09220308 sandi maulana abdillah

8/17/2019 09220308 Sandi Maulana Abdillah

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TEACHING SIMPLE PAST TENSE BY USING SUBSTITUTION CONCORD DRILL

TECHNIQUE AT THE FIRST YEAR STUDENTS OF SMA YPKKP CIJERAH BANDUNG

IN ACADEMIC YEAR 2012/2013

Sand Ma!"ana A#d""a$E-mail: [email protected]

En%"&$ Ed!'a()n S(!d* P+)%+a, Lan%!a%- and A+( D-.a+(,-n(

S-)"a$ Tn%% K-%!+!an dan I",! P-nddan

S(. S"an% Band!n%

ABSTRACT

The objective of this study entitled “teaching simple past tense by using substitution concord drilltechniue at the first year students of !"# $%&&% '()E*#+ in academic year ,0,,0/ 1as to find out1hether or not !ubstitution-'oncord 2rill Techniue improves students3 simple past tense comprehension.

This research used one group pretest-posttest design and uantitative research method. The population of this research 1as thirty one students of the first year of !"# $%&&% 'ijerah and the sample of the

research 1as entire population. The instrument of this research 1as test and the data 1ere collected bygiving 1ritten test to the students3 sample. The data 1ere analy4ed by using t-test formula. The results of this research sho1ed that: the mean score of pretest 1as /.90 and the mean score of posttest 1as 5,. Thet-observed 1as 6.5/ and the t-table 1ith degree of freedom 7 df) /0 and level significance at 0.06 768 1as.9;. .9;. (t also means that teaching simple past tense by using

substitution concord drill techniue 1as effective to improve the students3 comprehension in simple pasttense.

&ey 1ords: past tense= substitution concord drill techniue.

A BACKGROUND

#s other language= English language has many parts.

?ne of its parts is grammar. rammar is a description

of the structure of language and the 1ay 1hich

linguistics unit as 1ords and phrases are combined to

produce sentences in the language. (t usually taAes

into account the meanings and function on this

sentence in the overall system of the language=

*ichard et al 79B6: ,6. (n (ndonesia itself= English

language is learned as a foreign language. Therefore

the government includes English language in

education curriculum.The latest curriculum 1hich is being implemented

no1adays is school based curriculum 7!


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the function and understanding appropriate conteCt

taught to them. +o1ever in learning grammar

especially simple past tense= the students 1ill face a

lot of difficulties such as the use of verbs=

differentiate bet1een regular and irregular verbs=

pronunciation ed ending and maAing right

sentences.


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both 1ritten and spoAen form. +ornby 79B9:6;

defines grammar as the rules in a language for

changing the form of 1ords and combining them into

sentences. (n short grammar is something that people

can use to find their 1ay in getting along 1ith other

in using language.

6 I,.)+(an'- )5 L-a+nn% G+a,,a+

The importance of grammar as stated by Dasr

79;B:6, is that grammar is a part of any language.

rammar and language cannot be separated.

'onseuently= if language has no grammar= it 1ill

never be spoAen= because people 1ill be able to either

use and learn a language if the language has its

pattern as the grammatical rules. rammar can help

us to learn a language more uicAly and efficiently.

This reasonable since studying grammar as

something that tells us ho1 to speaA and 1rite

correctly. Hhen a second language learner

understands the grammar as a system of language= he

1ill Ano1 ho1 the language 1orAs. #s a result= he

1ill maAe sentences or statements grammatically

correct and meaningful to other people.

7 En%"&$ T-n&-&

(n general tense is a system 1hich 1e use to refer to

timeG past= present= and future. "any languages use

tenses to talA about time. (n English= 1e use tense as

a method that 1e use to indicate time. ?ther

languages may have no tenses= but of course they can

still about time using different methods. Hishon and


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i. %resenting the lesson.

j. 2oing classroom activities.

A. 'hecAing student3s understanding

l. Jinishing the lesson: summari4ing and revie1ing

the lesson

m. TalAing about the neCt lesson and home1orA.

C RESEARCH METHODOLOGY

1 R-&-a+'$ D-&%n

*esearch is one 1ay to Ano1 and identifying the data

1ill that be researched. The 1riter used the research

to identify the data and Ano1 the result of the study.

#s described by 'ro1l 799: :*esearch is used to

denote the systematic process of identifying a

problem= revie1ing the literature dealing 1ith a

problem= developing one or more research hypothesis

or uestions related to the problem= collecting data by

means of empirical investigation= analy4ing the data=and interpreting the results of the investigation.

#ccording to 'ro1l 799: ,90= the one group

pretest-posttest design differs from the one shot case

study in that the uestionnaire is administered t1ice:

once as a pretest 7? before students start 1ith the

1ord process 7 and again as a posttest 7?, after

students have used the 1ord processor.

%retest 7? %osttest 7?,

(n this research the 1riter chose one group pretest-

posttest design to find out the students3 simple paste

tense comprehension 1hether before or after

treatment.

2 R-&-a+'$ ,-($)d

*esearch is a 1ay of Ano1ing that emphasi4es

systematic investigation 'ro1l 799. "oreover= he

said that the terms research denotes the systematic

process of identifying a problem= revie1 the literature

dealing 1ith the problem= developing one or more

research hypotheses or uestion related to the

problem= collecting data by means of empirical

investigations= analy4ing the data= and interpreting

the result of the investigation.

