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i
ABSTRACT
Rumbi Maryani ldquoTeaching Simple Present Tense through Student Teams
Achievement Divisions (An Experimental Study at the Seventh Year of
Pelita Harapan Junior High School South Jakarta)rdquo Skripsi
Department of English Education Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University 2011
Advisor Drs H Bahrul Hasibuan MEd
Keywords STAD Grammar Translation Method SMP Pelita Harapan
The objective of this research is to find the empirical evidence of the
differences between studentsrsquo achievement in the learning of simple present tense
by using STAD technique and Grammar Translation Method
This is an experimental research The writer taught two different classes
employing two different teaching techniques The writer was administered a pre-
test to know that the classes have relatively the same background knowledge in
the research variable and a post-test to find out the growth of score as the
measurement of achievement
The writer used 119905119905119890119904119905to calculate the data and then tested hypothesis The
result of the statistical calculation from this research is the value of 119905119900 is 247 and
the value of 119905119905119886119887119897119890 from df (38) on degree of significance of 5 is 202 The value of
119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis (119867119900) is rejected and the Alternative
Hypothesis (119867119886) is accepted Therefore the interpretation of data is that the
teaching of simple present tense by using STAD technique more effective to
improve the studentsrsquo achievement than the teaching of simple present tense by
using Grammar Translation Method
ii
ABSTRAK
Rumbi Maryani ldquoTeaching Simple Present Tense through Student Teams
Achievement Divisions (An Experimental Study at the Seventh Year of
Pelita Harapan Junior High School South Jakarta)rdquo Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Universitas
Islam Negeri Syarif Hidayatullah Jakarta 2011
Pembimbing Drs H Bahrul Hasibuan MEd
Kata Kunci STAD Technique Grammar Translation Method SMP Pelita
Harapan Pondok Pinang Jakarta
Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan
antara prestasi para siswa dalam mempelajari simple present tense dengan
menggunakan teknik STAD dan Grammar Translation Method
Ini adalah penelitian eksperimen Penulis mengajar dua kelas yang berbeda
dengan menggunakan dua teknik yang berbeda Penulis menggunakan pre-test
untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan
yang relative sama dalam variabel penelitian dan post-test untuk menemukan
peningkatan nilai sebagai ukuran prestasi
Penulis menggunakan 119905119905119890119904119905 untuk menghitung dan menguji hipotesis Hasil
dari perhitungan penelitian ini adalah 119905119900 = 247 dan nilai 119905119905119886119887119897119890dari df (38) di tingkat
signifikan 5 = 202 Nilai 119905119900 ge 119905119905119886119887119897119890 yang berarti bahwa hipotesis tes adalah Null
Hypothesis (119867119900) ditolak dan Alternative Hypothesis (119867119886) diterima Interpretasi
data adalah penggunaan teknik STAD dalam mengajar simple present tense lebih
efektif daripada penggunaan Grammar Translation Method
iii
ACKNOWLEDGMENT
In the name of Allah the Beneficent the Merciful
All praises be to Allah who gives the writer guidance and strength in
completing this ldquoskripsirdquo Peace and blessing be upon to the Prophet Muhammad
shalallahu lsquoalaihi wassalam his families his relatives and his followers
First the writer would like to express the greatest gratitude to her beloved
parents Muniroh and Subur and to her brother MCahyono and sister Herowati
for love support contributions both moral and material to the writer
The writer is deeply grateful to her advisor DrsHBahrul Hasibuan
MEd who guides the writer in finishing this ldquoskripsirdquo for the great contributions
guidances advices corrections and suggestions
Furthermore the writer would like to thank and appreciate to
1 Drs Syauki MPd the Head of engllish Department Mrs Neneng
Sunengsih SPd the secretary of English Department Mrs Aida
Ainul Wardah SPd and all staffs of English Department who helped
the writer
2 Prof Dr Dede Rosada the Dean of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta
3 All lecturers of English Department for their encouragement to the
writer
4 The headmaster Edi Setiadi SPd who allowed the writer to do her
research in SMP Pelita Harapan
5 The English teacher Febri Rahmat H SAg who have given the writer
opportunity to do the research in the school and the administration
staffs of SMP Pelita Harapan Jakarta and special thanks for seventh
year students for their cooperation as the respondents of this research
6 Her friends who give contributions Siti Patonah Hikmah Herlina Ika
Satriani Ulfa Lety and Syifa
iv
7 All her friends who care and always give support and help for her
especially for C-class rsquo05 community
May Allah bless them for all of what they have done because only Him
who knows how much contributions and motivations received by the writer and
finally the writer realizes that this ldquoskripsirdquo is still far from being perfect
therefore she hopes some suggestions or criticism to make it more scientific
Then she wishes that this ldquoskripsirdquo be some valuable writing Amiin
Jakarta March 2011
The Writer
v
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLWDGMENT iii
TABLE OF CONTENTS v
CHAPTER I INTRODUCTION
A The Background of the Study 1
B The Limitation and Formulation of the Study 4
C The Objective of the Study 4
D The Method of the Study 4
E The Organization of Writing 5
CHAPTER II THEORITICAL FRAMEWORK
A Simple Present Tense 6
1 The Understanding of Simple Present Tense 6
2 The Form of Simple Present Tense 7
3 The Function Of Simple Present Tense 12
B Cooperative Learning 13
1 The Understanding of Cooperative Learning 13
2 The Principles of Cooperative Learning 14
3 The Techniques of Cooperative Learning 15
4 The Teacherrsquos Roles in Cooperative Learning 16
C STAD Technique 16
1 The Understanding of STAD 16
2 The Characteristic of STAD 18
3 The Procedures of STAD in the Classroom 19
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
ii
ABSTRAK
Rumbi Maryani ldquoTeaching Simple Present Tense through Student Teams
Achievement Divisions (An Experimental Study at the Seventh Year of
Pelita Harapan Junior High School South Jakarta)rdquo Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Universitas
Islam Negeri Syarif Hidayatullah Jakarta 2011
Pembimbing Drs H Bahrul Hasibuan MEd
Kata Kunci STAD Technique Grammar Translation Method SMP Pelita
Harapan Pondok Pinang Jakarta
Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan
antara prestasi para siswa dalam mempelajari simple present tense dengan
menggunakan teknik STAD dan Grammar Translation Method
Ini adalah penelitian eksperimen Penulis mengajar dua kelas yang berbeda
dengan menggunakan dua teknik yang berbeda Penulis menggunakan pre-test
untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan
yang relative sama dalam variabel penelitian dan post-test untuk menemukan
peningkatan nilai sebagai ukuran prestasi
Penulis menggunakan 119905119905119890119904119905 untuk menghitung dan menguji hipotesis Hasil
dari perhitungan penelitian ini adalah 119905119900 = 247 dan nilai 119905119905119886119887119897119890dari df (38) di tingkat
signifikan 5 = 202 Nilai 119905119900 ge 119905119905119886119887119897119890 yang berarti bahwa hipotesis tes adalah Null
Hypothesis (119867119900) ditolak dan Alternative Hypothesis (119867119886) diterima Interpretasi
data adalah penggunaan teknik STAD dalam mengajar simple present tense lebih
efektif daripada penggunaan Grammar Translation Method
iii
ACKNOWLEDGMENT
In the name of Allah the Beneficent the Merciful
All praises be to Allah who gives the writer guidance and strength in
completing this ldquoskripsirdquo Peace and blessing be upon to the Prophet Muhammad
shalallahu lsquoalaihi wassalam his families his relatives and his followers
First the writer would like to express the greatest gratitude to her beloved
parents Muniroh and Subur and to her brother MCahyono and sister Herowati
for love support contributions both moral and material to the writer
The writer is deeply grateful to her advisor DrsHBahrul Hasibuan
MEd who guides the writer in finishing this ldquoskripsirdquo for the great contributions
guidances advices corrections and suggestions
Furthermore the writer would like to thank and appreciate to
1 Drs Syauki MPd the Head of engllish Department Mrs Neneng
Sunengsih SPd the secretary of English Department Mrs Aida
Ainul Wardah SPd and all staffs of English Department who helped
the writer
2 Prof Dr Dede Rosada the Dean of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta
