Background Literature Review Methodology Discussion Findings Conclusions Flip the Report.
44 CHAPTER IV FINDINGS AND DISCUSSION There are two types ...
Transcript of 44 CHAPTER IV FINDINGS AND DISCUSSION There are two types ...
44
CHAPTER IV
FINDINGS AND DISCUSSION
There are two types of data, namely qualitative data and quantitative data
which were analyzed descriptively. The qualitative data obtained from the
questionnaire given at the end of every cycle, while quantitative data obtained
from the result of pre- test and post-tests.
According to above explanation, some points that are going to be
discussed are the students’ ability obtained from the result of pre- test, post- test
of each cycle, questionnaires, students’ activities, and teacher’s activities.
4.1 Findings before Conducting the Treatment
In this part the researcher’s findings include the activities conducted before
conducting the treatment.
4.1.1 Planning
In order to found and strength the data about the students’ ability in using
Simple Present Tense the researcher’s done the pre- test and made some
preparations before conducting pre-test, such as preparing a note book for the
researcher’s diary, selecting materials to guide the researcher in making pre-test,
designing pre-test and questionnaire, and determining the schedule and time
allotment. The pre-test consisted of thirty multiple choice questions which
involved 10 items of Subject-Verb Agreement, 10 items of adverbials used in
44
45
Simple Present Tense, and 10 items of the usage of Simple Present Tense, while
the questionnaire consisted of 10 closed test about the students’ feeling in
studying Simple Present Tense and how the students perceived their teacher’s
technique in teaching them.
4.1.2 Observation
4.1.2.1 Researcher’s Diary
This pre-observation was done on January 31st 2011 by giving the students
pre-test. Before distributing the test, the researcher explained her purpose and the
program that would be conducted to the students. Since everything was clear for
the students, the researcher distributed the pre-test and the questionnaire. The
class was noisy for a while because the students were surprised and not ready for
the test. But it was soon calm after the researcher explained that the test was
conducted only to know their ability in using Simple Present Tense. In this pre-
observation, I need time extension. The students were given 60 minutes to finish
the test and then they continued to answer the questionnaire. The students did the
test based on their ability. They were not allowed to cheat their friends’ work.
Beside giving pre-test and questionnaire, the researcher also observed the
English teacher’s way in teaching Simple Present Tense. It was found that the
English teacher tended to teach the students deductively and the teaching learning
activities were book oriented. It made the students not interested in motivating
their learning process.
46
4.1.2.2 The Result of Pre-Test
Based on the result of the pre-test, it can be said that the students’ ability
in using Simple Present Tense was still low. It can be seen from the table below.
Table 4.1 The Result of Pre-Test
Aspects of Simple
No Subject Present Tense answered Total Score
Level
mastery% Level of
Correctly Mastery
S-V Adverb Usage
1 AGUS GUNAWAN, I GEDE 5 6 4 15 50 50% Poor
2 ASTINI, NI KETUT 4 6 6 16 53 53% Poor
3
BUDIARTINIANTI, NI
KADEK 4 8 4 16 53 53% Poor
4 KARNI,NI KETUT 3 6 3 12 40 40% Poor
5 LINDRA, I KOMANG 3 8 3 14 47 47% Poor
6 MANDRA, I WAYAN 3 6 5 14 47 47% Poor
7 OKA WIDANA, I GEDE 5 7 3 15 50 50% Poor
8 PRADIKA, I KADEK 7 6 4 17 57 57% Insufficient
9 SANTI MARTINI, I PUTU 5 5 4 14 47 47% Poor
10 SARI, I KETUT 1 3 3 7 23 23% Poor
11 SATIA, I KADEK 4 6 4 14 47 47% Poor
12 SIDAN, I KOMANG 5 6 5 16 53 53% Poor
13 SUKADANA, I KADEK 3 4 2 9 30 30% Poor
14 SUKRA, I KETUT 4 5 2 11 37 37% Poor
15 SULASTRINI, I KADEK 5 4 1 10 33 33% Poor
16
SUMARNI PUTRI, I
KADEK 3 5 2 10 33 33% Poor
17 TISU BALIANI, I KADEK 0 9 1 10 33 33% Poor
18 TRESNAYASA, I KADEK 3 4 2 9 30 30% Poor
19 WARDA, I NENGAH 5 2 4 11 37 37% Poor
20 WASTI, NI WAYAN 4 6 4 14 47 47% Poor
21 YUDIANTINIASIH, NI LUH 3 6 4 13 43 43% Poor
Mean Score 3,7 5,6 3,3
42 42% Poor
47
The table shows that the ability of the students in using Simple Present
Tense could be categorized as complete failure in which the students’ mean score
was 42 and according to criteria of the students’ level of mastery was poor
because it was less than 54. It founded that there were 20 students (97.5%) got
score below 55 (poor) and 1 students (2.5%) got score up to 55 (insufficient),
these score influenced the mean score of whole of students was poor.
Most of the students still had problems in using each aspect of Simple Present
Tense that covered the use of Subject-Verb agreement, the use of adverbial of
frequency and time and the usage of Simple Present Tense. Below are the details
of each aspect of Simple Present Tense.
1. Subject-Verb agreement
From the result of pre-test, the mean score of this aspect was 3, 7 (poor).
Only 1 student got score 7 and the others got score less than 7. The
significant problem faced by the students was the students did not
understand how to add correct suffixes –s or –es on the verbs. They were
difficult to differentiate which subject should be added suffixes s or es and
which subject should not. They also did not understand what was meant by
the first person, second person, third singular person, and third plural
person subjects.
2. Adverb
The mean score of this aspect was 5,6 (insufficient). There were only 4
students who got score 7 and up to 7. Regarding this mean score, it can be
concluded that the students still had problems in using the appropriate
48
adverbials of frequency and time in Simple Present sentences. The
researcher found that the students ignored the significance of time
indicator in the sentences. They thought the adverbials were only indicated
by time and would not change the tense of the sentences.
3. Usage
The students’ mean score of this aspect was 3.3 (poor). The students’
problem was basic. They did not understand the right rules for
constructing Simple Present Tense. They were difficult in differentiating
verbal and nominal sentences. Some of them even did know what was
meant by verb, adjective, noun, and pronoun and how to differentiate
them. For example, the students tended to choose: ‘Do you a student ?’
rather than to choose ‘Are you a student ?’
4.1.2.3 The Result of Pre- Cycle Questionnaire
There were 10 items in the questionnaire. It was related to the student’s
feeling about the grammar teaching conducted by their English teacher. The result
of the questionnaire can be seen in the following table.
Table 4.2 The Result of the Questionnaire
Number of
Items
Result
A B
Total
Number
% Total
Number
%
1 8 38% 13 61,9%
2 8 38% 13 61,9%
3 10 47,6 % 11 52%
4 8 38% 13 61,9%
49
5 7 33% 11 52%
6 5 23,8% 16 76%
7 5 23,8% 16 76%
8 6 28,5% 15 71%
9 9 42,8% 12 57,8%
10 0 0% 21 100%
From the table above, the students’ feeling about their grammar lesson
can be described. From the first item, it can be seen that 38% students liked
English lesson and 61,9% students disliked it. The results on the second items
showed that 38% students liked studying grammar and 61,9% students disliked it.
The third item showed that 47,6% students felt that grammar was important to be
learnt and 52% students felt it was not important. From the students’ answers on
the forth item, it can be seen that 38% students liked studying Simple Present
Tense and 61,9% students did not. Moreover, the fifth items showed that 52%
students felt that the exercises given by their English teacher were difficult. From
the sixth item, it can be known that 23,8% students liked their English teacher’s
technique in teaching Simple Present Tense and 76% students did not. Then, from
the seventh item, it can be known that 76% students felt that the sentences used by
the teacher were difficult to understand. The eighth item shows that 28,5%
students understood the use of auxiliaries ‘do’ and ‘does’ in Simple Present
Sentences and 71% students did not. The ninth item shows that only 42,8%
students understood the use of adverbial of frequency and time in Simple Present
Sentences and 57,8% students did not. The last item shows that the teacher rarely
used pictures, comics, and flash cards when she taught grammar. From the
50
description of the questionnaire, it can be seen that the students found some
problems in their grammar learning and those problems arose mostly because of
their English teacher’s technique in teaching grammar.
4.1.2.4 The Result of Interview
In this pre-study, the researcher also interviewed informally both the
students and the teacher in order to know the other problems that could not be
determined from the questionnaire. The English teacher was interviewed before
the pre-test was conducted. During the interview, the English teacher told that the
students’ ability in using Simple Present Tense was very low and it was difficult
to make them interested in learning grammar. From the interview with the
students that was conducted after the pre-test, the researcher found that the
students felt bored with the technique used by their English teacher. They also
often felt it was difficult to understand the grammar since they were involved in
passive learning. They also said that they would be more attracted to learn if the
teacher made the learning situation more relaxed and enjoyable.
4.1.3 Reflection
Based on the data obtained, the researcher found that the students’ ability
in using Simple Present Tense was very low. It can be seen from the mean score
of the students on the pre-test. Their mean score was 42 which meant that the
students’ ability was poor. This happened since the students had some problems in
learning grammar which very mostly caused by the English teacher’s technique in
51
teaching Simple Present Tense. The technique used by the English teacher was
not able to motivate the students to learn since it was monotonous and boring.
Considering the problems arose and the causes, the researcher decided to apply a
new teaching Simple Present Tense technique by applying a grammar game
namely Climbing Grammar Mountain Game. It was expected that this game could
improve the students’ ability in using Simple Present Tense.
4.2 Finding in the First Cycle
This part described the data gained during the first cycle involving planning,
action, observation, and reflection.
4.2.1 Planning of the First Cycle
Since the data of pre-observation showed that the students had low ability in
using Simple Present Tense, the researcher decided to implement Climbing
Grammar Mountain Game in the teaching of Simple Present Tense in order to
improve the students’ ability. Before the implementation of the Climbing
Grammar Mountain Game in the teaching and learning activity, the researcher
prepared teaching scenario, observation sheet, teacher diary, post test, and
questionnaire. In this study, the researcher was observed by other teacher. He is a
math teacher and his name is I Gede Darpana and the result in observation sheet
was recorded in the teacher’s diary.
The teaching scenario was divided into three sessions. On the first and the
second sessions, the researcher would conduct Climbing Grammar Mountain
Game during the teaching Simple Present Tense which involved the use of
Subject-Verb agreement, adverb, and usage. And on the third session the
52
researcher would give the students a test in order to know the students’
achievement in using Simple Present Tense after the game was implemented.
Moreover, a caption of students’ score during the game which would be
presented in the form of interval schemes as the students’ mountain was also
prepared by the researcher. From the scheme the students would be able to
identify how high they had climbed the mountain.
Furthermore, a post test and questionnaire were also prepared. The post
test consisted of 30 items which involved 10 items of Subject-Verb agreement, 10
items of adverb, and 10 items of the usage of Simple Present Tense. This test
would be administered in order to know the students’ achievement after Climbing
Grammar Mountain was implemented in the classroom process. Besides, the
researcher also prepared questionnaire which consisted of 10 items. This
questionnaire was aimed at knowing the students’ thought about the
implementation of Climbing Grammar Mountain Game during their Simple
Present Tense learning and in order to record the activities of the students and the
researcher, a teacher’s diary was also prepared in form of a note book.
4.2.2 Action of the First Cycle
After the preparations were ready, the researcher then came up to the
implementation of Climbing Grammar Mountain Game in the classroom process.
The activities conducted in three sessions.
1. The First Session of the First Cycle
This session was conducted on Tuesday, February 1st 2011. The topic was
Shopping. It took 80 minutes. The activities were as follows.
53
Pre-activities
- Greeting
- Checking the attendance list
- Asking about the last lesson that the students had learnt
- Telling the students that today they would learn about Shopping
and they would play Climbing Grammar Mountain Game to
identify Simple Present Tense sentences that were involved in a
descriptive text.
While activities
- Giving a descriptive text about shopping to the students and read
it together.
- Asking the students to make groups of four
- Explaining the rule and hung Climbing Grammar Mountain
Chart on the whiteboard.
- Giving all groups 10 points.
- Giving one sentence of the text to a group and ask the group to
identify it as wrong or correct sentences.
- Asking the group how many points they were willing to award to
the sentence (maximum 20 points). If the group’s answer was
correct, they would be given the points in their chart, but if they
were wrong, their points in the chart would be reduced as many
points they award to the sentence. If the group identified the
sentence as a wrong sentence, they were given a chance to
54
correct the sentence into a good Simple Present Tense sentence
and would be given extra 5 points. If they could not make it
right, the other group would be given the chance.
- The game was continued until all sentences were used. And the
group who had the highest points would be the winner.
Post Activities
- To conclude the lesson
- Giving homework
- Saying good bye
2. The Second Session of the First Cycle
This session was conducted on Monday, February 7th
2011. The same as
the first session, the topic of this session was still shopping, but the
students were asked to identify Simple Present Sentence in a dialogue.
This session took 80 minutes. The activities were as follows.
Pre-activities
- Greeting
- Checking the attendance list
- Asking about the last lesson that the students had learnt
- Telling the students that today they would learn about Shopping
and they would play Climbing Grammar Mountain Game to
identify Simple Present Tense sentences that were involved in a
dialogue.
55
While activities
- Asking the students to make groups of four
- Explaining the rule and hung Climbing Grammar Mountain
Chart on the whiteboard.
