novia Wahyu M27 Puji Lestari28 Pujiyo29 Komariyah30 Siti Halimatul M31 Siti Inayah32 Siti Mulyani33 Siti Roudlotul Janah34 Siti Wulandari35 Slamet Sukamto36 Sri Lestari A37 Sri Lestari B38 Sugeng Riyanto39 Sumaryanti40 Tri Listiana41 Umi Nur Aini
82
OBSERVATION CHECK LIST PRE CYCLE
No Name of Students PayingAttention
AskingQuestion
Respondingto question
Accomplishing task
1 Abdul Aziz2 Afilal Lailatul Jannah3 Ahmad Sariful Hadi4 Ahmad Zainuri5 Anik Yuliani6 Bagas Anang Ma’ruf7 Danang Saputro8 Fitrotul A’la9 Istiqomah
10 Ita Purnamasari11 Lia Widyawati12 Lilik Kurniawan13 M. Jazuli14 Muhammad Durrotun N15 Muhammad Nurul A16 Muhammad Agus M17 Muhammad Ari Riwibowo18 Muhammad Eko A19 Muhammad Afif A20 Muhammad Rifki A21 Muhammad Sholehan22 Muntamah23 Mustaqim24 Nanang Setiantoro25 Novia Nur Utami26 Novia Wahyu M27 Puji Lestari28 Pujiyo29 Komariyah30 Siti Halimatul M31 Siti Inayah32 Siti Mulyani33 Siti Roudlotul Janah34 Siti Wulandari35 Slamet Sukamto36 Sri Lestari A37 Sri Lestari B38 Sugeng Riyanto39 Sumaryanti40 Tri Listiana41 Umi Nur Aini
83
APPENDIX
A Building School MTs YAMIDA
Name place school
84
Students were doing pretest
Students were doing Test of Cycle I
85
Students were doing Test of Cycle II
Students were doing Test of Cycle III
86
Enthusiastic the students when given the quiz by the researcher
Students were learning in the class
87
88
89
90