3 All lecturers of English Department for their encouragement to the
writer
4 The headmaster Edi Setiadi SPd who allowed the writer to do her
research in SMP Pelita Harapan
5 The English teacher Febri Rahmat H SAg who have given the writer
opportunity to do the research in the school and the administration
staffs of SMP Pelita Harapan Jakarta and special thanks for seventh
year students for their cooperation as the respondents of this research
6 Her friends who give contributions Siti Patonah Hikmah Herlina Ika
Satriani Ulfa Lety and Syifa
iv
7 All her friends who care and always give support and help for her
especially for C-class rsquo05 community
May Allah bless them for all of what they have done because only Him
who knows how much contributions and motivations received by the writer and
finally the writer realizes that this ldquoskripsirdquo is still far from being perfect
therefore she hopes some suggestions or criticism to make it more scientific
Then she wishes that this ldquoskripsirdquo be some valuable writing Amiin
Jakarta March 2011
The Writer
v
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLWDGMENT iii
TABLE OF CONTENTS v
CHAPTER I INTRODUCTION
A The Background of the Study 1
B The Limitation and Formulation of the Study 4
C The Objective of the Study 4
D The Method of the Study 4
E The Organization of Writing 5
CHAPTER II THEORITICAL FRAMEWORK
A Simple Present Tense 6
1 The Understanding of Simple Present Tense 6
2 The Form of Simple Present Tense 7
3 The Function Of Simple Present Tense 12
B Cooperative Learning 13
1 The Understanding of Cooperative Learning 13
2 The Principles of Cooperative Learning 14
3 The Techniques of Cooperative Learning 15
4 The Teacherrsquos Roles in Cooperative Learning 16
C STAD Technique 16
1 The Understanding of STAD 16
2 The Characteristic of STAD 18
3 The Procedures of STAD in the Classroom 19
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
iii
ACKNOWLEDGMENT
In the name of Allah the Beneficent the Merciful
All praises be to Allah who gives the writer guidance and strength in
completing this ldquoskripsirdquo Peace and blessing be upon to the Prophet Muhammad
shalallahu lsquoalaihi wassalam his families his relatives and his followers
First the writer would like to express the greatest gratitude to her beloved
parents Muniroh and Subur and to her brother MCahyono and sister Herowati
for love support contributions both moral and material to the writer
The writer is deeply grateful to her advisor DrsHBahrul Hasibuan
MEd who guides the writer in finishing this ldquoskripsirdquo for the great contributions
guidances advices corrections and suggestions
Furthermore the writer would like to thank and appreciate to
1 Drs Syauki MPd the Head of engllish Department Mrs Neneng
Sunengsih SPd the secretary of English Department Mrs Aida
Ainul Wardah SPd and all staffs of English Department who helped
the writer
2 Prof Dr Dede Rosada the Dean of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta
3 All lecturers of English Department for their encouragement to the
writer
4 The headmaster Edi Setiadi SPd who allowed the writer to do her
research in SMP Pelita Harapan
5 The English teacher Febri Rahmat H SAg who have given the writer
opportunity to do the research in the school and the administration
staffs of SMP Pelita Harapan Jakarta and special thanks for seventh
year students for their cooperation as the respondents of this research
6 Her friends who give contributions Siti Patonah Hikmah Herlina Ika
Satriani Ulfa Lety and Syifa
iv
7 All her friends who care and always give support and help for her
especially for C-class rsquo05 community
May Allah bless them for all of what they have done because only Him
who knows how much contributions and motivations received by the writer and
finally the writer realizes that this ldquoskripsirdquo is still far from being perfect
therefore she hopes some suggestions or criticism to make it more scientific
Then she wishes that this ldquoskripsirdquo be some valuable writing Amiin
Jakarta March 2011
The Writer
v
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLWDGMENT iii
TABLE OF CONTENTS v
CHAPTER I INTRODUCTION
A The Background of the Study 1
B The Limitation and Formulation of the Study 4
C The Objective of the Study 4
D The Method of the Study 4
E The Organization of Writing 5
CHAPTER II THEORITICAL FRAMEWORK
A Simple Present Tense 6
1 The Understanding of Simple Present Tense 6
2 The Form of Simple Present Tense 7
3 The Function Of Simple Present Tense 12
B Cooperative Learning 13
1 The Understanding of Cooperative Learning 13
2 The Principles of Cooperative Learning 14
3 The Techniques of Cooperative Learning 15
4 The Teacherrsquos Roles in Cooperative Learning 16
C STAD Technique 16
1 The Understanding of STAD 16
2 The Characteristic of STAD 18
3 The Procedures of STAD in the Classroom 19
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
iv
7 All her friends who care and always give support and help for her
especially for C-class rsquo05 community
May Allah bless them for all of what they have done because only Him
who knows how much contributions and motivations received by the writer and
finally the writer realizes that this ldquoskripsirdquo is still far from being perfect
therefore she hopes some suggestions or criticism to make it more scientific
Then she wishes that this ldquoskripsirdquo be some valuable writing Amiin
Jakarta March 2011
The Writer
v
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLWDGMENT iii
TABLE OF CONTENTS v
CHAPTER I INTRODUCTION
A The Background of the Study 1
B The Limitation and Formulation of the Study 4
C The Objective of the Study 4
D The Method of the Study 4
E The Organization of Writing 5
CHAPTER II THEORITICAL FRAMEWORK
A Simple Present Tense 6
1 The Understanding of Simple Present Tense 6
2 The Form of Simple Present Tense 7
3 The Function Of Simple Present Tense 12
B Cooperative Learning 13
1 The Understanding of Cooperative Learning 13
2 The Principles of Cooperative Learning 14
3 The Techniques of Cooperative Learning 15
4 The Teacherrsquos Roles in Cooperative Learning 16
C STAD Technique 16
1 The Understanding of STAD 16
2 The Characteristic of STAD 18
3 The Procedures of STAD in the Classroom 19
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
v
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLWDGMENT iii
TABLE OF CONTENTS v
CHAPTER I INTRODUCTION
A The Background of the Study 1
B The Limitation and Formulation of the Study 4
C The Objective of the Study 4
D The Method of the Study 4
E The Organization of Writing 5
CHAPTER II THEORITICAL FRAMEWORK
A Simple Present Tense 6
1 The Understanding of Simple Present Tense 6
2 The Form of Simple Present Tense 7
3 The Function Of Simple Present Tense 12
B Cooperative Learning 13
1 The Understanding of Cooperative Learning 13
2 The Principles of Cooperative Learning 14
3 The Techniques of Cooperative Learning 15
4 The Teacherrsquos Roles in Cooperative Learning 16
C STAD Technique 16
1 The Understanding of STAD 16
2 The Characteristic of STAD 18
3 The Procedures of STAD in the Classroom 19
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
vi
D Grammar Translation Method 20
1 The Understanding of Grammar Translation Method 20
2 The Principles of Grammar Translation Method 20
3 The Characteristics of Grammar Translation Method 21
E Hypotheses 22
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A Research Methodology 23
1 The Place and Time of the Research 23
2 The Objective of the Research 23
3 The Population and Sample 23
4 The Technique of Collecting Data 24
5 The Technique of Analyzing Data 24
B Research Finding 26
1 The Description of Data 26
2 The Analysis of Data 29
3 The Interpretation of Data 33
CHAPTER IV CONCLUSION AND SUGGESTION
A Conclusion 34
B Suggestion 35
BIBLIOGRAPHY 36
APPENDIXES
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
1
CHAPTER I
INTRODUCTION
A The Background of The Study
Language is an essential aspect of human life It has big role for every
individual in communication People need language to share ideas opinions or
feelings H Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary vocal symbols which permit all people in a given culture or
other people who have learned the system of that culture to communicate or to
interact1
English as one of the languages in the world has a big role in this modern
life In Indonesia English is the first foreign language that is taught as a local
content subject in Elementary Schools as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities
It is based on the decision of the decree of the Ministry of Education and Culture
no096 of 1967 which has stipulated ldquoEnglish becomes the first foreign language
in Indonesia and a compulsory subject for Junior High School up to universitiesrdquo2
English is considered important to broaden knowledge art and culture In