- Giving all groups 10 points.
- Giving one sentence of the text to a group and ask the group to
identify it as wrong or correct sentences.
- Asking the group how many points they were willing to award to
the sentence (maximum 20 points). If the group’s answer was
correct, they would be given the points in their chart, but if they
were wrong, their points in the chart would be reduced as many
points they award to the sentence. If the group identified the
sentence as a wrong sentence, they were given a chance to
correct the sentence into a good Simple Present Tense sentence
and would be given extra 5 points. If they could make it right,
the other group would be given the chance.
- The game was continued until all the sentences were used. And
the group who had the highest points would be the winner.
- Asking the students to act the dialogue out with their pairs in
front of the class.
56
Post Activities
- To conclude the lesson
- Giving homework
- Saying good bye
3. The Third Session of the First Cycle
The third session was done by giving post test 1 and questionnaire to the
students in order to know the improvement of the students’ ability in using
Simple Present Tense after the game had been implemented. This session
was done on Monday, February 14th
2011. The students had to answer 30
questions in 60 minutes. In doing the test, the students were not allowed to
cheat their friends’ work or took a look at their note book. The researcher
made a situation where the students answered the test based on their own
ability. And after that they had to answer the questionnaire which
consisted of 10 items.
4.2.3 Observation of the First Cycle
4.2.3.1 The Researcher’s Diary
This instrument helped the researcher to collect the data qualitatively. It
focused on the activities in each session.
1. The First Session of First Cycle
This session was conducted on Tuesday, February 1st 2011. The topic was
Shopping. It took 80 minutes. When the researcher came to the class, the
57
students were very calm. They greeted and smiled at the researcher. After
greeting the students, the researcher checked the students’ presence list.
Then, as a warming up, the researcher asked the last topic that the students
had learnt in the last session and asked about the test that the student had
done in the pre observation. Many students said the test was very difficult,
and almost all of them were sure that they obtained bad score on that test.
To begin the class, the researcher explained that the students would learn
about Simple Present Tense sentences which were involved in a
descriptive text. Then the researcher gave the students a descriptive text
about Shopping. The researcher asked each student to listen while she read
the text. After that she explained to the students that the students would be
divided into groups and they were asked to identify each sentence of the
text as correct Simple Present Tense or not. After the students had been
divided into 4 groups which consisted of 5 students and 6 students, the
researcher hang a caption of a scheme in front of the class and told the
students that there were 4 schemes on the caption which would describe
the students score during the game. The researcher explained to the
students that they would play a game namely Climbing Grammar
Mountain Game to learn about Simple Present Tense. The researcher
explained the rule that each group would be given one sentence in turn and
had to identify it as correct or not. Before deciding the answer, the groups
had to decide the points they were willing to give on their scheme. The
maximum score that the groups could decide was 20 points. And before
58
the game was played, each group would be given 10 points. If the groups’
answer was correct their score on the scheme would be moved up as many
points they were awarded to it, but if their answer was not correct their
score on the scheme would be reduced as many points they said. When the
groups were able to identify sentences as incorrect sentences, they were
given a chance to make the sentences correct for 5 points extra. If they
were not able to correct the sentences, the chance would be given to the
other closest groups until the sentences could be revised into correct
sentences. The schemes would be the mountains that the groups should
climb. The first group who reached 100 points meant that they had reached
the top of the mountain and they would be the winner. Or in another case,
if there were no groups who could reach the top of the mountain, the
winner would be the group who got the highest point in the scheme. The
students were very happy when they knew they would play a game during
their lesson. They made their groups and then arranged their seats into
small circles. In dividing the students into groups, the researcher found
that there were some students who were difficult to find their groups.
Some of the students did not like with other students and some students
did not want to be separated from their friends although the groups had
consisted of more than 5 students. To overcome this problem, the
researcher had to decide the groups based on their seats to save the time
and reduce the noise, and explained to them that the group which was not
consisted of exactly 5 students would be disqualified. This warning made
59
the students rather calm although some students still felt inconvenient with
their group. To begin the game, the researcher delivered one sentence to
the first group. They were only given 1 minute to discuss. After
discussing, one student in the group told their decision of the points and
then answered whether the sentence was correct or not. After each
sentence was delivered, the researcher discussed the sentence in front of
the class. This made the students understood more about correct Simple
Present sentences. Moreover, there were some cases that no groups could
revise wrong sentences into the correct ones, and in those cases the
researcher explained it to the students and gave other sentences that
involved the same mistake in order to improve the students’
understanding. In this session, the researcher delivered 16 sentences which
involved 5 sentences of Subject-Verb agreement, 5 sentences of adverbs,
and 6 sentences of the usage of Simple Present Tense. In this session, no
groups reached the top of the mountain, so that the winner was decided
from the highest score which was achieved by the second group with 50
points. The students seemed to enjoy the game, and most of them said that
they were happy to learn in that situation. At the end of the session, the
researcher read the descriptive text and asked the students to repeat it.
2. The Second Session of First Cycle
The second session was held on Monday, February 7th
2011. The topic
was still the same as the first session, it was Shopping. This session was
held for 80 minutes.
60
Before starting the class, the researcher greeted the students and checked
the students’ presence list. The researcher warmed up the students by
asking about their last meeting. The researcher then told the students that
they would play the same game again to identify Simple Present sentences
that were involved in a dialogue. The researcher would give some
sentences that would be arranged into a good conversation. The students
arranged their seats and sat together with their groups which had been
decided in the last meeting. The researcher hung the caption of Climbing
Grammar Mountain scheme on the blackboard and retold the students
about the rules of the game. The game continued until all sentences
prepared by the researcher had been identified. In this session the student
seemed more enthusiastic in playing the game. From the interview done,
they said they wanted to be the winner. And in order to be so, they had
prepared their group by learning Simple Present Tense at home. The
sentences prepared by the researcher were 16 sentences which involved 5
sentences of Subject-Verb agreement, 5 sentences of adverbs, and 6
sentences of the usage of Simple Present Tense. The same as the first
session, in this session the winner was decided from the highest score
which was achieved by the second group with 60 points. In the end of the
game, the researcher told the students to go back to their seats. The
researcher wrote down the conversation that had been arranged in the
blackboard and told the students the right pronunciation of it and then
asked the students to act the conversation in pairs in front of the class.
61
3. The Third Session of First Cycle
This session was conducted on Monday, February 14 2011. In this session,
the researcher conducted post test 1 to the students in order to know the
improvement of the students’ ability in using Simple Present Tense after
Climbing grammar Mountain Game had been implemented during the
learning process. The test consisted of 30 items which involved 10 items
of subject- verb agreement, 10 items of adverb, and 10 items of the usage
of Simple Present Tense. The students were given 60 minutes to do the test
and the students were not allowed to cheat. After finishing with the test,
the researcher collected the students’ work and then asked the students to
answer the questionnaire which consisted of 10 items.
4.2.3.2 The Result of Interview
The interview was conducted informally during the three sessions of first
cycle . From the interview with the students, it was found that the students were
more enthusiastic learning Simple Present Tense by applying Climbing Grammar
Mountain Game. They said that they prepared their group before the class began
in order to be the group who climbed the highest mountain. Moreover, from the
interview after post test 1 had been conducted, the researcher found that there
were still more than 40% students who said that the test was difficult.
62
4.2.3.3 The Result of Post Test 1
The detailed information of the students’ score in post test 1 can be seen in
the following table.
Table 4.3 The Result of Post Test 1
Aspects of Simple
No Subject Present Tense answered Total Score % Level of
Correctly Mastery
S-V Adverb Usage
1 AGUS GUNAWAN, I GEDE 6 8 6 20 67 67% Sufficient
2 ASTINI, NI KETUT 5 6 5 16 53 53% Poor
3
BUDIARTINIANTI, NI
KADEK 6 9 6 21 70 70% Sufficient
4 KARNI,NI KETUT 6 8 6 20 67 67% Sufficient
5 LINDRA, I KOMANG 4 10 6 20 67 67% Sufficient
6 MANDRA, I WAYAN 6 6 6 18 60 60% Insufficient
7 OKA WIDANA, I GEDE 5 9 4 18 60 60% Insufficient
8 PRADIKA, I KADEK 8 7 8 23 77 77% sufficient
9 SANTI MARTINI, NI PUTU 5 8 6 19 63 63% Insufficient
10 SARI, I KETUT 8 5 6 19 63 63% Insufficient
11 SATIA, I KADEK 4 7 6 17 57 57% Insufficient
12 SIDAN, I KOMANG 5 9 5 19 63 63% Insufficient
13 SUKADANA, I KADEK 4 7 5 16 53 53% poor
14 SUKRA, I KETUT 6 10 5 21 70 70% Sufficient
15 SULASTRINI, I KADEK 6 9 5 20 67 67% Sufficient
16
SUMARNI PUTRI, I
KADEK 5 9 5 19 63 63% Insufficient
17 TISU BALIANI, I KADEK 4 9 6 19 63 63% Insufficient
18 TRESNAYASA, I KADEK 4 10 5 19 63 63% Insufficient
19 WARDA, I NENGAH 6 10 6 22 73 73% Sufficient
20 WASTI, NI WAYAN 5 7 8 20 67 67% Sufficient
21 YUDIANTINIASIH, NI LUH 8 7 8 23 77 77% sufficient
Mean Score 5,5 8,0 5,8
64 64% Insufficient
63
Regarding the result of post test 1, it can be seen that there was an
improvement on the students’ ability in using Simple Present Tense. The students’
mean score was 64 and according to The criteria of the students’ level of mastery
was insufficient. Most of the students still had problems in using two aspects of
Simple Present Tense that covered the use of Subject-Verb agreement and the
usage of Simple Present Tense. Below are the details of each aspect of Simple
Present Tense.
1. Subject-Verb agreement
From the result of the pre-test, the mean score of this aspect was 5.5
(insufficient). There were 3 students who got score up to 7 and the
others got score less than 7. The significant problem faced by the
students was that the students still did not understand how to add
correct suffixes –s or –ess to the verbs. They also still found it difficult
to differentiate which subject should be added suffixes s or –es and
which subject should not.
1. Adverb
The mean score of this aspect was 8.0 (good). There were 14 students
who got score up to 7. Regarding this mean score, it can be known that
the students had already understood the use of the appropriate
adverbials of frequency and time in Simple Present sentences. The
researcher found that the students did not ignore about the significance
of time indicator in the sentences anymore.
64
2. Usage
There was also an important in this aspect though it was not
satisfactory yet. The students’ mean score of this aspect in this cycle
was 5.8 (insufficient) and it was improved 25 points from the result of
pre test. The students’ problem was still basic. They did not understand
the right rules for constructing Simple Present Tense yet. Some of them
were still difficult in differentiating verbal from nominal sentences.
4.2.3.4 The Result of the Questionnaire
There were 10 items in the questionnaire. It was concerned with the
students’ feeling about the Simple Present Tense learned by applying Climbing
Grammar Mountain Game. The result of the questionnaire can be seen in the
following table.
Tabel 4.4 The Result of the Questionnaire
Number
of Items
Result
A B
Total
Number
% Total
Number
%
1 19 90% 2 10%
2 19 90% 2 10%
3 15 71% 6 29%
4 6 29% 15 71%
5 19 90% 2 10%
6 19 90% 2 10%
7 8 38% 13 62%
8 11 52% 10 48%
9 15 71% 6 29%
10 17 81% 4 19%
65
From the table the students’ feeling about their grammar lesson after
Climbing Grammar Mountain Game was applied can be described. From the first
item, it can be seen that 90% students liked the game applied by the researcher.
The results on the second items showed that 90% students liked studying grammar
in that situation. The third items showed that 71% students felt that the game
helped them in learning Simple Present Tense. Moreover, from the students’
answers on the forth item, it can be seen that 29% students found no difficulties in
learning Simple Present Tense by using Climbing Grammar Mountain Game.
Furthermore, the fifth item showed that 90% students liked learning Simple
Present Tense by using the game. Seen from the sixth item, it can be known that
90% students liked their English teacher’s technique in teaching Simple Present
Tense. Then from the seventh item, it can be known that 38% students felt the
sentences used by the teacher were difficult to be understood. The eight item
showed that 52% students understood the use of auxiliaries ‘do’ and ‘does’ in
Simple Present Sentences and 48% students still did not. In the mean time, the
ninth item showed that 71% students understood the use of adverbial of frequency
and time in Simple Present Sentences and 29% students did not. The last item
showed that 81% students were motivated learning Simple Present Tense by using
the game. From the description of the questionnaire it can be concluded that the
students were motivated and attracted in learning Simple Present Tense since
Climbing Grammar Mountain Game was applied in the classroom process.
66
4.2.4 The Reflection of the First Cycle
Based on the observation, the result of the students’ achievement in using
Simple Present Tense in class VII B SMP Satu Atap 2 Batukandik, Nusa Penida
had improved, that was, from 42 (poor) pre-test became 64 (insufficient) on post
test 1. The improvement was caused by the implementation of Climbing Grammar
Mountain Game in teaching Simple Present Tense. It was supported by the result
of questionnaire, interview, and teacher’s diary. The questionnaire showed that
81% students were motivated in learning Simple Present Tense though the
implementation of the game, and 71% students said that the game could improve
their understanding of the use of Simple Present Tense.
