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A. BACKGROUND
B. THEORETICAL FOUNDATION
1. Technique
Anthony (1963) in Richard and Rodgers (1999: 15 a
technique is implementational that which actually
takes place in a classroom. It is a particular trick,
stratagem, or contrivance used to accomplish an
immediate objective. Technique must be consistent
with a method, and therefore in harmony with an
approach as well. According to the theory, technique
in teaching process is very important to supports the
teaching and learning activities process when the
teacher managing the classroom.
Brown (1994) states that technique is commonly
referred to other terms any of wide variety of
3. Definition of Grammar
Grammar is the system of language. People
sometimes describe grammar as the rule of language.
Actually the word grammar has several meanings and
description attempted by linguists. Different experts
define the word grammar differently. Jeremy Harmer
(2001:12) defines the term grammar as the
description of the ways in which the word can change
their form and can be combined into sentences in that
language. Whereas Cook and Cutter (1980:1) assume
that grammar is a set of rules by which people speak
and write.
In accordance with the statements above, it is clear
that grammar is absolutely needed in using language
2
5. English Tenses
In general tense is a system which we use to refer to
time; past, present, and future. Many languages use
tenses to talk about time. In English, we use tense as
a method that we use to indicate time. Other
languages may have no tenses, but of course they can
still about time using different methods. Wishon and
Burks (1980: 192) state that tense means time.
However, it should be pointed out that time in
relation to concept that exists in the mind of the
speakers, reader, or listener. Hornby (1989:1324)
assume that tense is any of the forms of a verb that
may be used to indicate the time of the action or state
express by the verb. In line with Hornby that says
tense is verb form that shows time, Frank (1972:47)
states that tense is special verb endings or
accompanying auxiliary verb signaling the times an
event takes.
There are sixteen English tenses and this research
focus on simple past tense. The reason to choose
those tense is because before mastering simple past
tense, students should remember and know the word
changing of simple past tense. Without mastering the
word changing, students will confuse where this
words comes from. Simple past tense is one
complicated tenses in English grammar, because it
has many discussions.
i.
j.
k.
l.
C. RESEARCH METHODOLOGY
1. Research Design
Research is one way to know and identifying the data
will that be researched. The writer used the research
to identify the data and know the result of the study.
As described by Crowl (1996: 6):Research is used to
denote the systematic process of identifying a
problem, reviewing the literature dealing with a
problem, developing one or more research hypothesis
or questions related to the problem, collecting data by
means of empirical investigation, analyzing the data,
and interpreting the results of the investigation.
According to Crowl (1996: 290), the one group
pretest-posttest design differs from the one shot case
study in that the questionnaire is administered twice:
once as a pretest (O1) before students start with the
word process (X) and again as a posttest (O 2) after
students have used the word processor.
Pretest (O1) X Posttest (O2)
In this research the writer chose one group pretestposttest design to find out the students simple paste
tense comprehension whether before or after
treatment.
5. Sample
According to crowl (1996: 15) samples are subsets of
people used represent populations. Hornby (2000:
131) sample is number of people or thing are taken
from a large group used in test to provide information
about the group. According to Burn (1994:63), a
sample is any part of population regardless of
whether it is representative or not.
The sampling technique used in this study subject is
not randomly assigned, so the writer would take the
sample was entire population.
6. Research data collection
a. Pretest
The students were given questions both multiple
choice and essay in the first meeting. Timing is about
45 minutes which 20 multiple choice and 16 essays.
2. Research method
Research is a way of knowing that emphasizes
systematic investigation Crowl (1996). Moreover, he
said that the terms research denotes the systematic
process of identifying a problem, review the literature
dealing with the problem, developing one or more
research hypotheses or question related to the
problem, collecting data by means of empirical
investigations, analyzing the data, and interpreting
the result of the investigation.
In this research the writer used the quantitative
method. According to Crowl (1996 : 10), quantitative
research methods are used to examine questions that
can be answered by collecting and statistically
analyzing data that are in numerical form.
b. Posttest
After giving some treatments and exercises to the
experimental group in a certain period of time,
posttest was carried out by giving the students
questions same as pretest.
D. FINDINGS AND DISCUSSIONS
1. Data of the Research
The data students scores of the first year SMA
YPKKP Cijerah was obtained by doing pretest and
posttest as follow:
Table 4.1
Pretest and Posttest Students Score of SMA
YPKKP Cijerah
N
Name of
Posttest
Pretest
o
Students
1 AS
30
18
2 AKS
31
27
3 AB
37
29
4 AK
35
35
5 AJ
47
37
6 AM
32
17
3. Research instrument
In this research the writer used written test both
multiple choice and essay as instrument. Gronlound
(1985: 5) test is an instrument or systematic
procedure for measuring a sample of behavior.
(Answer the question how well does the individual
perform in comparison with others or in comparison
with a domain of performance tasks?). Crowl (1996:
101) a test is valid to the extent that its scores permit
4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
DSR
DH
ES
FL
FN
FA
HH
JA
MMA
NJ
NR
NH
RA
RA
SP
SUF
SDS
SA
SMR
TR
WA
YR
YS
YNS
ZN
Sum
56
45
43
42
33
84
47
43
56
23
36
33
33
44
54
53
37
32
40
34
34
41
54
45
48
1302
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
37
40
35
35
37
47
12
25
33
23
25
22
36
37
37
44
33
31
34
37
30
33
23
40
40
989
the result
) by ne number of
S= X 2
Table 4.2
The Comparison of the Test Result between
Posttest and Pretest
Posttest
Pretest
30
31
37
35
47
32
56
45
43
42
33
18
27
29
35
37
17
37
40
35
35
37
Difference
(D)
12
4
8
0
10
15
19
5
8
7
-4
D=
x 2
Name of
Students
AS
AKS
AB
AK
AJ
AM
DSR
DH
ES
FL
FN
47
12
25
33
23
25
22
36
37
37
44
33
31
34
37
30
33
23
40
40
989
37
35
18
23
0
11
11
-3
7
17
9
4
1
6
-3
4
8
31
5
8
313
1369
1225
324
529
0
121
121
9
49
289
81
16
1
36
9
16
64
961
25
64
6373
313 and
D2=6373
No
1
2
3
4
5
6
7
8
9
10
11
84
47
43
56
23
36
33
33
44
54
53
37
32
40
34
34
41
54
45
48
1302
FA
HH
JA
MMA
NJ
NR
NH
RA
RA
SP
SUF
SDS
SA
SMR
TR
WA
YR
YS
YNS
ZN
Sum
Square
(D2)
144
16
64
0
100
225
361
25
64
49
16
313
31
S
6373
63733160.29
30
3212.71
30
S 107.09
10.35
t=
t=
t=
( D )
N
N (N 1)
t=
10.10
( 313 )2
31
31(311)
6373
10.10
10.10
t=
3.45
63733160.29
930
10.10
t=5.43
1.86
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Byrne, Don. (1969). English Teaching exracts.
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