addition there are many books which are written in English In order to be able to
read the books it is necessary for students to learn this language well
1 H Douglas Brown Principles of Language Learning and Teaching (New Jersey
Prentice Hall Inc 1980) p5 2 Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggirdquo
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
2
In learning English students are not only required to master the four
language skills but also to master language components covering grammar
vocabulary and pronunciation Grammar is one of the language structures which
are taught to every language students By mastering English grammar the
students are expected to be able to build up the sentences and express their ideas
for communication activities
Many factors affect the success or failure of the teaching English grammar
Some of the factors which can be attributed to the unsatisfactory condition are
first the language system which is different from Indonesian For examples the
sentence ldquosaya pergi sekolahrdquo and ldquodia pergi ke sekolahrdquo have the same verb
form which is ldquopergirdquo While in English it becomes different the sentence ldquosaya
pergi ke sekolahrdquo will be ldquoI go to schoolrdquo and ldquodia pergi ke sekolahrdquo will be ldquohe
goes to schoolrdquo
The second factor is the teaching methods which the teachers apply in the
classroom The teaching methods have an important part of teaching learning
process in the classroom A teacher needs to know and master many methods to
make teaching learning process more effective The English teachers need to be
able to organize the teaching learning activities They have to present materials by
using a suitable teaching method
One of the teaching methods which can be used in the teaching learning
process is cooperative learning Cooperative Learning is not a new idea in
education but not all teachers have already used this method
According to Carrolyn Kesler ldquoCooperative Learning offers way to
enhance learning and increase academic achievementrdquo3 Through Cooperative
Learning the students will be more active in developing their structure because
they will not depend on their teacher In this case the teacher only becomes the
facilitator of the students
Cooperative learning has many methods that can be used in teaching
among other Student Teams-Achievement Divisions (STAD) Team-Games-
3 Carrolyn Kesler Cooperative Language Learning (New Jersey Prentice Hall Inc
1992) p1
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
3
Tournament (TGT) Jigsaw Team Accelerated Instruction (TAI) and Cooperative
Integrated Reading and Composition (CIRC)4
STAD is one of the methods of cooperative learning which is divided
students into small group consists of four to five membersrsquo learning teams5 The
writer is interested in applying STAD in teaching Simple Present Tense She
assumes that STAD can be an alternative method besides the other famous
methods
During the activity of PPKT (Praktik Profesi Keguruan Terpadu) the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta The
students got difficulties when they were learning grammar especially in learning
Simple Present Tense For examples first they do not understand the possessive
pronoun of the third person singular second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense It could be seen from the low scores
of the studentsrsquo formative tests The average scores of students in Pelita Harapan
Junior High School are about 40-70 In addition when the writer interviewed some
students they told that grammar was one of the most difficult aspects in learning
English
Based on the condition of Pelita Harapan Junior High School the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the studentsrsquo
achievement and will enable students to comprehend the material more easily
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students Thatrsquos why the writer would like to carry out the
research under the title ldquoTeaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakartardquo
4 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston Ally
amp Bacon 1995) 2nd
edition p5-7 5 Robert E Slavin Cooperative Learninghellip p5
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
4
B The Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems it is important to
set some limitation of the problems The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD)
The writer formulates the problem of study as follows ldquoIs there a
significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method
C The Objective of the Study
The objective of the study is to find the empirical evidence of the
differences between studentsrsquo achievement in the teaching of simple present tense
through Student Teams Achievement Divisions (STAD) technique and Grammar
Translation Method for Junior High School students
D The Method of the Study
This research employs experiment method The writer will teach two
different classes using two different methods Before the treatment the writer
administers the pre-test to both classes to find out their competency level in
English At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
5
E The Organization of Writing
This paper consist of four chapters those are
Chapter I Introduction explains the background of the study the limitation
and formulation of the problem the objective of the study the method of the
study and the organization of the study
Chapter II Theoretical Framework divided into two sub-chapters at first is
Simple Present Tense explains understanding of Simple Present Tense form of
Simple present Tense and the function of Simple Present Tense The second is
Cooperative Learning explains the understanding of Cooperative Learning the
techniques of Cooperative Learning the third is STAD explains the
understanding of STAD characteristic of STAD the procedure of STAD in the
classroom the fourth is Grammar Translation Method
Chapter III Research Methodology and Finding divided into two sub-
chapters at first is research methodology explains objectives of the study place
and time of the study population and sample technique of data collecting and
technique of data analysis The second is research finding it explains description
of the data analysis of the data test of hypotheses and interpretation and
discussion of data
Chapter IV Conclusion and Suggestion
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
6
CHAPTER II
THEORETICAL FRAMEWORK
A Simple Present Tense
1 The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of ldquoberdquo) and adds ndashs for the third person singular (also called present (tense)
simply)1 The verb in simple present tense must be added ndashs or -es when the
subject is a third person singular such as he she and it For example I know
or he knows
Meanwhile AS Hornby states ldquothe simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
speakingrdquo2 Beside that the simple present tense can describe habits routines
or events than happen regularly3 From those statements it can be assumed
that simple present tense is used to describe things that are generally true
expressing facts and repeated event or habits ldquoIn general the simple present
expresses events or situations that exist always usually habitually they exist
now have existed in the past and probably will exist in the futurerdquo4
1 Sylvia Chalker etal Dictionary of English Grammar (New York Oxford University
Press 1998) 2 AS Hornby Guide to Pattern and Usage in English 2
nd edition ( Oxford University
Press 1975)p82 3 Patricia KWerner Interaction 2 Grammar 4
th edition (New York The McGraw-Hill
Companies Inc 2002) p3 4 Betty Scrampfer Azar Understanding and Using English Grammar (New Jersey
Prentice-Hall Inc 1989) second edition p2
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
7
Thus the writer summarizes that simple present tense is something
that was true in the past is true in the present and will be true in the future It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually
2 The Form of Simple Present Tense
a Affirmative Statement
According AJ Thomson and AV Martinet that in the affirmative the
simple present tense has the same form as the infinitive but adds an -s for
third person singular5 Also for the first and the second singular person and
for the plural is without -s On the other source that for 3rd
person singular
(he she and it) we add - s to the main verb or - es to the auxiliary
Here is the form of affirmative sentence in simple present tense
For example
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form ldquoto berdquo has three forms is am and are To make
an affirmative statement with be after subject put the appropriate be (am
is are) to the subject then followed by adjectiveadverb of placenoun