Moreover, this game was not successful in reaching the passing score. It can
be seen from the mean score achieved by the students on post test 1 that was still
under the criteria of success. The students’ mean score was 64 (insufficient) while
the passing score was 70. After analyzing the data, there were two factors that
influenced the failure of this game. The first problem was not all the members of
the groups were active. Only one or two students listened to the researcher when
she explained each sentence in the discussion session. Because the students’
achievement in the first cycle was not satisfactory yet, the researcher then decided
to conduct the second cycle. In order to get a better result in the second cycle, the
researcher tried to find the solutions to overcome the two problems above. The
researcher tried to make each student active during the lesson. In order to do so,
before playing the game the researcher would ask each student to make their own
correct Simple Present Sentences. Since not all sentences made by the students
67
were correct, the researcher would choose 16 of them to be identified as correct or
wrong sentences during the game and in order the students paid more attention.
In the discussion session the researcher would give a chance to the students to
explain the mistakes of the sentences. The students who were able to explain the
sentences well would be given 20 points on their group scheme. Each student
would listen to their friends’ explanation and the groups who were noisy during
the explanation would be reduced 10 points.
4.3 Findings in the Second Cycle
This part analyzed the data which were collected on the action at second cycle.
It also described the planning, action, observation, and reflection as on first cycle .
4.3.1 Planning of the Second Cycle
In the first cycle failed, the researcher then continued to conduct second
cycle by reflecting the weaknesses found on the first cycle. The researcher
prepared the things which were needed such as the teaching scenario, caption,
teacher’s diary, post test II and questionnaire. As the first cycle, second cycle was
made by revising the weaknesses of the teaching scenario on the first cycle. In this
teaching scenario, the sentences that would be identified by the students were no
longer prepared by the researcher, but the researcher would ask the students to
make up the sentences by themselves in order to improve the students’
understanding of Simple Present Tense and also to make all the students
participate during the application of the game. Moreover, during the discussion
session, the researcher would ask one member in group randomly to explain their
68
answer in front of the class so that the students did not only keep the knowledge to
themselves but also would learn to share it with their friends.
In order to record the activities conducted during the second cycle , the
researcher prepared a diary which was in the form of a note book. The caption of
students’ score during the game which would be presented in the form of interval
schemes as the students’ mountains was also prepared by the researcher. From
this scheme the students would be able to identify how high they had climbed the
mountain. Furthermore, the researcher also prepared post test II and questionnaire
which would be conducted on the third session of this cycle. The same as post test
1, post test II consisted of 30 items which involved 10 items of Subject-Verb
agreement, 10 items of adverb, and 10 items of the usage of Simple Present
Tense. The questionnaire itself consisted of 10 items that was aimed at knowing
the students’ feeling of the application of Climbing Grammar Mountain Game in
their Simple Present Tense learning process.
4.3.2 Action of the Second Cycle
Since everything had already been prepared, the researcher moved to the
second step that was the action. In this step the researcher conducted Climbing
Grammar Mountain Game with some improvements on the weaknesses found on
the first cycle. The activities were as follows.
1. The First Session of Second Cycle
This session was conducted on Monday, February 21st 2011. The topic
was still Shopping. It took 90 minutes. The activities were as follows.
69
Pre-activities
- Greeting
- Checking the attendance list
- Asking about the last lesson that the students had learnt on the
last meeting
- Telling the students that today they would learn about Shopping
and they would play Climbing Grammar Mountain Game to
identify Simple Present Tense sentences.
While activities
- Asking the students to make three simple present sentences that
were related to the topic which would contain the use of Simple
Present Tense. The researcher gave example of sentences on the
blackboard.
- Collecting the students’ works and then they chose 16 sentences
that would be identified during Climbing Grammar Mountain
Game.
- Asking the students to make groups consisting of five and six
people per group
- Explaining the rule and Climbing Grammar Mountain Chart was
hung on the whiteboard.
- Giving all groups 10 points.
- Giving one sentence of the text to a group and asking the group
to identify it as wrong or correct sentences.
70
- Asking the group how many points they were willing to award to
the sentence (maximum 20 points). If the group’s answer is
correct, they would be given the points in their chart, but if they
were wrong, their points in the chart would be reduced as many
points they award to the sentence. If the group identified the
sentence as a wrong sentence, they were given a chance to
correct the sentence into a good Simple Present Tense sentence
and would be given extra 5 points. If they could not make it
right, the other group will be given the chance.
- Asking one member of the group to explain their answer in front
of the class. Before the students explained it, the researcher
asked the other students to listen and pay attention to their
friend’s explanation. The group whose members did not pay
attention would be punished by reducing 10 points out of their
score.
- The game was continued until all the sentences were used. And
the group who had the highest points would be the winner.
Post Activities
- To conclude the lesson
- Giving homework
- Saying good bye
71
2. The Second Session of Second Cycle
This session was conducted on Monday, February 28th
2011. The same as
the first session, the topic of this session was still shopping, and the
students were still asked to make three sentences of Simple Present Tense
to be identified during the game. This session took 80 minutes. The
activities were as follows.
Pre-activities
- Greeting
- Checking the attendance list
- Asking about the last lesson that the students had learnt on the
last meeting
- Telling the students that that day they would learn about
Shopping and they would play Climbing Grammar Mountain
Game to identify Simple Present Tense sentences.
While activities
- Asking the students to make three simple present sentences that
were related to the topic which would contain the use of Simple
Present Tense. The researcher gave example of sentences on the
Whiteboard.
- Collecting the students’ works and then 16 sentences were
chosen to be the sentences that would be identified during
Climbing Grammar Mountain Game.
72
- Asking the students to make groups consisting of five and six
people per group
- Explaining the rule and Climbing Grammar Mountain Chart was
hung on the whiteboard.
- Giving all groups 10 points.
- Giving one sentence of the text to a group and ask the group to
identify it as the wrong or correct sentence.
- Asking the group how many points they were willing to award to
the sentence (maximum 20 points). If the group’s answer was
correct, they would be given the points in their chart, but if they
were wrong, their points in the chart would be reduced as many
points they award to the sentence. If the group identified the
sentence as a wrong sentence, they were given a chance to
correct the sentence into a good Simple Present Tense sentence
and would be given extra 5 points. If they could not make it
right, the other group would be given the chance.
- Asking one member of the group to explain their answer in front
of the class. Before the student explained it, the researcher asked
the other students to listen and pay attention to their friend’s
explanation. The group whose members did not pay attention
would be punished by reducing 10 points out of their score.
- The game was continued until all the sentences were used. And
the group who had the highest points would be the winner.
73
Post Activities
- To conclude the lesson
- Giving homework
- Saying good bye
3. The Third Session of Second Session
The third session was done by giving post test II and questionnaire to the
students in order to know the improvement of the students’ ability in using
Simple Present Tense after the game had been implemented. This session
was done on Monday, March 7th
2011. The students had to answer 30
questions in 60 minutes. And after that they had to answer the
questionnaire which consisted of 10 items.
4.3.3 Observation of the Second Cycle
4.3.3.1 The Researcher’s Diary
This instrument helped the researcher to record the activities during cycle
II. It was focused on the activities in each session.
1. The First Session of Second Cycle
This session was conducted on Monday, February 21st 2011. The topic
was still about Shopping. It took 80 minutes. The students were very
happy when they saw the researcher coming to their class. They
greeted and smiled at the researcher. Some of them spoke loudly about
the last test they had. They were eager to know how much score they
got during the test. The researcher said that there was an improvement
74
on the students’ score but it was not satisfactory yet, so the researcher
decided to play Climbing Grammar Mountain Game again when the
students learned Simple Present Tense and the game would be a
slightly improved. After the students were calm, the researcher
reviewed the aspects of Simple Present Tense that the students had
learnt on the last session and asked them to make three sentences
which involved the use of Simple Present Tense in a piece of paper.
After the students finished, the researcher then collected the students’
works. The researcher explained that the students would be used to
play the game. Some students said they were afraid their sentences
were false and some students were happy because they would know
whether their sentences were true or false. The researcher asked the
students to sit with their own groups. After the students had been
divided into their groups which consisted of 5 and 6 students, the
researcher hang a caption of a scheme in front of the class and told the
students that there were 4 schemes on the caption which would
describe the students score during the game. The researcher explained
the rule that each group would be given on the caption which would
describe the students score during the game. The researcher explained
the rule that each group would be given one sentence in turn and had to
identify it as correct or not. Before deciding the answer, the groups had
to decide the points they were willing to give on their scheme. The
maximum score that the groups could decide was 20 points and before
75
the game was played, each group would be given 10 points. If the
group’s answers was correct their score on the scheme would be
moved up as many points they were willing to it, but if their answer
was not correct their score on the scheme would be reduced as many
points they said. When the groups were able to identify sentences as
incorrect sentences, they were given a chance to make the sentences
correct for 5 points extra. If they were not able to correct the sentences,
the chance would be given to the other closest groups until the students
could revise the sentences into correct sentences. Moreover, to make
all the members of the groups participate actively during the group
discussion, the researcher would choose randomly one explanation,
and as a consequence, the group score was reduced 10 points. This was
the way of the researcher to show the students that they had to obey the
rules. In this session, the researcher chose 16 sentences which involved
5 sentences of Subject-Verb agreement, 5 sentences of adverbs, and 6
sentences of the usage of Simple Present Tense. In this session, there
were still no groups reaching the top of the mountain, so that the
winner was decided from the highest score which was achieved by the
third group with 90 points. The students seemed to enjoy the game,
and most of them said that they understood more about Simple Present
Tense since they were asked to explain their answer and the sentences
that they identified were their own sentences. In the end of the session,
76
the researcher asked the students to learn more so that there would be a
group who could reach the top of the mountain.
2. The Second Session of Second Cycle
The second session was held on Monday, February 28th
2011. The
topic was still the same as the first session, that was Shopping. This
session was held for 80 minutes. Before starting the class, the
researcher greeted the students and checked the students’ presence list.
The researcher warmed up the students by asking about their last
meeting. The researcher then told the students that they would play the
same game again to identify Simple Present sentences. The researcher
then asked the students to make 5 Simple Present Tense sentences.
After the students finished, the researcher then collected the students’
works. The researcher explained that the students’ sentences would be
used to play the game. Then the researcher asked the students to sit
with their own groups. After the students had been divided into their
groups, which consisted of 5 and 6 students, the researcher hang a
caption of a scheme in front of the class and told the students that there
were 4 schemes on the caption which would describe the students’
score during the game. The researcher explained the rule that each
group would be given one sentence in turn and had to identify it as
correct or not. Before deciding the answer, the groups had to decide
the points they were willing to give on their scheme. The maximum
score that the groups could decide was 20 points. And before the game
77
was played, each group would be given 10 points. If the group’s
answers was correct their score on the scheme would be moved up as
many points they were willing to it, but if their answer was not correct
their score on the scheme would be reduced as many points they said.
When the groups were able to identify sentences as incorrect
sentences, they were given a chance to make the sentences correct for
5 points extra. If they were not able to correct the sentences, thechance
would be given to the other closest groups until the students could
revise the sentences into correct sentences.Moreover, to make all the
members of the groups participate actively during the group
discussion, the researcher would choose randomly one member of the
group to explain their answer in front of the class. And a good
explanation would be given 10 points extra. The scheme would be the
mountains that the groups climbed. The first group who reached the
top of the mountain would be the winner. Or in another case, if there
were no group who could reach the top of the mountain, the winner
would be the group who got the highest point on the scheme.Different
from the first session, in this session the students were not surprised to
hear that one of them would be chosen to explain their answer in front
of the class. Some students even said that they hoped the researcher
would choose them to explain their group’s answer. To begin the
game, the researcher delivered one sentence to the first group. They
were only given 1 minute to discuss. After discussing, one student in
78
the group told their decision of the points and then answered whether
the sentence was correct or not. After each sentence was delivered, the
researcher discussed the sentence in front of the class by asking one
member of the group to explain their answer in front of the class. This
made the students understand more about correct Simple Present
Sentences. Again before the students explained their answer, the
researcher told one rule that all students had to listen and pay attention
to their explanation. If there was a member of a group who broke the
rule, the researcher would reduce the score of the group 10 points.In
this session, there were no students who did not pay attention because
they were afraid that their group’ score would be reduced. In this
session, the researcher chose 16 sentences which involved 5 sentences
of Subject-Verb agreement, 5 sentences of adverbs, and 6 sentences of
the usage of Simple Present Tense. Different from the other session, in
this session, the fourth group was able to reach the top of the
mountain. The students seemed happy with the game. In the end of the
session, the researcher asked the students to learn at home and prepare
themselves with the test which would be held in the next meeting.
3. The Third Session of Second Cycle
This session was conducted on Monday, March 7th
2011. In this
session, the researcher conducted post test II to the students in order to
know the improvement of the students’ ability in using Simple Present
Tense after Climbing Grammar Mountain Game had been
79
implemented during the learning process. The test consisted of 30
items which involved 10 items of Subject-Verb agreement, 10 items of
adverb, and 10 items of the usage of Simple Present Tense. The
students were given 60 minutes to do the test and the students were not
allowed to cheat. After finishing the test, the researcher collected the
students’ work and then asked the students to answer the questionnaire
which consisted of 10 items.
4.3.3.2 The Result of Interview
The interview on this cycle was conducted by the researcher in informal
way. From the interview with the students, it was found that the students
understood more about Simple Present Tense since they were asked to make the
sentences by themselves. They also said that they prepared themselves at home to
explain their understanding of Simple Present Tense. Moreover, from the
interview after post test II had been conducted, the researcher found that most of
the students said that the test was not difficult.