(n this research the 1riter used the uantitativemethod. #ccording to 'ro1l 799 : 0= uantitative

research methods are used to eCamine uestions that

can be ans1ered by collecting and statistically

analy4ing data that are in numerical form.

3 R-&-a+'$ n&(+!,-n(

(n this research the 1riter used 1ritten test both

multiple choice and essay as instrument. ronlound

79B6: 6 test is an instrument or systematic

procedure for measuring a sample of behavior.

7#ns1er the uestion “ho1 1ell does the individual

perform in comparison 1ith others or in comparison1ith a domain of performance tasAsL. 'ro1l 799:

0 a test is valid to the eCtent that its scores permit

one to dra1 appropriate meaningful= and useful

inferences= and it is reliable to the eCtent that

1hatever that measures= it measures consistently.

6 R-&-a+'$ .).!"a()n

#ccording to 'ro1l 799: 6 population are groups

consisting of all people to 1hom a researcher 1ishesto apply the findings study


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; 2!* 6 /;

B 2+ 56 50

9 E! 5/ /6

0 JM 5, /6

JD // /;

, J# B5 5;/ ++ 5; ,

5 )# 5/ ,6

6 ""# 6 //

D) ,/ ,/

; D* / ,6

B D+ // ,,

9 *# // /

,0 *# 55 /;

, !% 65 /;

,, !NJ 6/ 55

,/ !2! /; //

,5 !# /, /

,6 !"* 50 /5

, T* /5 /;

,; H# /5 /0

,B $* 5 //

,9 $! 65 ,/

/0 $D! 56 50

/ OD 5B 50

!um /0, 9B9

a T$- M-an )5 Ea'$ T-&(

"ean is average of the students3 score. (t is simply

the sum of the scores 7 ∑ x by ne number of

students 7D. The result is: the mean of pretest is

/.90 and the mean of posttest is 5,

# T$- C),.a+&)n )5 ($- T-&( R-&!"(

This column includes list the difference 72 bet1een

pretest and posttest and list the suares of difference

score 72, to help counting of standard deviation and

t-test value.

Ta#"- 62T$- C),.a+&)n )5 ($- T-&( R-&!"( #-(--n

P)&((-&( and P+-(-&(

N)

Na,- )5

S(!d-n(&P)&((-&( P+-(-&(

D55-+-n'-

D

S4!a+-

D2

#! /0 B , 55

, #&! / ,; 5

/ #< /; ,9 B 5

5 #& /6 /6 0 0

6 #) 5; /; 0 00

#" /, ; 6 ,,6

; 2!* 6 /; 9 /

B 2+ 56 50 6 ,6

9 E! 5/ /6 B 50 JM 5, /6 ; 59

JD // /; -5

, J# B5 5; /; /9

/ ++ 5; , /6 ,,6

5 )# 5/ ,6 B /,5

6 ""# 6 // ,/ 6,9

D) ,/ ,/ 0 0

; D* / ,6 ,

B D+ // ,, ,

9 *# // / -/ 9

,0 *# 55 /; ; 59

, !% 65 /; ; ,B9

,, !NJ 6/ 55 9 B

,/ !2! /; // 5

,5 !# /, /

,6 !"* 50 /5 /

, T* /5 /; -/ 9

,; H# /5 /0 5

,B $* 5 // B 5

,9 $! 65 ,/ / 9

/0 $D! 56 50 6 ,6

/ OD 5B 50 B 5

!um /0, 9B9 // /;/


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t = ´ D

√∑ D2−

(∑ D )2

N

N ( N −1)

t = 10.10

√6373−

(313)2

31

31(31−1)

t = 10.10

√6373−3160.29

930

t =10.10

√ 3.45

t =10.10

1.86t =5.43

The result tP 6.5/ indicated that there 1as a

difference of degree. Then to complete the result of the research= the 1riter found out the degree of

freedom 7d 1ith the formula:

d P D-

d P/-

d P /0

The critical value of t-table at the 0=06 level of

significance for this degree of freedom 68 from /0

1as 18;9

The result of the data by using the formula above

sho1s that the coefficient is 6.5/ it means that there

1as a significance increase after using substitution

concord drill techniue.

D T-&(n% ($- H*.)($-&& and D&'!&&)n

The data analysis proves that the mean students3

score of pretest is /.90G mean1hile= their mean score

of posttest after being taught by using substitution

concord drill techniue is 5,. The t observe is 6.5/

and the 2egree of freedom 7 *f value from /0 in

level of significance at 68 is 18;9

Therefore= based on the data above= the 1riter

concludes that the alternative hypothesis is accepted

because the t observe is higher than t-table

76.5/>.9;. The hypothesis of this research= that

substitution concord drill techniue is effective to be

used in teaching. That substitution concord drill

techniue influenced students3 comprehension in

simple past tense.

#ccording to the analysis of the data= the 1riter infers

that teaching simple past tense by using substitution

concord drill techniue is more effective to improve

students3 comprehension. (t can be seen from the

students3 score of the mean 1hich higher than the

other.

E CONCLUSIONS AND SUGGESTIONS

1 C)n'"!&)n&

The 1riter 1ould liAe to describe some conclusions

based on the fact and eCperience in the research:

a.


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Smpn 6 (andar ampung .

09220308 sandi maulana abdillah

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