phrase In affirmative statement subject and be can be contracted such
I‟m a lawyer (I am a lawyer) he‟s busy (He is busy) we‟re hungry (We
are hungry)
5 A J Thomson and A V Martinet A Practical English Grammar 4
th edition (New
York Oxford University Press 1986) p 150
S + V1 + s es + hellip
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
8
The form of affirmative statement with be use this formula
b Negative Statement
Negative statement in the simple present tense is formed by adding do
not or does not before the simple form of the verb And here is the pattern
or negative sentence in simple present
For example
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
The negative sentence in bdquoto be‟ is formed by adding bdquonot‟ after bdquoto be‟
For example
He is a doctor He is not a doctor
They are in the class They are not in the class
Especially in speaking is not and are not are contracted to isn‟t and
aren‟t
S + do not does not + V1 + hellip
S + be (am is are) + adjectiveadverb of placenoun
S + be (am is are) + not + adjectiveadverb of placenoun
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
9
c Interrogative statement
The interrogative form is also using auxiliary do and does The
auxiliary is placed before the subject here is the pattern of interrogative
sentence in simple present tense
For example
- Do you come late every day
- Do they come late every day
- Does she come late every day
- Does he come late every day
The interrogative sentence in bdquoto be‟ is formed by placing bdquoto be‟
before the subject of the sentence
For example
He is from Italy Is he from Italy
They are in the class Are they in the class
Short answer to questions is made with the following pattern
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example
Is he from Italy Yes he is No he isn‟t
d Negative Interrogative Statement
The form negative ldquodo not does notrdquo is contracted in the negative
interrogative into don‟t doesn‟t and here the pattern of interrogative
sentence in simple present tense
Do Does + S + V1 + hellip
Donrsquot Doesnrsquot + S + v1 +( hellip)
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
10
For example
- Don‟t you watch TV every evening
- Don‟t they watch TV every evening
- Doesn‟t she watch TV every evening
- Doesn‟t he watch TV every evening
Negative questions are used to indicate the speaker‟s ideas (ie what
shehe believes is or is not true) or attitude (eg surprise shock
annoyance anger)6
Use the following rules to spell the ndashs form correctly
1 For most verbs add ndashs to the simple form
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2 Add ndashes to verbs that end in o s z sh x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3 Omit a final ndashy and add ndashies unless the letter a e i o or u comes
before the ndashy
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4 For the verb have use the irregular from has and put donrsquot or
doesnrsquot for negative statement
Affirmative I have a new bag
She has a pointed nose
6 Betty Schrampfer Azar Understanding and Using English Grammar (Jakarta
Binarupa Aksara and Prentice Hall Inc 1993) p A14
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
11
Negative I don‟t have a new bag
She doesn‟t has a pointed nose
Interrogative Do you have a new bag
Does she has a pointed nose
Short answer Yes I do No I don‟t
Yes she does No she doesn‟t
Long answer Yes I have a new bag
Yes she has a pointed nose
No I don‟t have a new bag
No she doesn‟t has a pointed nose
e Adverb of Frequency
Frequency adverbs modify verbs of adjective They describe how
regularly or what percentage of time happens The following adverbs like
(always usually often sometimes seldom and never) are often used with
the simple present tense to indicate frequency Here are the meanings of
some frequency adverbs in approximate percentage of time
100 always
90 usually generally
75 often
50 sometimes
10 seldom rarely
0 never7
For example
Affirmative He is always happy
They usually play together
He often study at home
Negative They aren‟t usually at home
The bus is never on time
I don‟t often go to school by bus
7 Elaine Kirn Darcy Jack and Jill Korey O‟ Sullivan Interaction 1 Grammar 4
th edition
(New York McGraw ndashHill Inc 1990) p 17-18
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
12
In addition
If there is an auxiliary verb (can must should will have hellip ) the
frequency adverb comes after it
If there are two auxiliary verbs (would have should have hellip ) the
frequency adverb comes after the first
f Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis
- The buses run every hour
- As a rule I don‟t go to the office on Saturday
3 The Function of the Simple present Tense
The simple present tense performs the following function8
a Express general truths
- Batik comes from Indonesia
- Sun rises from east
b Expresses and habitual actions often with such adverbial expression as
frequency usually every day and so on It is also the usual present
tense form of stative or ldquoprivaterdquo verbs such as wish hope fear love
like understand and know
- I go on holiday every summer
- They usually leave school at three o‟clock
- She loves her children
- He buys food every weekend
- Nadia understands English
c When used with the verb do shows emphasis
- He does look like his brother
- We do not lie but we do say the truth
- She may not be brilliant but she does work hard
8 George E Wishon and Julia M Burks Letrsquos Write English (New York Littion
Educational Publishing Inc 1980) p 193-194
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
13
d Expresses commands or request (second person only)
- If you see him give my love to him
- Close the door please
- Let‟s take a rest
e Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B COOPERATIVE LEARNING
1 The Understanding of Cooperative Learning
Working together means cooperation It also means taking the talents of
individuals and pooling these together to get the job done George M Jacobs
in his book states ldquoCooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students‟
collaboration with their classmates and others‟rdquo9
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction
with their classmates In this case
Cooperative learning is a successful teaching strategy in which
small teams each with students of different levels of ability use a
variety of learning activities to improve their understanding of a
subject Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn thus creating
an atmosphere of achievement Students work through the
assignment until all group members successfully understand and
complete it10
There are many experts who have defined the definition of cooperative
learning As is states by Olsen and Kagan that rdquoCooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9 Willy A Renandya and George M Jacobs ed Learners and Language Learning
(Singapore SEAMEO Regional Language Centre 1998) p172 10
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
14
each learner is held accountable for his or her own learning and its motivated
to increase the learning of othersrdquo11
In cooperative classroom students are
expected to help their friends in mastering the current knowledge by arguing
and discussion each other All of members have to take apart in every
discussion so they can learn effectively in their group
2 The Principles of Cooperative Learning
For successful cooperative learning DW Johnson suggested five
factors they are positive independence individual accountability abundant
verbal sufficient social skills and team reflection12
According to Kagan in
his website mentions the principles of Cooperative Learning are
a Positive Interdependence Each group members efforts are
required and indispensable for group success
b Face to face interaction (promote each others success)
c Individual and group accountability Assigning one student in each
group the role of checker The checker asks other group members
to explain the reasoning and rationale underlying group answers
d Interpersonal and group small skill Social skills must be taught
leadership decision-making trust building communication
conflict-management skills
e Group processing Group members discuss how well they are
achieving their goals and maintaining effective working
relationships 13
It can be concluded that cooperative learning is an approach which
transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group
11 Jack C Richards and Theodore S Rodgers Approaches and Methods in Language
Teaching 2nd
ed (Cambridge Cambridge University Press 2001) p192 12
David Nunan Collaborative Language Learning and Teaching (Cambridge
Cambridge University Press 1992) p34-35 13
wwwKaganOnlinecom
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
15
3 The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the