80
4.3.3.3 The Result of Post Test II
Post Test II was conducted on Monday, March 7th
2011. From the result of
the second post test, it could be seen that the students achieved a good
improvement. The result of post test II can be seen in the following table.
Table 4.5 The Result of Post Test 2
Aspects of Simple
No Subject Present Tense answered Total Score % Level of
Correctly Mastery
S-V Adverb Usage
1 AGUS GUNAWAN, I GEDE 9 10 9 28 93 93% Very good
2 ASTINI, NI KETUT 7 8 10 25 83 83% Good
3
BUDIARTINIANTI, NI
KADEK 8 10 9 27 90 90% Very good
4 KARNI,NI KETUT 7 7 7 21 70 70% Sufficient
5 LINDRA, I KOMANG 7 9 7 23 77 77% Sufficient
6 MANDRA, I WAYAN 7 10 7 24 80 80% Good
7 OKA WIDANA, I GEDE 7 8 6 21 70 70% Sufficient
8 PRADIKA, I KADEK 10 10 9 29 97 97% Very good
9 SANTI MARTINI, NI PUTU 8 9 9 26 87 87% Good
10 SARI, I KETUT 7 9 7 23 77 77% Sufficient
11 SATIA, I KADEK 7 7 7 21 70 70% Sufficient
12 SIDAN, I KOMANG 7 8 7 22 73 73% Sufficient
13 SUKADANA, I KADEK 7 7 7 21 70 70% Sufficient
14 SUKRA, I KETUT 10 10 8 28 93 93% Very good
15 SULASTRINI, I KADEK 7 8 7 22 73 73% Sufficient
16
SUMARNI PUTRI, I
KADEK 7 9 7 23 77 77% Sufficient
17 TISU BALIANI, I KADEK 7 8 7 22 73 73% Sufficient
18 TRESNAYASA, I KADEK 8 7 7 22 73 73% Sufficient
19 WARDA, I NENGAH 7 9 8 24 80 80% Good
20 WASTI, NI WAYAN 7 8 8 23 77 77% Sufficient
21 YUDIANTINIASIH, NI LUH 9 8 7 24 80 80% Good
Mean Score 7,6 8,5 7,6
79 79% Sufficient
81
The table above shows that the mean score was 79 (sufficient). There were
no students in poor and complete failure level of mastery. There were 4 students
who were categorized as verry good level of mastery, 5 students at good level of
mastery, and 12 students in sufficient level of mastery. It shows a satisfactory
result. Below are the details of each aspect of Simple Present Tense.
1. Subject-Verb agreement
From the result of post test II, the mean score of this aspect was 7,6
(sufficient). The students had understood how to add correct suffixes –
s or –es to the verbs. They had also been able to differentiate which
subject should be added suffixes s or es and which subject should not.
2. Adverb
The mean score of this aspect was 8,5 (good). It can be known that the
students had already understood the use of appropriate adverbials of
frequency and time in Simple Present sentences. The researcher also
found that the students did not ignore the significance of time indicator
in the sentences anymore.
3. Usage
There was also a great improvement in this aspect. The students’ mean
score of this aspect in this cycle was 7.6 (sufficient) and it improved 18
points from the result of post test I. The students had understood the
right rules for constructing Simple Present Tense.
82
4.3.3.4 The Result of Questionnaire
There were 10 items in the questionnaire. It was concerned with the
students’ feeling about the Simple Present Tense teaching conducted by the
researcher. The result of the questionnaire can be seen in the following table.
Table 4.6 The Result of the Questionnaire
Number of
Items
Result
A B
Total
Number
% Total
Number
%
1 20 95% 1 5%
2 20 95% 1 5%
3 21 100% 0
4 1 5% 20 95%
5 20 95% 1 5%
6 20 95% 1 5%
7 2 10% 19 90%
8 19 90% 2 10%
9 19 90% 2 10%
10 21 100% 0
From the table the students’ feeling about their grammar lesson after
Climbing Grammar Mountain Game applied can be described. From the first item
it can be seen that 95% students liked the game applied by the researcher. The
results on the second items showed that 95% students liked studying grammar in
that situation. The third item showed that 100% students felt that the game helped
them in learning Simple Present Tense. From the students’ answers on the forth
item, it can be seen that 95% students found no difficulties in learning Simple
Present Tense by using Climbing Grammar Mountain Game. Moreover, the fifth
83
item showed the 95% students liked learning Simple Present Tense by using the
game. From the sixth item, it can be known that 95% students liked their English
teacher’s technique in teaching Simple Present Tense. Then from the seventh
item, it can be known that 10% students felt that the sentences used by the teacher
were difficult to be understood. The eighth item showed that 90% students
understood the use of auxiliaries ‘do’ and ‘does’ in Simple Present Sentences and
10% students still did not. The ninth item showed that 90% students understood
the use of adverbial of frequency and time in Simple Present Sentences and 10%
students did not. The last item showed that 100% students were motivated in
learning Simple Present Tense using the game. From the description of the
questionnaire it can be concluded that the students were motivated and attracted in
learning Simple Present Tense since Climbing Grammar Mountain Game was
applied in their classroom process.
4.3.4 Reflection of the Second Cycle
The students’ ability in using Simple Present Tense improved through the
application of Climbing Grammar Mountain Game. It can be seen from the
students’ mean score in Cycle II which was 79 (sufficient). This score had passed
the passing score that was 70. It improved 15 points from the students’ mean
score on the first cycle, that was from 64 (insufficient) on the first cycle to 79
(sufficient) on the second cycle. This information was also supported by the result
of questionnaire, teacher’s diary, and interview. The students said that they liked
the game and it helped them to understand Simple Present Tense easily. The
success of this cycle was caused by the implementation of Climbing Grammar
84
Mountain Game after the researcher reflected the weaknesses of the application of
this game on the first cycle and then revised it with some solution.
Since the application of Climbing Grammar Mountain Game in this study
had made an improvement on the students’ achievement on Simple Present Tense
and had reached the target of passing score, then the study was accomplished only
until the second cycle. It can be concluded that Climbing Grammar Mountain
Game was good to be applied in teaching Simple Present Tense.
4.4 Discussion
As stated in previous chapter, the aim of this study was to improve the ability
of the students of grade seven of SMP Satu Atap 2 Batukandik, Nusa Penida in
Simple Present Tense by using Climbing Grammar Mountain Game. This study
was formulated after conducting the preliminary observation in the teaching
learning process, after observing the class activities and teacher’s preparation.
Then the result was the students had some problems in using simple present tense
especially in using subject-verb agreement, adverb and usage. In using subject-
verb agreement, the students could not differentiate when they used verb added
by s or es. They added s or es in the third plural person, indeed, it did not need
added by s or es. We use the verb added by s or es, if the subject is the third
singular person (she, he, it) and if the subject is the first singular person (I), first
plural person (we), the second singular and plural person (you), third plural
person(they) ,it is not added by s or es. In using adverbial of time, the students
could not use the appropriate adverb of frequency to make how often an action
85
took place clear , for example the sentences : Nita….eats fried rice because she
hates it (see in the pre test). In this sentence, most of students put the adverb of
frequency ‘always’ instead of ‘never’. It indicated that the students did not
understand the meaning of adverbial of frequency, so the students must find in
Indonesian the meaning of adverbial of frequency which was often used. On one
hand, they could put appropriate adverbial of frequency in simple present
sentences. In the other hand, the students could not use the appropriate of
adverbial of time either starting with ‘When?’. For example, ‘Those men play
tennis…’(see in the pre test). Most of students answered ‘tomorrow’ instead of
‘every Sunday’. They did not know the adverbial of time used in Simple Present
Tense and Future Tense. The students did know the pattern of question in Simple
Present Tense. For example, ’Do …like bananas.? (see in the pre test). Most of
students answered ‘Mita’ instead of Andra and Tono’. Do is used when the
subject is the first person, second person, or third person plural and Does is used
when the subject is the third person singular. Based on the result of pre- test, the
mark of subject- verb agreement and usage aspects were lower than adverbial
aspects. It indicated that students had low ability in using Simple Present tense.
The second problem was feeling bored of following the lesson because of the
monotonous teaching and learning process. Those problems were also supported
by the result of pre-test in which the main score was 42. It was because of the
teacher’s technique was less appropriate which made the class became bored and
less motivated.
86
Regarding the problem above, the teachers had important role in helping
the students to be able to improve grammar specially Simple Present Tense. In
teaching Simple Present Tense to junior high school students, the English teachers
were expected to be active, creative and innovative in using different strategies,
methods, and techniques. The purpose was only to make their teaching interesting,
challenging, motivating, and at the same time enjoyable, which could create
students’ participation. Teaching English Grammar especially Simple Present
Tense trough game was for good for young learner. Moreover, teaching English
using games address these problems (http;//teachingenglishgames.com /4-12.htm);
1. Games make learning fun so the class and children are willing participants
and not just there because they have to be.
2. Playing a game has a purpose to it, an outcome, and in order to play
students have to say things – they have a reason to communicate rather
than just repeat things back mindlessly. Therefore, they want to know and
learn more.
3. Games stimulate and motivate children to new levels.
4. Students get to use the language all the time during the games.
5. The games lend themselves perfectly to quick bursts of revision. By using
some of the games it can revise a massive amount of vocabulary and
grammar in a few minutes.
There are a great number of language games that can be used in teaching
learning processes. It can offer some choices for the teacher to decide which game
can be used and appropriate for their students’ level. However, in deciding which
87
game to use in a particular class and which games will be most appropriate and
most successful with their students, teacher must take many factors.
Games involve many factors, such as : rules, competition, relaxation, and
learning in particular. The main focus using games in class is to help students
learn and have fun. It is important that before playing, the rules of the games need
to be clearly explained and well understood by students. For examples,
demonstrations can also be very helpful because it can help students understand
the game and help them follow the rules. It is noteworthy that, in playing games,
competition is very important because it can stimulate and encourage students to
participate in the activity since naturally they want beat the other teams. One of
the interesting and effective games to use was Climbing Grammar Mountain
Game. It was one of some games which was appropriate to be used in teaching
grammar specially Simple Present Tense because it was an easy game that was
prepared and adapted to the unique needs of different classrooms. The game
promoted learning opportunity and enthusiasm for the learners. In implementing
Climbing Grammar Mountain Game in the classroom process, the teachers
focused on attaining two main objectives (Gunn and McCallum, 2005). They
were:
1. Improving students’ understanding of the fundamentals of effective
written communication, especially grammatical usage and sentence
construction.
2. Helping the students learn from others through such activities as peer
review, team work, and group discussion.
88
Here are the steps of the implementation of Climbing Grammar
Mountain in the classroom in teaching Simple Present Tense (Gunn and
MacCallum, 2005) :
1. Draw some vertical climbing lines on the board or on an overhead
transparency. The amount of the vertical climbing lines depended on how
many teams were in the classroom. Leave space on the bottom of the
transparency to show one sentence at a time.
2. Divide each line into 10 segments to represent vertical feet.
3. As in the example, mark the segments 10, 20, 30, 40, etc.
Climbing Grammar Mountain
4. Prepare a series of sentences. Before starting the game, ask the students to
get into teams of five or six people depending on how many students
were in the class. Let the students choose a name for their team. And then
start by playing a practice, round of the game.
5. Provide the whole class with a correct sentence that was fairly easy to
identify as correct. Ask each team how many vertical feet (up to a
100
90
80
70
60
50
40
30
20
10
0
Team 1
100
90
80
70
60
50
40
30
20
10
0
Team 2
100
90
80
70
60
50
40
30
20
10
0
Team 3
100
90
80
70
60
50
40
30
20
10
0
Team 4
89
maximum of 20) they were willing to award to it. And then show how the
team would be moved up the mountain by that many vertical feet.
6. Next, provide a sentence that was incorrect. If the students could not
recognize it as incorrect and they awarded some vertical distance to it,
they must go back down the mountain that many feet. If students
recognized the sentence as incorrect and did not wager any vertical feet
on it, they could stay where they were.
7. After the practice round, the actual play by using the sentences were
prepared. Draw one sentence at a time. Show one sentence to the first
team. If the sentence was incorrect, give the playing team the first chance
to correct the sentence for 5 bonus feet. If that team could not correct the
sentence, give chance to another group and gave the answering team an
extra 5 bonus feet. Then, move on to the next team, drawing a new
sentence. The game continued until all the sentences were used.There
were two advantages that could be gained through the use of Climbing
Grammar Mountain Game in teaching Simple Present Tense. They were:
1. Its adaptability
The Climbing Grammar Mountain Game was its adaptability. It could
be implemented to young learner.
2. It provided sense of satisfaction to the students during their learning
grammar process. The sense of satisfaction for the students came
from the fact that they could work and climb the mountain together.
Like in the real climbing mountain, in this game the students were
90
given sentences that were not too easy for them. It aimed at
motivating the students to use all their ability, knowledge and
understanding of Simple Present Tense.
After conducting the action through the application of Climbing Grammar
Mountain Game in two cycles, the students’ ability in Simple Present Tense
improved. It can be seen by comparing the students’ mean score on the pre-test,
post test I and post test II. The students’ improvement could also be seen from the
students’ mean score on each aspect of Simple Present Tense such as Subject-
Verb agreement, the use of adverbial time and frequency, and the usage. The
following table shows the detailed mean scores of the students in using each
aspect of Simple Present Tense.
Table 4.7 General mean score of the students’ ability in using each
aspect of Simple Present Tense
No Aspect of Simple
Present Tense Pre-Test Post Test I Post Test II
1 Subject-Verb agreement 3,7 5,5 7,6
2 Adverbial of time and
frequency
5,6 8,0 8,5
3 Usage 3,3 5,8 7,6
Mean Score 42 64 79
The table above shows clearly that there was a gradual improvement of the
post tests that had been done. The students’ mean score on pre-test that was 42
(poor) gradually improved into 64 (insufficient) in cycle I. Nevertheless, the mean
91
score that the students gained on cycle I had been satisfactory yet and still did not
fulfill the standard of passing score. In cycle 1 (First and second Session), the
students’ ability to use Simple Present Tense specially subject – verb agreement
and usage were lower than adverbial. The students were still confused about
when verb used s or es and the verb did not use s or es; in other words, they were
still confused about the subject, so they felt difficult to match the subject and verb.
For example, the sentence ‘However, people does not like to buy their daily needs
there because the things are expensive’(First Session). The students told that this
sentence was true indeed the answer was ‘do not’. The students did not know that
‘people’ was the third plural person. In usage, the student did not distinguish the
nominal sentence from verbal sentence. For example, the sentence ‘The sellers are
put their things in good order’. The student said that it was true; indeed it was not
true. The correct sentence was ‘The sellers put their things in good order’, indeed
this sentence needn’t the linking verb ’are’. If it was added by ‘are’, it would
change as passive voice and the verb would also change into verb 3. In the second
session, the aspects as subject – verb agreement and usage were also lower than
adverbial. After conducting the implementation of Climbing Grammar Mountain
Game in the first session and second session, the researcher gave test as post – test
1 to know how far the ability of students during learning process. The result of
post test 1, the ability of students was still low especially in aspects of subject –
verb agreement and usage. For example, in the aspect of subject – verb agreement,
in the sentence ‘My parents….to go shopping very much. Most of students’
92
answer matched the verb ‘likes’ instead of ‘like’ because ‘the parents’ is third
plural person.
With regard to the usage, in sentence ‘What…your father’s job? most
students answered ‘does” instead of ‘is’. It indicated that the students did not
distinguish verb from noun; the word ‘job’ is noun, so it must be added by linking
verb ‘is’ because the demonstrative pronoun indicates the singular thing and the
distance of thing is near as ’this’. Based on the problem, the researcher must be
patient to face this problem and find out the alternative way. In cycle 2, the
researcher asked the students to explain clearly the sentence of simple present
tense related to the aspects as subject- verb agreement, adverb, usage, in order that
the students could concentrated better and if the students made noise in the
implementation of Climbing Grammar Mountain Game, the score would be
reduced 10 points. In this cycle, the students concentrated better and got
motivated, the students could use the subject – verb agreement, and adverb. It can
be seen from the score of the winner, in the first session, that the third group could
reach the score 90 and second session, the fourth group could reach the top score.
The result of cycle II showed significant improvement. It could also be seen from
the result of post test II that the students’ mean score was 79 (sufficient) and
passed the standard of passing score. In other words, the mean score of post test I
improved 15 points into 79 (sufficient) in post test II. The improvement of the
students’ mean score can be seen from the following graph.
93
Graph 4.1 The Students’ Mean Score in Every Cycle
The average score in the pre-test was 42 (poor), and then it improved to 64
(insufficient) in post test I and in post test II became 79 (sufficient). This
phenomenon shows that the students’ ability in using Simple Present Tense
improved significantly. Moreover, the students’ achievement in each aspect of
Simple Present Tense also improved as can be seen from the graph below.
0
10
20
30
40
50
60
70
80
Pre-test Post Test I Post Test II
94
Graph 4.2 The Students’ Mean Score in Each Aspect of Simple Present Tense
From the graph, it can be seen that the students’ achievement in each
aspect of Simple Present Tense improved gradually. First, for the Subject-Verb
agreement the students’ mean score was 3,7 (poor) in pre-test, then it improved to
5,5 (insufficient) in post test I, and finally reached score 7,6 (sufficient) in post
test II. Moreover, the students’ mean score in using adverbial of time and
frequency also improved, that was, from score 5,6 (poor) in pre-test became 8,0
(sufficient) in post test I, and reached score 8,5 (good) in post test II. The same as
the other aspect, the students’ mean score in using the right usage of Simple
Present Tense also satisfactorily improved. The students’ mean score on pre-test,
that was, 33 (poor) improved 25 points in post test I and became 58 (insufficient).
And on post test II, it reached score 76 (sufficient). Regarding this, it can be said
that the application of Climbing Grammar Mountain Game could improve the
ability to use Simple Present Tense in aspects of subject – verb agreement, the use
0
10
20
30
40
50
60
70
80
Pre-test Post Test I Post Test II
90
S-V Agreement
Adverb
Usage
95
of adverbial time and frequency and the usage of simple present tense through the
steps of Climbing Grammar Mountain Game. So, the students participated in
learning process and students felt the meaning of studies. In the Climbing
Grammar Mountain Game, the students got more practice to use Simple Present
Tense specially subject-verb agreement, adverb, and usage. In the implementation
of Climbing Grammar Mountain Game, the teacher could give explanation while
they were playing game. But, there was a weakness found in this game, if we only
used the steps according to this game, the students would be bored, Therefore, the
implementation of Climbing Grammar Mountain Game were combined with other
technique as asking the students to explain the sentence of Simple Present Tense
in front of the class and the student was chosen by the teacher in that group at
random. Based on the implementation of Climbing Grammar Mountain Game
done by students of VIIB of SMP Satu Atap 2 Batukandik, Nusapenida, they
could improve the ability to use Simple Present Tense specially subject-verb
agreement, the use of adverbial time and frequency, and the usage of Simple
Present Tense. It can be seen from the result of post test II; they reached score 76
(sufficient) and it was in accordance with criteria of this study. Based on the
questionnaire and interview in the last session, the students understood Simple
Present Tense better since they were asked to make the sentences by themselves.
They also said that they had prepared themselves at home to explain their
understanding of Simple Present Tense in front of the class orally. So, the
Climbing Grammar Mountain Game could make the students motivated and
enthusiasm in receiving the material especially Simple Present Tense .
96
CHAPTER V
CURRICULUM, SYLLABUS, MATERIAL LESSON PLAN,
EVALUATION
5.1 CURRICULUM
Penny (1996: 35) stated that curriculum is a package of planning and rules
about the goal, content, materials for teaching and some ways used as a basic of
the teacher to make lesson plan and syllabus. The curriculum is a set of plans and
arrangements on the objectives, content and teaching materials and methods used
to guide the implementation of instructional activities to achieve certain
educational goals (Nasution, http://WWW.afieqcute.blogspot. Com/2010/05/level
of education curriculum unit.html). Objectives include the national education
goals as well as conformance to specification, state and regional potential,
education unit and learners. Therefore, the curriculum prepared by the educational
unit to allow adjustment of educational programs to the needs and potential in
region. There are few curricula which have been developed today, such as:
1. Curriculum 1994
2. Curriculum 2004
3. Competency-Based Curriculum (CBC)
4. Level of Education curriculum unit (KTSP)
The development Education Unit Level Curriculum (KTSP), which is based
on the National Education Standards (SNP), has been intended to ensure the
achievement of national education goals such as the National Standards of
96
97
Education Content Standard, Standard Process, Competency standards Passed,
Education Workforce Standards, Standards for Infrastructure, Standards
Management, Financing Standards, Assessment Standards. Two of the eight
standards, which are national education and Competency Standards are the main
references for the education unit in developing curriculum.
Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003)
concerning the System of National Education and the Indonesian Government
Regulation Number 19 Year 2005 (PP 19/2005) concerning the National Standard
of Education has mandated curriculum unit of primary and secondary levels of
education to prepare educational unit based on the content standard and the
competence test standard and directed by the guidelines established by the BSNP.
KTSP is an operational curriculum developed and implemented by
eacheducationalunit(Sutrisno,hhtp.//WWW.budisutrisnompd.blogspot.com/2010/0
6/ktsp. html.). The development of the SBC is done by each group or the
education unit and school committee / madrasah under the coordination and
supervision of Department of Education / Ministry of Religious Affairs office for
Secondary Education and Special Education.
KTSP emphasizes on developing the ability to do (competence) and tasks
with specific performance standard so the results can be felt by students in the
form of mastery of a set of specific competencies. This educational program
standard device should be able to deliver students to have a competence of
knowledge, and values used in various fields of life. Indeed, KTSP is a curriculum
that reflects the knowledge, skills and attitudes which refer to the concept of
98
education as suggested by Bloom, which in turn can improve students' potentials
optimally. Accordingly, the curriculum is prepared to foster the learning process
in schools oriented toward mastery of competencies determined by integrative
curriculum developed to be able to adapt to various changes (containing the basic
principles, flexible in accordance with the times) and its development through the
accreditation process that allows the subjects to be modified within their growing
demands. Thus, this curriculum is the development of knowledge, understanding,
abilities, values, attitudes and interests to perform a skill or task in the form of
skills and sense of responsibility. Furthermore, this curriculum is a curriculum
design developed based on a number of specific competencies so that after
completing a certain educational level, students are expected to master a series of
competencies and apply them to their later lives.
KTSP implementation in Indonesian education system does not just change
the curriculum, but it involves fundamental changes in the education system. The
application of KTSP requires a paradigm shift in teaching and schooling, because
the application of KTSP does not only cause changes in concepts, methods and
strategies of teachers in teaching, but also the pattern of thought to carry away,
philosophically, the commitment of teachers, schools and education stakeholders.
In KTSP teachers are placed as facilitators and mediators who help keep students'
learning process going well. The main attention is to students’ learning, not to
discipline or the teacher. The function of a facilitator or mediator are: (1) to
provide learning experiences that enable students to be responsible for making
design and process; (2) to provide activities that stimulate students' curiosity and
99
help them to express ideas, provide the means that stimulate students to think
productively, provide opportunities and experiences of conflict, (3) to monitor,
evaluate, and indicate whether students think about the road or not. Teachers
show and question whether students apply knowledge to deal with new problems.
Teachers help students evaluate hypotheses and conclusions.
Curriculum of SMP consists of compulsary subjects, elective subjects and self
help. One of the compulsary subjects is English. Language has a central role in
intelectual, social, and emotional of students and it supports the success in
studying all of subjects. Language learning is hoped to help the learners to know
themselves, their culture, and other culture. On the other hand, language learning
also helps the learners to express their thoughts and feeling, participate in society ,
find and use their anlytic and imaginative ability.
English is a spoken and written media of communication. Communication
understands and expresses information, thought, feeling, and develops science,
technology and culture. Communication must be realized in four skills such as
listening, speaking, reading, and writting. Therefore, English is aimed to develop
the sklills above in order that the learners are be able to communicate using
English.
The aims of English taught at Junior High School (Departemen Pendidikan
dan kebudayaan, 1997) are :
1. To develop spoken and written communication .
2. The learners are aware of the reality and the importance English to
improve themselves in the global era.
100
3. To develop the learners’ understanding of the related language and
culture.
To achieve those aims, it must be supported by other competences such as
linguistic competence. Crystal (1971: 3) stated that linguistics is the study of the
nature, structure and variation of language, including phonetic, morphology,
semantics, sociolinguistic and pragmatics. According to Corder (1973:81)
linguistics is the study of language. Linguistics had its autonomy or independence
of other disciplines. There are the other terms in field of linguistics such as
theoritical linguistics and applied linguistics. Applied Linguistic provides the
theoretical and descriptive foundations for the investigation and solution of
language-related problems, especially those of language education (first language,
second language and foreign language teaching and learning), but also problems
of translation and interpretation, lexicography, forensic linguistic. Applied
linguistic is coursed in language teaching by providing comprehensive description
about basic process and using the appropriate teaching method (Hudson,http://
WWW.phon.ucl.ac.uk/home/dick/1998/AL.html). According to Brown (1994 :
14) that today language teaching is not easily categorized into method and trends..
This approach is a principled basis upon which the teacher can choose particular
designs and techniques for teaching a foreign language in a particular context.
According to Richards and Rodgers (1986: 16), approach refers to theories about
the nature of language and language learning that serves as the sources of
practices and principles in language teaching. The linguistic competence problem
which was faced by the students of VII B of SMP Satu Atap 2 Batukandik, Nusa
101
Penida was grammar, specially Simple Present Tense. The Simple Present Tense
was given in this grade because it is often used in daily life, it is is used to talk
about something in general. It is used to say that something happens all the time
repeatedly or something which is true in general. On one hand, it is easy for the
first grade students to study but the students of grade of VII B was still weak in
using Simple Present Tense because studying grammar specially Simple Present
Tense was difficult to them and it made the students feel bored. So, the teacher
must be able to motivate the students by choosing the appropriate teaching
approach. The teaching approach which is appropriate to teach the grammar
especially Simple Present Tense is Climbing Grammar Mountain Game. Most of
students felt difficult to study grammar as tenses because Indonesian does not
have tenses. So, English and Indonesian have different rules of language. In
studying tenses, it is mostly related to structure. The teacher must know more
about the rules of tenses especially Simple Present Tense, so before applying it to
teaching language, the teacher must do preparation to make the materials given
can be understood by the students easier specially for young learner . It must be
related to the ability of the students, specially the choice of functional skill of the
material must be related to theme. The same function was expressed in different
communicative expressions to help the students’ learning process; the teacher
introduced easier communicative expressions rather than the difficult ones in the
same of function. On the other hand, the learning activity should vary so that the
learners would not get bored. So, the researcher chose the game of Climbing
Grammar Mountain game to teach the Simple Present Tense because it could
102
motivate the students in the learning process and it was in accordance with KTSP
which paid attention to students’ learning process rather than to the teacher; in
addition, KTSP develops knowledge, understanding, and the ability to use Simple
Present Tense. The effective, efficient and systematic learning was the goal;
therefore, before its implementation we must design syllabus. It consists of
competence standard, basic competence, materials, learning activity, indicator,
evaluation, time allotment and sources of materials.