years and put into practice in the classroom Some of the most extensively
research sand widely apply methods include Student Teams-Achievement
Divisions (STAD) Teams-Games-Tournament (TGT) Jigsaw Team
Accelerated Instruction (TAI) and Cooperative Integrated Reading and
Composition (CIRC)
a Students Teams-Achievement Divisions (STAD) In STAD
students are assigned to four-member learning teams that are mixed
in performance level gender and ethnicity The teacher presents a
lesson and then students work within their teams to make sure all
team members have mastered the lesson Then all students take
individual quizzes on the material at which time they may not help one
another
b Teams-Games-Tournaments (TGT) TGT uses the same teacher
presentations and team work as in STAD but replaces the quizzes
with weekly tournaments14
c Jigsaw (Aronson Blaney Stephan Sikes amp Snapp 1978) In this
technique group mates share information with each other15
d Team Accelerated Instruction (TAI) It shares with STAD and
TGT the use of four member mixed ability learning teams and
certificates for high performing teams
e Cooperative Integrated Reading and Composition (CIRC) Is a
comprehensive program for teaching reading and writing in the
upper elementary and middle grades (Madden Slavin and Stevens
1986)16
14 Robert E Slavin Cooperative Learning Theory Research and Practice (Boston
Allyn and Bacon 1995) 2nd
ed p5-7 15
Steven Mccafferty etal (eds) Cooperative Learning and Second Language Teaching
(Cambridge Cambridge University Press 2006)p186 16 Robert E Slavin Cooperative Learninghellipp7
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
16
4 The Teacherrsquos Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning A
Teachersrsquo Resource Book the roles of the teacher in the cooperative
learning classroom are The teacher as inquierer creator observer
facilitator and as change agent17
David and Roger Johnson in An
Overview of Cooperative Learningrdquo In order to make cooperative learning a
successful teaching strategy the teacher must wear many hats they are
a Planner Cooperative learning requires a good deal of planning
from the teacher
b Facilitator The teacher as a facilitator must accurately introduce
cooperative learning to the students
c Referee As the groups are working the teacher must act as a
referee solving conflicts and redirecting discussions
d Evaluator After the cooperative learning lesson is over the teacher
must evaluate what parts of the lesson were successful and how to
improve the lesson18
C STAD TECHNIQUE
1 The Understanding of Student Teams Achievement Division
(STAD)
As the writer told in chapter one Student Teams-Achievement
Divisions (STAD) is one of Cooperative Learning Techniques therefore the
writer would like to discuss about the use of STAD technique in teaching
simple present tense
Student Teams-Achievement Divisions (STAD) is one of a set of
instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning STAD is the
17
Carolyn Kessler (editor) Cooperative Language Learning a Teacherrsquos Resource Book
(Englewood Cliffs Prentice-Hallinc 1992) pp164-171 18
httpwwwclcrccompagesoverviewpaperhtml
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
17
simplest of the Team Learning methods19
and also is a good model to begin
with for the teachers who are new to the cooperative approach20
In Student Team Learning students work cooperatively in one team to
learn academic objectives The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in
well-controlled studies in regular public school21
Student Team Learning methods share with other cooperative learning
methods the ideas that students work together to learn and share responsible
for their own as well as other‟s learning However this method emphasizes
the use of the team goals and team success which can only be achieved if all
members of the team learn the objectives being taught Which is students
not to do something as a team but learn something as a team because the
task completed after all team members have understood the material
In STAD students are assigned to four-member learning teams that
are mixed in performance level gender and ethnicity The teacher
presents a lesson and then students work within their teams to
make sure all team members have mastered the lesson Then all
students take individual quizzes on the material at which time they
may not help one another22
There are three concepts in student team learning method there are
team rewards individual accountability and equal opportunities for success
Team reward means that teams are not in competition with one another for
limited rewards All of the teams some of them or none of them may earn
whatever rewards are made available depending on how well the team‟s
performance matches a predetermined standard23
19
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4htmstad
Retrieved 02032010 20
Slavin Cooperative Learning hellip p71
21 Slavin Cooperative Learning hellip p5
22 Slavin Cooperative Learning hellip p 5
23 httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
18
Individual accountability means that students have their own
responsibility because their team success is depend on individual score
when they get quizzes Equal opportunity for success is the important steps
to ensure that all students have an opportunity to contribute to their team
2 The Characteristic of STAD
STAD has many characteristics which distinguish it from the other
Cooperative Learning techniques The main characteristic is that STAD uses
individual quizzes at the end of each lesson Students can not only perform
as ldquostudentsrdquo who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered
the lesson
STAD consists of five major components
a Class Presentations
The material in STAD is initially introduced in a class
presentation This is most often direct instruction or a lecture
discussion conducted by the teacher
b Teams
Teams are composed of four or five students who represent a cross-
section of the class in the terms of academic performance sex and
race or ethnicity
c Quizzes
After teacher presentation and team practice the students who take
individual quizzes are not permitted to help one another during the
quizzes
d Individual Improvement Scores
Each student is given a ldquobaserdquo score derived from the student‟s
average past performance on similar quizzes
e Team Recognition
Teams may earn certificates or other reward if their average scores
exceed criterion24
24
Slavin Cooperative Learning hellip p 71 ndash 73
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
19
3 The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom
They are
1 Using direct teaching methods teach the first lesson prepare a
quiz on the lesson material and worksheets based on the quiz
2 Introduce team assignments explain group scoring and start
team practice on worksheets
3 Review and continue team practice Teacher reviews the
lesson students then review in pairs with worksheet then
change partners to ensure every teammate knows the answer
4 Quiz (individually not one quiz per team)
5 Improvement scoring that is teacher bases scores on
improvement from pre- to pest test scores It applies to either
individual or group situations25
From the several statements above it can be concluded that Students
Teams-Achievement Divisions (STAD) is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are
mixed in performance level gender and ethnicity And if students are
rewarded for doing better than they have in the past they will be more
motivated
25
Carolyn Kessler (ed) Cooperative Language Learning A Teacherrsquos Resource Book
(Englewood Cliffs Prentice Hall Regent 1992) p 20 ndash 21
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
20
D GRAMMAR TRANSLATION METHOD
1 The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the
Prussian Method26
The Grammar Translation Method (which was first
named as such Germany in the 1780s) introduced the idea of presenting
students with short grammar rules and word lists and then translation
exercises in which they had to make use of the same rules and words27
The role of the teacher in Grammar Translation Method is an authority
in the class and the role of the students is doing what the teacher says
Interaction in the classroom is only happened from the teacher to student28
Grammar Translation Method focuses on grammatical rules memorization
of vocabulary translation of text and doing written exercises29
From the explanations above the writer assumes that teaching learning
process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar
2 The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is
based are the following
1 Literary language is superior to the spoken language
2 Translating each language into each other is an important goal for