5.2 Syllabus
Penny (1996:176) defined that syllabus is a document which consists,
essentially, of the list of all of the courses in particular contexts regardless the
actual materials used. The second definition of syllabus proposed by from Richard
and Rodger (1986:21) is that it is used to refer to the form in which linguistic
content is specified in a course or method. The syllabus design is concerned with
the selection of items to be learnt and the grading of those items into an
appropriate sequence.
The syllabus was design before the implementing of Climbing Grammar
Mountain Game, but before the formation of syllabus was made, the researcher
must know the learners’ profile, target analisis and the need analysis. The
learner’s profile , target analysis and needs analysis can be drawn below.
1. Learners’ Profile
The learners were students of VII B of SMP Satu Atap 2 Batukandik,
Nusa Penida are from Batukandik village and their parents are farmers.
103
The students of VIIB had studied english since they were elementry
school but their abilities in english were still low, specially they had
low abilities in grammar. Based on the information of the other english
teacher and the result of students’ scores were low and it means that
the students had low abilities in using Simple Present Tense because it
was important in order they have strong basic in grammar especially
Simple Present Tense to identfy and make the texts as procedure,
report and descriptive text or it is used in daily life in communication.
2. Target Analysis
Based on the information, the students must be able to improve the use
of Simple Present Tense in written and spoken. So, the students can
use it in indetifying and make the texts as procedure, report and
descriptive text or it is used to communicate in daily life.
3. Needs Analysis
Need analysis is the analysis process related to learners’needs in
learning english. English is the compulsary subject in the junior high
school. So, the students must be able to communicate english in
written and spoken.The students liked english although they felt bored
to get grammar. The problem was faced by students of VIIB of SMP
Satu Atap 2 Batukandik, Nusa Penida related to grammar especially
Simple Present Tense. They felt bored to get the Simple Present Tense
and this influenced their concentration to study it. Thefore, the teacher
must be able to motivate the students by choosing the appropriate
104
teaching approach and this approach was a principled which the
teacher can choose particular designs and techniques in teaching
Simple Present Tense, in order the students were not bored and
motivated in learning grammar especially Simple Present Tense as a
basic because it is needed to produce the sentences that used in
communication with their friend and froreigners or it is a basic for
them if they want to continue to SMK (Sekolah Menengah Kejuruan).
Based on the analysis above, The syllabus was made and the formation of
syllabus was used in teaching Simple Present Tense of this research was taken
based on curriculum had been determined by BSNP (Badan Standard National
Pendidikan) and it was developed by educational institution in narrative or table
which consists of identity: competence standard, basic competence, indicators,
materials, learning activity, evaluation, time allotment and material sources, The
learners’ profil The competence standard and basic competence were related to
material. The standard of competence in this learning used reading and speaking
but it was combined with other skills as listening and writting because this
learning used a game as Climbing Grammar Mountain Game to motivate students
to learn Simple Present Tense specially three aspects such as subject – verb
agreement, adverb and usage in order that they could make and express sentences
using simple present tense and use it in daily life to communicate with foreigners
or others . The problem was faced in this learning process using Climbing
Grammar Mountain Game was not all of students could understand simple present
tense because only few of students actived in the their group. So, the researcher
105
added the technique in the second cycle that all of the students made sentences or
the speaking skill was combined with writting skill and the teacher choosed the
students who explained their group answer in front of the class. They enthusiasm
and were not affraid of studying grammar specially simple present tense and; they
were brave to express their opinions. The students was in the center in this
learning process. The third item was the indicator which showed the change in
attitude as behaviour, knowledge and skill. The indicator could be developed
according to the characteristics of students, or as a basis for making evaluation.
The time allotment of this syllabus was made based on the efective days and time
allotment of subject in a week. Time allotment was put in syllabus to guess the
time needed to understand the basic competence needed by the students. The
material sources of this syllabus were based on standard competence, basic
competence, materials and indicators. The material sources used in this learning
process were books of English VII,Climbing Grammar Mountain Chart, text and
chart. Based on the analysis of chapter 4, the syllabus ccoud be drawn according
to the profil of students, target analysis and need analysis as below.
106
5.2.The formation of English syllabus
Standard competence
Basic competence
Indicator
Reduction
Learning materials
Learning activity
Time allotment
Material sources
Analyses of materials assessement
107
The Syllabus of Semester II
School Unit : SMP Satu Atap 2 Batukandik , Nusa Penida Class : VII ( Tujuh ) Subject Material : English Semester : 2 (dua) Unit : Shopping
Competence Standard: 1. Reading
Understanding meanings in oral functional text and short simple
monologue in form of descriptive and procedural texts in order to
interact with the closest environment.
Basic
Competency
Material
Learning Activity Indicator
Assesement Time
allotment
Source
Material Technique Instrument
form
Example of
Inst rumen
To read a
loud functional
written text
and essay descriptively
that can be
accepted in around
environment
They are beautiful. I like all. How much are these paintings?
Descriptive Text
Vocabulary:
Shopping
Go, goes,buy
Normatif form:
Positive form S + To
be+noun/
adj Negative
form
S + To be + not +
noun/adj
Interrogativ
e form:
To be + subject +
noun/adj
Verb Form
: Positive
form
S+ Verb 1(s/es) Negative form
S + Do/ Does
+not + Verb 1
Interrogative form
Do /Does + Subject +
Verb 1
.
-To discuss
vocabulary
related to the text
-The students listen to the
teacher read the
text. -The students to
intimate it.
-The students read aloud the
text by
themselves -The students
make a group to
play the Climbing Grammar
Mountain Game
The
students
are able
to read
words, phrase,
sentences
right and correctly
The
students are able
to
respond the text.
Oral test
True or
false
Read the
sentences
and to
determine
true or false and
change it
to right sentence
2 x 40
minutes
a. English
In Focus
for grade
VII
Jumior High
School
(Artono Wardiman
,2006)
b.Climbing
Grammar
Mountain Chart by
(Gunn and
Mc Callum ,2005)
c.English Grammar
( Leech,
1996)
108
Standard Competence: 2. Speaking Expressing meanings in oral functional text and short simple
Monologue in the form of descriptive and procedure texts in order to
interact in the closest environment.
:
Basic
Competence
Material
Learning
Activity Indicator
Assessment Time
allotment
Source
Material Technique Instrument
form
Example of
Instrument
To interact
involving the
speech act using
Simple Present Tense in around
environment.
Simple Present
Tense.
Subject-Verb
Agreement -Good Morning,
Sir. What can I
does for you? -Do you has any?
Adverbs
-. I always buy some paintings
every week
because I like to collect them
-He is the most
popular painters in Bali. People
rarely like his
paintings Usage
- Yes, I a
collector of beautiful painting
- Who does
the painter?
- Ask the
students to
make
groups of four.
-The
teacher explains the
rule and
hung Climbing
Grammar
Mountain Chart on
the
whiteboard. -the teacher
gives one
sentence of the text to a
group and
asks the group to
identify it
as wrong or correct
sentence. Ask the
students to express the
expressions
of dialogue -Ask the
students to
act the dialogue
out with
their pairs in front of
the class.
The
students
are able to
express their
opinion
related simple
present
tense
Oral test
True or
false
to determine
true or false
and change
it to right sentence
2 x 40
minutes
a. English In
Focus for
grade VII
Jumior High School
(Artono
Wardiman ,2006)
b.Climbing Grammar
Mountain
Chart ( Gunn and Mc
Callum,
2005)
109
Standard Competence: 3 Reading
Understanding meanings in oral functional text and short simple
monologue in form of descriptive and procedure texts in order to
interact with the closest environment.
Basic
Competence
Material
Learning
Activity Indicator
Assessment
Time
allotment
Source
Material Technique Instrument
form
Example
of Inst-
rument To respond
meaning involved in
simple
monologue accurately and
fluently in form
of descriptive and procedure
texts to interact
with the closest
environment
Simple Present
Tense ( Subject- verb agreement,
adverb, usage)
Post test I and questionnaire.
-Distribute the
test and answer sheets to the
students.
-ask to students answer the
question
-Collect the students’
answers.
-Distribute the questionnaire
and ask the students to fill it.
-Collect the
students’ questionnaire.
- The students
are able to respond the
question
related simple present tense
Written test
Multiple
Choice
To read the
sentences and
determine it
into correct answer
2 x 40
minutes a.Simpati
LKS
(Creative
Team of
Simpati
LKS
,2006)
110
Standard Competence: 4. Speaking
Expressing meanings in oral functional text and short simple
monologue in descriptive and procedure texts in order to interact
with the closest environment.
Basic Competency
Material
Learning
Activity
Indica
tor
Assesement Time
allotm
ent
Source
Material Techni
que
Instru
ment
form
Example
of Inst
rumen .
To interact involving the
speech act using Simple
Present Tense around environment.
Simple Present Tense :
Subject-Verb
Agreement - Shinta and Ratih
is my friends.
Adverbs - I rarely drink
milk because I like
it.
Usage
- My father is work as a teacher
- Ask the students
to make three
simple present sentences that were
related to the topic
which would contain the use of
the three aspects of
Simple Present Tense
-Collect the
students’ works and then choose 16
sentences
-Give one sentence of the text to a
group and ask the
group to identify it as wrong or correct
sentences
The students
are able
to express
their
opinion related
tosimple
present tense
oral test
true and
false
to determine true or false
and change it
to right sentence
and explain it
2 x 40 minutes
a. Book of English VII
(Joko Priyana
2008)
b.Climbing
Grammar Mountain
Chart ( Gunn
and Mc Callum,
2005)
111
Standard Competence : 5. Speaking
Expressing meanings in oral functional text and short simple monologue
in form descriptive and procedure texts in order to interact around
environment.
.
Basic
Competency
Material
Learning Activity Indica
tor
Assesement
Time
allotment
Source
Material
Techni
que
Instrum
ent form
Example
of Inst
rumen To interact
involving the
speech act using Simple Present
Tense around
environment
Simple Present
Tense :
Subject-Verb
Agreement
- Mira and Mita doesn’t like fried
rice.
. Adverbs
- I seldom read
book because my hobby is reading.
- My mother
seldom goes to market every
morning because
she is a seller.
Usage
- I am go to school every day
- Ask the students to
make three simple
present sentences that were related to the topic
which would contain the
use of the three aspects of Simple Present Tense
-Collect the students’ works and then choose
16 sentences
-Give one sentence of the
text to a group and ask
the group to identify it as wrong or correct
sentence
The
students
are able to
express
their opinion
related
to simple
present
tense
oral test
To make
sentences
true and false
To
determine
true or false and change
it to right
sentence and explain
it
2 x 40
minutes
a. Book of
English VII
(Joko Priyana,
2008)
b.Climbing
Grammar
Mountain Chart
(Gunn and
Mc Callum, 2005)
112
Standard Competence : 6. Reading
Understanding meanings in oral functional text and short simple
monologue in form of descriptive and procedure texts in order to
interact with the closest environment.
Basic
Competency
Material
Learning
Activity Indicator
Assesement
Time
allotment
Source
Material
Technique Instrument
form
Example
of Inst
rumen To respond
meaning
involved in simple
monologue
accurately and fluently in form
of descriptive
and procedure texts to interact
with the closest
environment
Simple Present
Tense ( Subject-
verb agreement, adverb, usage)
Post test I and
questionnaire.
-Distribute the
test and answer
sheets to the students.
-ask students to
answer the question
-Collect the
students’ answers.
-Distribute the
questionnaire and ask the
students to fill it. -Collect the
students’
questionnaire.
- The students
are able to
respond to the questions
related to
simple present tense
Written test
Multiple
Choice
To read the
sentences
and determine
the correct
answer
2 x 40
minutes
a.Mentari
LKS
(Creative Team of
Mentari
LKS ,2008)
5.3 Material
According to Richard (1986: 79), there are three kinds of material in teaching,
those are:
1. Text- based Material
The material of the lesson consists of a theme, the task analysis for
thematic development are understanding the massage, taking note,
ordering and presenting information.
2. Task- based material
The material consists a variety of games, role plays, simulations, and the
task- based communication activities prepared to support the teaching in
the class.
113
3. Reality
Reality is the material in the teaching that uses some magazines, signs,
advertisements, news papers, or graph and the visual sources around
which communicative activities can be built, such as maps, pictures,
symbols, graph, and charts.
Based on the analysis of chapter 4, the researcher used the Task- based
material to stimulate the students learned grammar as simple present tense
because it was difficult for the students and they felt bored if the teacher taught
monotounes. The material in this learning process was simple present tense
specially subject – verb agreement, adverb and usage so that the students had the
basis for making sentences using simple present tense and could use them in
daily life. Besides, the students could identify and make a descriptive text,
report, procedure text related to standard competence and basic competence if
they had linguistic competence such as grammar specially simple present tense.
So, the materials used as descriptive text , incorrect sentences related to simple
present tense which they identified in the game a Climbing Grammar Mountain
Game. So , the students did not feel bored and they got more practices. The topic
of this material was shopping related to the source material as book of english VII
but some of incorrect sentences were made by the students. The students were
interested to this topic because they wanted to have more knowledge about
shopping. The students be difficult to identify the materials that given because
their basic of grammar related to simple present tense were not strong. So, the
researcher also gave the sheets of simple present tense pattern so that the students
114
could read it clearly while the researcher were explaning the simple present tense
The game and role play was prepared to support the teaching in the class in which
communicative activities can be built, such as using charts in Climbing Grammar
Mountain Game. The materials can be seen as follows :
I.The Material in First Cycle (First Session)
Descriptive text
Mrs. Frida like go to shopping to a traditional market near her house.
Yesterday she goes there to buy fruits, vegetables and meets for her family. The
market are the biggest traditional market in her town. It does a big building which
is located in the center of the town. Like other traditional markets, this market is
never reek and dirty. There many sellers in that market. They sells different kinds
of things. Many people never buy daily needs in the market because they can
bargain there. Moreover, there is also many small shops near the market. Unlike
the traditional market, these shops clean and neat. The sellers are put their things
in good order. It make the market neat. However, people does not like to buy their
daily needs there because the things are expensive. There is also many rubbishes
there. In spite of that, many people never go there because it sells complete things.
Those advantages are the reasons why Mrs. Frida seldom buys her daily life in
that traditional market.
115
The Sentences Identified in the First Cycle (First Session)
Subject-Verb Agreement
1. Mrs. Frida like to go shopping to a traditional market near her house.
2. They sells different kinds of things
3. Moreover, there is also many small shops near the market
4. It make the market neat
5. However, people does not like to buy their daily needs there because the things
are expensive
Adverbs
6. Yesterday she goes there to buy fruits, vegetables and meets for her family
7. Like other traditional markets, this market is never reek and dirty
8. Many people never buy daily needs in the market because they can bargain
there
9. In spite of that, many people never go there because it sells complete things
10. Those advantages are the reasons why Mrs. Frida seldom buys her daily life in
that traditional market
Usage
11. The market does the biggest traditional market in her town
12. It does a big building which is located in the center of the town
13. There many sellers in that market
14. Unlike the traditional market, these shops clean and neat
15. The sellers are put their things in good order
16. There also many rubbishes there.
116
I. Usage of Simple Present Tense
According in Murphy (1993:4), Simple present Tense is used to talk about
something in general. It is used to say that something happens all the time
repeatedly or something which is true in general. On the other hand, simple
present tense expresses an action or state of being in the present
How do we make the Simple Present Tense?
subject + auxiliary verb + main verb
Do Base
There are three important exceptions:
1. For positive sentences, we do not normally use the auxiliary.
2. For the 3rd person singular (he, she, it), we add s or es to the main
verb and es to the auxiliary ( in the negative and question form)
3. For the verb to be, we do not use an auxiliary, even for questions and
negatives.
Look at these examples with the main verb like:
Subject auxiliary verb main verb
+ I, you, we, they like coffee.
He, she, it likes coffee.
- I, you, we, they do not like coffee.
He, she, it does not like coffee.
? Do i, you, we, they like coffee?
Does he, she, it like coffee?
117
Look at these examples with the main verb be. Notice that there is no
auxiliary:
Subject main verb
+
I am French.
You, we, they are French.
He, she, it is French.
-
I am not old.
You, we, they are not old.
He, she, it is not old.
?
Am i late?
Are you, we, they late?
Is he, she, it late?
II. The Pattern of Simple Present Tense
Verbal Form
Subject + Verb1 + Object + Modifier
Verb1 Verb1 + es Translationof indonesian
Go
do
box
watch
pinch
punch
study
cry
fly
try
Goes
does
boxes
watches
pinches
punches
studies
cries
flies
tries
Pergi
melakukan/mengerjakan
bertinju
menonton
mencubit
memukul
belajar
menangis
terbang
mencoba
118
press
pass
smash
brush
bath
sooth
wash
presses
passes
smashes
brushes
bathes
soothes
washes
menekan, tindis
lulus, meloloskan
memukul
menyikat
mandi
menenangkan
mencuci
Negative Form
The forms of negative simple present tense are added with auxiliary verb
‘do’ and ‘does’ ( it depends on subject) and not.
Subject + (does/do) + not + Verb1 + Object + Modifier
Yes/No Questions
Yes/No Questions of Simple Present Tense is made to place auxiliary verb
does/ do or is/ am/ are before subject.
Negative Form
Does/Do + Subject + Verb1 + Object + Modifier?
Nominal form
1. Subject + linking verb + adjective
For examples: Annie is fat.
Rob and Juan are clever.
I am beautiful.
2. Subject + linking verb + noun phrase
For examples: Boy is my favorite actor
Via and Olive are poor students
I am a student
119
III. Subject – Verb agreement
Moreover Leech (1996:418) stated that the –s form of the verb is used only with
the 3rd
person pronoun or noun phrases which are singular. For the 2nd
person
pronoun, that is, you which can be singular or plural, the first singular person (I),
first plural person (we), third plural person (they), the verb does not have an –s.
For example: You (singular) always do the work well
You (plural) always do the work well.
She always does the work well.
IV. Adverbs used in Simple Present Tense
There are two kinds of adverbial usually used in Simple Present Tense. They are
adverbial of frequency and adverbial of time.
1. Adverbial of frequency
We often use the simple present tense with adverb of frequency to make
how often an action takes place clear. The following adverbs of frequency
are often used in Simple Present Tense (Werner, 2003:43):
Always
Usually
Often
Frequently
Normally
Sometimes
120
Occasionally
Seldom, rarely
Hardly ever
Almost never
Never
2. Adverbial of time
The term adverbial of time is restricted to answer the questions ‘When?’ (Hornby,
1975:166). Here are some adverbials of time used in constructing Simple Present
Tense (Werner, 2003:43).
a. On Monday (Sunday, Wednesday, etc)
b. Every day (week, month, year, etc)
c. In the morning (afternoon)
d. Nowadays
e. At night (noon)
f. Today, tonight, etc.
The position of adverbial of time in Simple Present Tense sentences can be at the
beginning or in the end of the sentence (Hornby, 1975:1969).
For examples: Ann writes a letter every week.
Every morning Mom makes fried rice for me.
121
2. Material of First Cycle ( Second Session )
The Sentences Identified in the First Cycle (Second Session)
Subject-Verb Agreement
1. Good Morning, Sir. What can I does for you?
2. Do you has any?
3. How about these, Sir? These is the most beautiful paintings here
4. The painter is Wayan Leonardo who have Arca Gallery
5. How much is these paintings?
6. Ok. I takes them.
Adverbs
7. I always buy some paintings every week because I like to collect them
8. He is the most popular painters in Bali. People rarely like his paintings
9. He is famous since all of his paintings are often bad
10. I’m sorry, Sir. The customers occasionally bargain here because it is fix
price.
Usage
11. Yes, I a collector of beautiful painting
12. Who does the painter?
13. They beautiful
122
14. I am like all these paintings.
15. They Rp 765.000.
16. They too expensive for me. Can I bargain?
Dialogue
A : Good Morning, Sir. Can I help you?
B : Yes, I am a collector of beautiful paintings.
I always buy some paintings every week.
Do you have any ?
A : How about these, Sir?
These are the most beautiful paintings here.
The painter is Wayan Leonardo who has Arca Gallery.
B : They are beautiful. I like all. How much are these paintings?
A : They are Rp 765.000
B : Can I bargain ?
A : I’m sorry, Sir. It is fix price.
B : Ok. My servant will take it.
123
The Sentences Identified in the Second Cycle (First Session)
Subject-Verb Agreement
1. Anton eats fruits every day.
2. Shinta and Ratih is my friends.
3. The cats likes meat.
4. Mrs. Anita buy vegetables in the market everyday.
5. My parents is sellers.
6. My brother drink milk every day.
Adverb
7. I rarely drink milk because I like it.
8. I seldom help Albert because he is my friend.
9. Ade often goes to school by bemo because her house is near
Usage
10. My father is work as a teacher
11. I am like milk
12. The market near my school dirty
13. My house big and beautiful
14. I am have three brothers.
15. Manda does not likes meatball.
16. I like Rado because he handsome.
124
The Sentences Identified in the Second Cycle (Second Session)
Subject-Verb Agreement
1. Mira and Mita doesn’t like fried rice.
2. Dolly and Sinyo is my dogs.
3. I don’t like Spiderman 3 because it bad.
4. My father and my mother is a seller.
5. The markets in Singaraja is big.
6. I like to eat meatball and soto because it is nice.
Adverbs
7. I seldom read book because my hobby is reading.
8. My mother seldom goes to market every morning because she is a seller.
9. I often buy ice cream because I don’t like it.
10. The market is rarely dirty.
Usage
11. I am go to school every day
12. I never like milk because I am not like it.
13. My mother don’t buys vegetables everyday.
14. I am not like to go to market.
15. Yuli doesn’t like bread.
16. I am always help my mother.
125
5.4 Lesson Plan
Penny (1996: 56), defined that lesson plan is set of rule that the teacher has to
be prepare before the class is done to make the class run effectively. Besides,
Susanto (2007: 168), defines a lesson plan as a teacher’s detailed description of
the course of instruction for an individual lesson. He states that there are some
elements of the lesson plan; they are:
1.The title of the lesson
2.The amount of time to complete the lesson
3. A list of materials
4. A list of objectives. These may be stated as behavioral objective (what the
student is expected to able to do upon the completion of the lesson) or as
the knowledge objective (what the student is expected to know upon the
completion of the lesson).
5. The set or led in to the lesson. This is design to focus the student on the
skill or the concept about what to be instructed. Common sets include
showing pictures or models, asking leading question, or reviewing the
previously taught lesson.
6. The instructional component. This describes the sequence of events will
take place as the lesson is delivered. It includes the instructional input –
what the teacher plan to do and say, and guided practice – an opportunity
for the students to try the new skills or express the new idea with the
modeling and guidance of the teacher.
126
7. The independent practice. This component allows the student to practice
the skill or extend the knowledge on their own.
8. Evaluation. Some but not all of lesson have an evaluative component
where the teacher can check for the mastery of the instructed skill or
concepts. This may take the form of a set of question to be answered or a
set of instructions to be followed. The evaluation may be formative; that
is to say, used to guide subsequent learning, or summative; that is to say,
used to determine a grade or other achievement criteria.
The lesson plan was made to guide the researcher in the learning process.
The lesson plans were made before the researcher started the learning process and
always saw the condition of learning process before so that the lesson plans could
be made better than before to aim at improving the use the simple present tense of
students by Climbing Grammar Mountain Game. There were six lesson plans
used in this study. The content of lesson plan in this study consists of unit of
education, standard competence, basic competence, indicator, learning objective,
material, learning activity , sources of material and assesement. The content of
these compenents is based on the syllabus but we developed it again in the lesson
plan specially in the learning activity. In the learning activity, there were three
activities which consisted of pre activity, while activity and post activity. The
activies were done in the while activities and used the Climbing Grammar
Mountain Game to improve the use of simple present tense.in the first cycle (first
session) used reading skill but it was combined with other skills and the
researcher gave the descriptive text, the students also read it and identified the
127
incorrect sentences in the Climbing Grammar Mountain Game. In the first cycle (
the second session) used speaking skill but it was combined with other skills and
the researcher gave incorrect sentences, the students identified it in the Climbing
Grammar Mountain Game then arranged it into a good dialogue and the students
practised it in pair. In the while activity, the teacher could give the explanation
about simple present tense while the students were implementating the Climbing
Grammar Mountain Game. In the third session, the students were given a test and
the mean score of students got 64 ( insuffient). In the second cycle, the researcher
did the change so that the students were not bored. The researcher asked the
students to make sentences and the recercher chose the students’ works which
were then used as the material through Climbing Grammar Mountain Game. In
the first session and second session speaking skill was used; the researcher asked
the students to explain the reason of their answer but the researcher chosed the
person who explained it in front of the class. The students were happy and
entusiastic in the while activities and the result of this study were mentioned in the
previous chapter that it could get the target score in the second cycle ( third
session), the mean score of the students was 79 (sufficient). So, the study was
stopped in the second cycle . Based on the analysis on chapter IV, it could be
drawn a lesson plan in other make the students motivated to study simple present
tense as describe below.
128
LESSON PLAN FORMATION
TEACHING SCENARIO FOR THE FIRST CYCLE
(First Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Reading
Understanding meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the closest
environment.
Basic Competency:
To read loud functional written text and essay descriptively that can be
accepted in environment.
Indicator: -The students are able to read words, phrase, sentences right and
correctly
-The students are able to respond the text.
1. Learning Objective
At the end of this lesson the students are hoped to be able:
- to read words, phrase, sentences right and correctly
- to respond to the text.