learners
3 The authority in the classroom is the teacher
4 To be able to communicate with target language‟s speakers is not
among the goals
5 The primary skills to be improved are reading and writing
26
Jack CRichards and Theodore SRodgers Approaches and Methods in Language Teaching
( CambridgeCambridge University Press1986) p3
27 Jeremy Harmer How to Teach English new edition ( Edinburgh Pearson Education
Limited 2007) p48
28 httpspacesisuedutw Retrieved May 2010
29
httpniigatajetnet Retrieved May 2010
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
21
6 Its focus is on accuracy and not fluency
7 Error correction If a student‟s answer of a question is incorrect the
teacher selects a different student to give the correct answer or she
replies himselfherself30
In other sites there are three principles of Grammar Translation
Method they are
a Translation interprets the words and phrases of the foreign
languages in the best possible manner
b The phraseology and the idiom of the target language can best be
assimilated in the process of interpretation
c The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue31
From the principles above it can be concluded while teaching the text
books the teacher translates every word and phrase from English into the
learner‟s mother tongue Further students are required to translate sentences
from their mother tongue into English
3 The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar
Translation Method
1 Classes are taught in the mother tongue with little active use of the
target language
2 Much vocabulary is taught in the form of lists of isolated words
3 Long elaborate explanations of the inticacles of grammar are given
4 Grammar provides the rules for putting words together and instruction
often focuses on the form and inflection of words
5 Reading of difficult classical texts is begun early
6 Little attention is paid to the content of texts which are treated as
exercises in gramatical analysis
30 httpwwwslidesharenetvacokagrammar-translation-method-presentation Retrieved
April 23 2010 31
httpwwwacademoncomlibpaper8079html Retrieved June 14 2011
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
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Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
22
7 Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue
8 Little or no attention is given to pronunciation32
Based on the characteristics above the writer infers the essence of
Grammar Translation Method is translation activity from the teacher to the
students
E HYPHOTHESES
In this research the writer would like to find the empirical evidence
whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method It is also to
find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD
technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang To
accomplish this objective the writer proposed two hypotheses to be tested
Ho there is no a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
Ha there is a significant difference achievement in learning simple preset
tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the
seven grade of SMP Pelita Harapan Pondok Pinang
32
HDouglas Brown Principles of Language Learning and Teaching (New York
Addison Wesley Longman inc 2000) p16
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
23
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A RESEARCH METHODOLOGY
1 The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan
Junior High School Itrsquos located at JlPupan no29 Pondok Pinang
South Jakarta The writer chose this school because the teachers in this
school almost never apply the various methods in teaching learning
process as already mentioned in chapter one It was held from April 26
2010 until May 20 2010
2 The Objective of the Research
As mentioned in the chapter one that the objective of this study is
to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students
who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method
3 The Population and Sample
The population of this research is 68 students which are divided
into 2 classes Number of A class is 36 and B class is 32 The writer
teaches these two classes using GTM (for control class) and STAD
Technique (for experiment class) To make it easier in calculation the
writer chose 20 students of VII- A and VI- B randomly as the sample
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
24
4 The Technique of Data Collecting
In collecting the data the writer used test technique The data
were collected from the pre-test and post-test They were given to the
experiment class and controlled classes The pre-test was administered
before the treatments and the post-test was administered after the
treatments
5 The Technique of Data Analysis
In analyzing the data the writer used inferential analysis
technique That technique is useful to hypothesis testing and to research
generalization Before the writer analyzed the data it is necessary to
calculate the data into the statistic calculation The writer used 119905119905119890119904119905
formula to calculate the data The two classes were compared to the
independent variable the experiment class is (X) variable and the
control class is (Y) variable The formula of 119905119905119890119904119905 is expressed as
follows1
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
119872119909 = Mean of Variable X
119872119910 = Mean of Variable Y
SE = Standard Error
Prior the calculation of 119905119905119890119904119905 there are several steps to be taken
they are as follow
a Determining Mean of Variable X with formula
119872119909= 119883
1198731
1 Anas Sudijono Pengantar Statistik Pendidikan (Jakarta PTRaja Grafindo
Persada2008) p32
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
25
b Determining Mean of Variable Y with formula
119872119910= 119884
1198732
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909= 1199092
1198731
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909= 119878119863119909
1198731minus 1
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119910= 119878119910
1198732minus 1
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909minus 119872119910= 1198781198641198721199092+ 119878119864119872
1199102
h Determining 119905119900 with formula
119905119900 = 119872119909 minus 119872119910
119878119864119872119909 minus 119872119910
i Determining Degrees of Freedom (df) with formula
df = 1198731 + 1198732ndash 2
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
26
j The Testing of hypothesis
Ho There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
Ha There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
B RESEARCH FINDINGS
1 The Description of Data
The data were collected from studentsrsquo pre-test and post-test
both two classes The data which is obtained is described into two
tables The studentsrsquo achievements in the experiment class were
presented in the table 31 and the studentsrsquo achievementsrsquo in the
control class were presented in table 32 Each table has four columns
the first column shows the number of students the second and the
third column show pre-test and post-test scores and the last column
shows the gained scores which are obtained from post-test score is
subtracted pre-test score
The tables as follow
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
27
Table 31
The Studentsrsquo Score of Experiment Class
(Using STAD Technique)
Students (X) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 50 70 20
2 65 80 15
3 60 75 15
4 55 70 15
5 65 80 15
6 65 85 20
7 55 80 25
8 60 85 25
9 55 70 15
10 50 75 25
11 65 65 0
12 50 60 10
13 55 75 20
14 45 70 25
15 60 60 0
16 50 65 15
17 55 70 15
18 45 65 20
19 55 60 5
20 60 85 25
sum 1120 1445 325
Mean 56 7225 1625
The table above describes that the lowest score in pre-test is 45 and the
highest score is 65 and the lowest score in the post-test is 60 and the highest score
is 85 Therefore it can be summarized that the lowest and highest score in post-
test is higher than pre-test scores
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
28
Table 32
The Studentsrsquo Scores of Control Class
(Using Grammar Translation Method)
Students (Y) Pre Test Score Post Test Score
Gained (d) Score
(Post Test - Pre
Test)
1 45 60 15
2 50 60 10
3 55 65 10
4 60 65 5
5 50 70 20
6 55 65 10
7 50 65 15
8 60 60 0
9 55 60 5
10 45 60 15
11 50 65 15
12 60 65 5
13 50 60 10
14 55 70 15
15 55 65 10
16 55 55 0
17 50 75 25
18 45 60 15
19 60 70 10
20 55 60 5
sum 1060 1275 215
Mean 53 6375 1075
The table above describes that the lowest score in pre-test is 45 and the
highest score is 60 and the lowest score in the post-test is 55 and the highest score
is 75 Therefore it can be summarized that the lowest and highest scores in post-
test is higher than pre-test
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
29
2 The Analysis of Data
Before the writer analyzed the data the writer had calculated
the scores into the statistic calculation The writer used 119905119905119890119904119905 formula to
find the empirical evidence statistically and to make the testing of
hypothesis this research will easier
Prior the calculation of 119905119905119890119904119905 the writer made the calculation
table to gain Mean and Deviation Standard from two variables the
table as follow
Table 3
The Comparison Score of Each Student in Experiment Class and Control
Class
Students (X)
Students (Y) X Y x y xx yy
1 1 20 15 375 425 1406 1806
2 2 15 10 -125 -075 156 056
3 3 15 10 -125 -075 156 056
4 4 15 5 -125 -575 156 3306
5 5 15 20 -125 925 156 8556
6 6 20 10 375 -075 1406 056
7 7 25 15 875 425 7656 1806
8 8 25 0 875 -1075 7656 11556
9 9 15 5 -125 -575 156 3306
10 10 25 15 875 425 7656 1806
11 11 0 15 -1625 425 26406 1806
12 12 10 5 -625 -575 3906 3306
13 13 20 10 375 -075 1406 056
14 14 25 15 875 425 7656 1806
15 15 0 10 -1625 -075 26406 056
16 16 15 0 -125 -1075 156 11556
17 17 15 25 -125 1425 156 20306
18 18 20 15 375 425 1406 1806
19 19 5 10 -1125 -075 12656 056
20 20 25 5 875 -575 7656 3306
Mean 1625 1075
N1=20 N2=20 325 215 0 0 114375 76375
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
30
Note x = X ndash MX
y = Y ndash MY
N1 = Students of Experiment Class
N2 = Students of Control Class
The writer calculated the data based on the steps of the test The
formulation as followed
a Determining Mean of Variable X with formula
119872119909 = 119883
1198731
325
20
= 1625
b Determining Mean of Variable Y with formula
119872119910 = 119884
1198732
215
20
= 1075
c Determining Standard of Deviation Score of Variable X with formula
119878119863119909 = 1199092
1198731
= 114375
20
= 5719
756
d Determining Standard of Deviation Score of Variable Y with formula
119878119863119910= 1199102
1198732
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
31
= 76375
20
= 3819
= 618
e Determining Standard Error Mean of Variable X with formula
119878119863119872119909 = 119878119863119909
1198731minus1
= 756
19
= 756
436
= 173
f Determining Standard Error Mean of Variable Y with formula
119878119863119872119909 = 119878119863119910
1198732minus1
= 618
19
= 618
436
= 142
g Determining Standard Error of different Mean of Variable X and Mean of
Variable Y with formula
119878119864119872119909 minus 119872119910= 1198781198631198721199092+ 1198721199102
= 1732 + 1422
= 299 + 202
= 501
= 223
h Determining with formula
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
32
119905119900 = 119872119909 minus 119872119909
119878119864119872119909 minus 119872119910
= 1625 minus1075
223
= 55
223
= 247
i Determining Degrees of Freedom (df) with formula
df = ndash 2
= 20 + 20 -2
df = 38
The value of degrees of freedom (df) is not mentioned in the 119905119905119886119887119897119890
so the writer uses the closer value to 38 that is 40 as degrees of freedom
The value of df 40 at the degrees of significance 5 or 119905119905119886119887119897119890 5 of
df 40 = 202
The writer formulated Null Hypothesis (119867119900) and Alternative
Hypothesis (119867119886) as follow
119867119900 There is no significant different achievement in learning simple
present tense between students are taught by using STAD technique
and students are taught by using Grammar Translation Method
119867119886 There is significant different achievement in learning simple present
tense between students are taught by using STAD technique and
students are taught by using Grammar Translation Method
The assumption of this hypothesis as follow
If 119905119900 ge 119905119905119886119887119897119890 the Null Hypothesis (119867119900) is rejected It means there is
significant different achievement in learning simple present tense between
students are taught by using STAD technique and students are taught by using
Grammar translation Method
If 119905119900 le 119905119905119886119887119897119890 the Null Hypothesis( 119867119900) is accepted There is no significant
different achievement in learning simple present tense between students are taught
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
33
by using STAD technique and students are taught by using Grammar translation
Method
Based on the description of calculation above it can be inferred that
1 The value of 119905119905119886119887119897119890 in the significance 5 is 202
2 The value of 119905119900 is 247
The writer summarized that 119905119900 ge 119905119905119886119887119897119890 it means that the Null Hypothesis
(119867119900) is rejected and the Alternative Hypothesis (119867119886) is accepted
3 The Interpretation of Data
Based on the result of analysis data the value of 119905119905119886119887119897119890 in the
significance 5 is 202 and the value of 119905119900 is 247 It means that the
alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is
rejected Therefore it can be inferred that the use of STAD Technique
is more effective in teaching Simple Present Tense than Grammar
Translation Method It simply illustrates that the students who are
taught by using STAD Technique have a significant difference
achievement in learning Simple Present Tense between the students
who are taught by using Grammar Translation Method
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
34
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A CONCLUSION
Based on the calculation in chapter III the writer obtained the value of
119905119905119886119887119897119890 in the significance 5 is 202 and the value of 119905119900 is 247 It can be
said that 119905119900 ge 119905119905119886119887119897119890 which Ha (alternative hypothesis) is accepted The
hypothesis means there is a significant difference achievement in learning
simple present tense between students who taught by using STAD technique
and students who taught by using Grammar Translation Method
From the result above the writer can conclude that there is the
significant influence in mastering simple present tense between the students
who are taught through STAD technique and the students who are taught by
using Grammar Translation Method
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
35
B SUGGESTIONS
In line with the research findings previously here are some
suggestions that can be given related to the writer conclusion and hopefully
can take the benefit to anyone who read this ldquoskripsirdquo The suggestions are
as follow
a The teachers should be a creative person in order to make the teaching
and learning process become more interesting effective and
comfortable for students
b The teachers should know the methods in learning and teaching in
order to the teacher can choose the suitable method for the suitable
material in the classroom
c The teachers should be a flexible person not only teaching giving
critique asking and questioning but also sharing receiving critique
from the students
d The students should share their difficulty in learning to their friends
and their teacher in order to they can solve their problem in the
learning activity
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
BIBLIOGRAPHY
Anonymous Departemen Pendidikan Dan Kebudayaan RI Keputusan Menteri
No096kep1967rdquoBahasa Inggris Sebagai Bahasa Asing Pertama Di
Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan
Tinggirdquo
Azar Betty Schrampfer Understanding and Using English Grammar 2nd
edition
New Jersey Prentice-Hall Inc 1989
Azar Betty Schrampfer Understanding and Using English Grammar Jakarta
Binarupa Aksara and Prentice Hall Inc 1993
Brown HDouglas Principles of Language Learning and Teaching New York
Addison Wesley Longman inc 2000
Chalker Sylvia etal Dictionary of English Grammar New York Oxford
University Press 1998
Freeman Diane Larsen Techniques and Principles in Language Teaching 2nd
ed
Oxford Oxford University Press 2000
Harmer Jeremy How to Teach English new edition Edinburgh Pearson
Education Limited 2007
Hornby AS Guide to Pattern and Usage in English 2nd
edition Oxford Oxford
University Press 1975
Kesler Carrolyn Cooperative Language Learning New Jersey Prentice Hall
Inc 1992
Kirn Elaine Darcy Jack and Jill Korey Orsquo Sullivan Interaction 1 Grammar 4th
edition New York McGraw ndashHill Inc 1990
Nunan David Collaborative Language Learning and Teaching Cambridge
Cambridge University Press 1992
Renandya Willy A and George M Jacobs ed Learners and Language Learning
Singapore SEAMEO Regional Language Centre 1998
Richards Jack C and Theodore SRodgers Approaches and Methods in Language
Teaching CambridgeCambridge University Press1986
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
Richards Jack C and Theodore S Rodgers Approaches and Methods in
Language Teaching 2nd
ed Cambridge Cambridge University Press
2001
Slavin Robert E Cooperative Learning Theory Research and Practice 2nd
edition Boston Ally amp Bacon 1995
Sudijono Anas Pengantar Statistik Pendidikan Jakarta PTRaja Grafindo
Persada2008
Thomson AJ and A V Martinet A Practical English Grammar 4th
edition New
York Oxford University Press 1986
Werner Patricia K Interaction 2 Grammar 4th
edition New York The McGraw-
Hill Companies Inc 2002
Wishon George E and Julia M Burks Letrsquos Write English New York Littion
Educational Publishing Inc 1980
httpcollegehmcocomeducationpbltccoophtml1 Retrieved 02032010
httpedtechkennesaweduintechcooperativelearninghtm Retrieved 02092010
httpniigatajetnet Retrieved 10052010
httpspacesisuedutw Retrieved 10052010
httpwwwcriminologyfsuedufacultyclarkmodule1partcontentappendix4ht
mstad Retrieved 02032010
httpwwwslidesharenetvacokagrammar-translation-method-presentation
Retrieved 02032010
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis
fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan interrogative
Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan subject
yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
2 Mengetahui langkah retorika dalam teks descriptive
3 Mengetahui ciri kebahasaan teks descriptive
4 Mengetahui fungsi teks descriptive
5 Memahami makna kosakata sulit dalam teks descriptive
6 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
7 Membedakan penggunaan form to be dengan subject yang berbeda
dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
VI Metode dan Teknik Pembelajaran
Cooperative Learning Method (STAD Technique)
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru membagi siswa ked alma sebuah kelompok yang
beranggotakan 4 atau 5 orang secara heterogen (campuran
menurut prestasi jenis kelamin suku dan lain-lain)
Guru melakukan tanya jawab dengan arti dan fungsi dalam teks
descriptive
Guru menjelaskan schematic structure dalam teks descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru menjelaskan tentang penggunaan Simple Present Tense
dan penambahan ses dalam kata kerja
Dalam kelompok siswa membahas apa yangtelah disampaikan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh guru
Guru memberikan tugas kepada kelompok untuk dikerjakan
oleh anggota-anggota kelompok Anggotanya yang sudah
mengerti dapat menjelaskan pada anggota lainnya sampai
semua anggota dalam kelompok tersebut mengerti
Guru memberi kuis pertanyaan kepada seluruh siswa Pada
saat menjawab kuis mereka tidak boleh saling membantu
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
III Indikator
1 Siswa dapat membaca nyaring dengan ucapan tekanan dan
intonasi yang benar
2 Siswa dapat mengidentifikasi berbagai informasi dalam teks
tulis fungsional pendek sangat sederhana berupa teks descriptive
3 Siswa dapat mengetahui langkah retorika dalam teks descriptive
4 Siswa dapat mengetahui ciri kebahasaan teks descriptive
5 Siswa dapat mengetahui fungsi teks descriptive
6 Siswa dapat memahami makna kosakata sulit dalam teks
descriptive
7 Siswa dapat membentuk kalimat positif negative dan
interrogative Simple Present Tense
8 Siswa dapat membedakan penggunaan form to be dengan
subject yang berbeda dalam kalimat
IV Tujuan Pembelajaran
Pada akhir pembelajaran siswa mampu
1 Membaca nyaring dengan ucapan tekanan dan intonasi yang
benar
2 Mengidentifikasi berbagai informasi dalam teks tulis fungsional
pendek sangat sederhana berupa teks descriptive
3 Mengetahui langkah retorika dalam teks descriptive
4 Mengetahui ciri kebahasaan teks descriptive
5 Mengetahui fungsi teks descriptive
6 Memahami makna kosakata sulit dalam teks descriptive
7 Membentuk kalimat positif negative dan interrogative Simple
Present Tense
8 Membedakan penggunaan form to be dengan subject yang
berbeda dalam kalimat
V Materi PembelajaranUraian Materi Pokok
Terlampir
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
VI Metode dan Teknik Pembelajaran
Grammar Translation Method
VII Langkah-langkah Kegiatan
a Kegiatan Pendahuluan
Memberi salam dan tegur sapa
Guru melakukan tanya jawab berbagai hal terkait kondisi
siswa
Guru mengabsen siswa
Guru memberi motivasi kepada siswa
b Kegiatan Inti
Guru menjelaskan arti dan fungsi dalam teks descriptive
Guru menjelaskan schematic structure dalam teks
descriptive
Guru menjelaskan language feature dalam teks descriptive
Guru membaca dan menjelaskan kosa kata yang sulit dalam
teks descriptive
Guru menjelaskan tenses yang biasa digunakan dalam teks
descriptive dengan menjelaskan rumus dahulu setelah itu
contoh
Guru membaca sebuah paragraph dan mengartikannya
Siswa mempelajari teks descriptive dan bertanya kepada
guru pertanyaan yang mereka tidak mampu untuk jawab
c Kegiatan Penutup
Guru mengevaluasi pelajaran hari ini dan teknik yang
digunakan dalam proses belajar mengajar
Guru memberikan kesimpulan mengenai materi
pembelajaran
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
VIII Sumber dan Media Pembelajaran
a Sumber Pembelajaran Buku teks English on Sky SMP VII
(Jakarta Erlangga 2007) amp English in
Focus 1 for Grade VII SMPMTs
(Jakarta Pusat Perbukuan Departemen
Pendidikan Nasional 2008)
b Media Pembelajaran Handout Word Strip
IX Penilaian
a Teknik Tes lisan dan tulisan
Bentuk - Pilihan Ganda
- True False
Instrumen Terlampir
Tiap nomor benar diberi skor 10
Skor maksimal 100
b Teknik Tes tulis dan lisan
Bentuk Essay
Instrumen Terlampir
Tiap nomor diberi skor
No Uraian Skor
1 Setiap jawaban benar tata bahasa benar pilihan kata
benar dan lafal benar
5
2 Setiap jawaban benar tata bahasa kurang tepat pilihan
kata tepat dan lafal benar
4
3 Setiap jawaban benar tata bahasa salah pilihan kata
kurang tepat dan lafal benar
3
4 Setiap jawaban benar tata bahasa salah pilihan kata
dan lafal kurang tepat
2
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
5 Setiap jawaban kurang tepat tata bahasa salah pilihan
kata dan lafal salah
1
6 Tidak ada jawaban 0
Skor maksimal 100
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
11 Me and my friends hellip lunch in
the cafeteria right now
a is eating
b was eating
c were eating
d are eating
12 Choose a sentence that states
general truth
a She kisses his son every
morning
b The moon goes around the
earth
c He prepares his school bag
d My mother always prepare
breakfast in the morning
13 A
helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
B At half past eleven
a Where does the bus come
b What does the bus come
c When does the bus come
d How does the bus come
14 ldquoThe sun rises in the eastrdquo In
which function does the
sentence include
a Habitual action
b General truth
c Expressing future times
d Expressing an action at the
present time
15 ldquoThe dogs are hungryrdquo The
question form of this sentence
is hellip
a Does the dogs are hungry
b Do the dogs hungry
c Are the dogs hungry
d Is the dogs hungry
16 Nadia
helliphelliphelliphelliphelliphelliphelliphelliphelliphellip
Tom My mother bought a
pair of shoes
yesterday
a What are your mother buy
yesterday
b What did your mother buy
yesterday
c What did your mother
bought yesterday
d What does your mother buy
yesterday
17 A helliphelliphelliphelliphellip
B No I did not
a Do you get up early in this
b weekend
c Does you get up early in this
weekend
d Did you get up early in this
weekend
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
18 A I am tired
B helliphelliphelliphelliphelliphelliphelliphellip
What is the best suggestion to fill
the blank space
a Please take a rest
b Letrsquos take a rest
c Donrsquot take a rest please
d Letrsquos walk quickly
19 A Are I the only
woman in this class
B No you arenrsquot
The right form of the question is
hellip
a Do I the only woman in
this class
b Is I the only woman in this
class
c Am I the only woman in
this class
d Does I the only woman in
this class
20 Student A helliphelliphelliphelliphellip
Student B Yes they have class
every morning
a Are they having class
every morning
b Do they have class every
morning
c Does they has class every
morning
d Do they having class every
morning
21 I hellip low marks last semester
but I know I hellip high marks this
semester
a got will get
b gotten will get
c got gets
d got will got
22 Anisa hellip you have
homework every day
Doni No I do not
a Are
b Does
c Do
d Is
23 ldquoHe watches TV every nightrdquo
The negative form of this
sentence is hellip
a He is not watch TV every
night
b He do not watch TV every
night
c He does not watch TV
every night
d He does not watches TV
every night
24 Choose a sentence that states
habitual action
a She went to Bandung two
days ago
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
b Andi and Dika usually
study English together
after school
c They are new students
d Water boils at 100 degree
25 ldquoPlease donrsquot sleep in classrdquo
The function of the sentence is
hellip
a To express future time
b To express general truth
c To express habitual action
d To express prohibition
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