2. Material
I. The rules of Simple Present Tense:
Normative form:
Positive form
S + to be + noun/ adj
Negative form
S + to be + not + noun/adj
Interrogative form:
To be + subject + noun/adj
129
Verb Form:
Positive form
S+ Verb 1(s/es)
Negative form
S + Do/ Does +not + Verb 1
Interrogative form
Do /Does + Subject + Verb 1
II. Descriptive text
Mrs. Frida like go to shopping to a traditional market near her house.
Yesterday she goes there to buy fruits, vegetables and meets for her family. The
market are the biggest traditional market in her town. It does a big building which
is located in the center of the town. Like other traditional markets, this market is
never reek and dirty. There many sellers in that market. They sells different kinds
of things. Many people never buy daily needs in the market because they can
bargain there. Moreover, there is also many small shops near the market. Unlike
the traditional market, these shops clean and neat. The sellers are put their things
in good order. It make the market neat. However, people does not like to buy their
daily needs there because the things are expensive. There is also many rubbishes
there. In spite of that, many people never go there because it sells complete things.
Those advantages are the reasons why Mrs. Frida seldom buys her daily life in
that traditional market.
III. Incorrect sentences of Simple Present Tense (Subject-Verb Agreement,
adverbial of frequency and time, and Usage) that taken in descriptive text.
Subject – Verb Agreement
1. Mrs. Frida like to go shopping to a traditional market near her house.
Adverbs
1. Yesterday she goes there to buy fruits, vegetables and meets for her family
Usage
11. The market does the biggest traditional market in her town
3. Learning method
Discussion Method
130
4.Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
that the students had learnt
-Tell the student that today
they will learn about
Shopping and they will play
Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences that are involved
in a descriptive text ( see
the descriptive text and the
topic about shopping)
Greeting
Respond to the teacher
Answer the teacher’s
questions
Respond to the teacher
15 minutes
While activities
-Give a descriptive text about
shopping to the students and
read it together.
- To discuss vocabulary
related to the text
- The teacher read the text.
-Ask the students to make
groups consists of four groups
-Explain the rule and hang
Climbing Grammar Mountain
Chart on the whiteboard.
-Give all groups 10 points.
The students listen to; the
teacher read the text.
The students intimate it.
The students read aloud
the text by themselves
Make groups consists of
five and six people per
group
Listen to the teacher
60 minutes
131
-Give one sentence of the text
to a group and ask the group to
identify it as wrong or correct
sentences.
-Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If the
group’s answer is correct, they
will be given the points in their
chart, but if they are wrong,
their points in the chart will be
reduced as many points they
award to the sentence. If the
group identifies the sentence
as a wrong sentence, they are
given a chance to correct the
sentence into a good Simple
Present Tense sentence and
will be given extra 5 points. If
they can’t make it right, the
other group will be given the
chance.
-The game is continued until
all sentences are used. And --
the group which has the
highest points will be the
winner.
Play the game
Post activities
-Conclude the lesson
-Give homework
-Say good bye
Conclude the lesson
Listen to the teacher
Say good bye
5 minutes
5.Sources of Material
a. English In Focus for grade VII Jumior High School
(Artono Wardiman, 2006)
b. Climbing Grammar Mountain Chart (Gunn and Mc Callum, 2005)
c. English Grammar (Leech, 1996)
132
6. Assesement
a. oral test
b. Instrument form
True and false
c.Example of instrument: Read the sentences to determine true or false and
change them to the right ones
TEACHING SCENARIO FOR THE FIRST CYCLE
(Second Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Speaking
Expressing meanings in oral functional text and short simple monologue in
form of descriptive and procedure texts in order to interact with the closest
environment.
Basic Competency
To interact involving the speech act using Simple Present Tense around
environment.
Indicator: - The students are able to express their opinion related to simple
present tense
1. Learning Objective
At the end of this lesson the students are hoped to be able to express their
opinions related to simple present tense.
2.Material
I.Incorrect sentences
Subject-Verb Agreement
1. Good Morning, Sir. What can I does for you?
2. Do you has any?
3. How about these, Sir? These is the most beautiful paintings here
4. The painter is Wayan Leonardo who have Arca Gallery
5. How much is these paintings?
6. Ok. I takes them.
133
Adverbs
7 . I always buy some paintings every week because I like to collect them
8. He is the most popular painters in Bali. People rarely like his paintings
9. He is famous since all of his paintings are often bad
10. I’m sorry, Sir. The customers occasionally bargain here because it is fix
price.
Usage
11. Yes, I a collector of beautiful painting
12. Who does the painter?
13. They beautiful
14. I am like all these paintings.
15. They Rp 765.000.
16. They too expensive for me. Can I bargain?
II. Dialogue
A : Good Morning, Sir. Can I help you?
B : Yes, I am a collector of beautiful paintings.
I always buy some paintings every week.
Do you have any ?
A : How about these, Sir?
These are the most beautiful paintings here.
The painter is Wayan Leonardo who has Arca Gallery.
B : They are beautiful. I like all. How much are these paintings?
A : They are Rp 765.000
B : Can I bargain ?
A : I’m sorry, Sir. It is fix price.
B : Ok. My servant will take it.
3.Learning Method
Communicative Method
Discussion Method
4. Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
that the students had learnt
Greeting
Respond to the teacher
Answer the teacher’s
Questions
15 minutes
134
-Tell the student that today
they will learn about
Shopping and they will play
Climbing Grammar
Mountain
Respond to the teacher
While activities
-Ask the students to make
groups consisting of four
groups
-Explain the rule and hang
Climbing Grammar Mountain
Chart on the whiteboard.
-Give all groups 10 points.
-Give one sentence of the text
to a group and ask the group to
identify it as wrong or correct
sentences.
-Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If the
group’s answer is correct, they
will be given the points in their
chart, but if they are wrong,
their points in the chart will be
reduced as many points they
award to the sentence. If the
group identifies the sentence
as a wrong sentence, they are
given a chance to correct the
sentence into a good Simple
Present Tense sentence and
will be given extra 5 points. If
they can’t make it right, the
other group will be given the
chance.
-The game is continued until
all sentences are used. And the
group which has the highest
points will be the winner.
-Ask the students to arrange in
a good dialogue
-ask the students to express the
Make groups consisting of
five and six people per
group
Listen to the teacher
Play the game
60 minutes
135
expressions of dialogue
-Ask the students to act the
dialogue out with their pairs in
front of the class.
Act the dialogue out in
front of class in pairs.
Post activities
-Conclude the lesson
-Say good bye
Conclude the lesson
Listen to the teacher
Say good bye
5 Minutes
5.Sources of Material
a.English In Focus for grade VII Jumior High School
( Artono Wardiman, 2006)
b. Climbing Grammar Mountain Chart (Gunn and Mc Callum, 2005)
6. Assesement
a.Oral Test
b. Instrument form
True and False
c.Example of instrument: to determine true or false and change it into right
sentence
136
TEACHING SCENARIO FOR THE FIRST CYCLE
(Third Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Reading
Understanding meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the closest
environment.
Basic Competency
To respond meaning involved in simple monologue accurately and fluently in
the form of descriptive and procedure texts to interact with the closest
environment.
Indicator: - The students are able to respond the questions related to simple
present tense.
1.Learning Objective
At the end of this lesson the students are hoped to be able:
-To respond to the questions related to simple present tense
2. Material
Post test I and questionnaire.
3. Learning Method
Discussion Method
4. Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
Greeting
Respond to the teacher
Answer the teacher’s
5 minutes
137
that the students had learnt
Tell the student that today
they will have a test related
to Simple Present Tense
they had learnt.
questions
Listen to the teacher
While activities
-Tell the students to do the
test individually.
-Distribute the test and
answer sheets to the
students.
-Collect the students’
answers.
-Distribute the
questionnaire and ask the
students to fill it.
-Collect the students’
questionnaire.
Listen to the teacher
Do the test individually
Collect the answers
Fill in the questionnaire
Collect the
questionnaire
70 minutes
Post activities
-Conclude the lesson
-Say good bye
Conclude the lesson
Say good bye
5 Minutes
5. Source of Material
a. Simpati LKS (Creative Team of Simpati LKS ,2006)
6. Assesement
a. Reading test
b. Instrument Form
Multiple Choice
c. Example of instrument: To read the sentences and determine the correct
answer
138
TEACHING SCENARIO FOR THE SECOND CYCLE
(First Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Speaking
Expressing meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the
closest environment.
Basic Competency
To interact involving the speech act using Simple Present Tense in around
environment
Indicator: - The students are able to express their opinion related to simple
present tense
1. Learning Objective
At the end of this lesson the students are hoped to be able:
- to express their opinion related to simple present tense
2.Material
Incorrect sentences were taken from student’s works :
Subject-Verb Agreement
1.Shinta and Ratih is my friends.
2. The cats likes meat.
Adverbs
1. I rarely drink milk because I like it.
2.I seldom help Albert because he is my friend.
Usage
1.My father is work as a teacher
2. I am like milk
139
3. Learning Method
Communicative Method
Discussions Method
4. Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
that the students had learnt
-Tell the student that today
they will learn about
Shopping and they will
play Climbing Grammar
Mountain Game
Greeting
Respond to the teacher
Answer the teacher’s
questions
Respond to the teacher
15 minutes
While activities
-Ask the students to make
three simple present
sentences related to the
topic which would contain
the use of the three aspects
of Simple Present Tense.
The researcher gives
example of the sentences
on the blackboard.
-Collect the students’
works and then choose 16
sentences of them to be the
sentences that will be
identified during Climbing
Grammar Mountain Game.
-Ask the students to make
groups consisting of five
and six people per group
-Explain the rule and hang
Climbing Grammar
Mountain Chart on the
Make groups of four
Listen to the teacher
60 minutes
140
whiteboard.
-Give all groups 10 points.
-Give one sentence of the
text to a group and ask the
group to identify it as
wrong or correct
sentences.
-Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If
the group’s answer is
correct, they will be given
the points in their chart,
but if they are wrong, their
points in the chart will be
reduced as many points
they award to the sentence.
If the group identifies the
sentence as a wrong
sentence, they are given a
chance to correct the
sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
make it right, the other
group will be given the
chance.
-Ask one member of the
group to explain their
answer in front of the
class. Before the student
explains it, the researcher
asks the other students to
listen and pay attention to
their friends’ explanation.
The group who do not pay
attention will be reduced
10 points.
The game is continued
until all sentences are
used. And the group who
has the highest points will
be the winner.
Play the game
141
Post activities
-Conclude the lesson
-Say good bye
Conclude the lesson
Listen to the teacher
Say good bye
5 Minutes
5. Sources of Material
a.Book of English VII (Joko Priyana ,2008)
b.Climbing Grammar Mountain Chart (Gunn and Mc Callum ,2005)
6. Assessement
a. Oral test
b. Instrument form
True or false
c. Example of instrument: to determine true or false and change it to right
sentence and explain it
TEACHING SCENARIO FOR THE SECOND CYCLE
(Second Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Speaking
Expressing meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the
closest environment.
Basic Competency
To interact involving the speech act using Simple Present Tense around
environment
Indicator: - The students are able to express their opinion related to simple
present tense
142
1. Learning Objective
At the end of this lesson the students are hoped to be able:
- to express their opinion related to simple present tense
2. Material
Incorrect sentences were taken from the student’s works :
Subject-Verb Agreement
1. Mira and Mita doesn’t like fried rice.
2. Dolly and Sinyo is my dogs.
Adverbs
1. I seldom read book because my hobby is reading.
2. My mother seldom goes to market every morning because she is a seller.
Usage
1. I am go to school every day
2. I never like milk because I am not like it.
3.Learning Method
Communicative Method
Discussion Method
4.Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
that the students had learnt
on the last meeting.
-Tell the student that today
they will learn about
Shopping and they will play
Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences.
Greeting
Respond to the teacher
Answer the teacher’s
questions
Respond to the teacher
15 minutes
143
While activities
-Ask the students to make
three simple present
sentences related to the
topic which would contain
the use of the three aspect
of Simple Present Tense.
The researcher gives
example of the sentences on
the blackboard.
-Collect the students’ works
and then choose 16
sentences to be the ones
that will be identified
during Climbing Grammar
Mountain Game.
Ask the students to make
four groups.
-Explain the rule and hang
Climbing Grammar
Mountain Chart on the
whiteboard.
-Give all groups 10 points.
-Give one sentence of the
text to a group and ask the
group to identify it as
wrong or correct sentences.
-Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If the
group’s answer is correct,
they will be given the
points in their chart, but if
they are wrong, their points
in the chart will be reduced
as many points they award
to the sentence. If the group
identifies the sentence as a
wrong sentence, they are
given a chance to correct
the sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
Make the sentences
Collect the works
Make four groups
Listen to the teacher
Play the game
60 minutes
144
make it right, the other
group will be given the
chance.
-Ask one member of the
group to explain their
answer in front of the class.
Before the student explains
it, the researcher asks the
other students to listen and
pay attention to their
friends’ explanation. The
group which does not pay
attention will be reduced 10
points.
-The game is continued
until all sentences are used.
And the group which has
the highest points will be
the winner.
Explain their answer in
front of the class
Post activities
-Conclude the lesson
-Say good bye
Conclude the lesson
Listen to the teacher
Say good bye
5 Minutes
5.Sources of Material
a.Book of English VII (Joko Priyana ,2008)
b.Climbing Grammar Mountain Chart (Gunn and Mc Callum ,2005)
6.Assesement
a. Oral test
b.Instrument form
True or false
c.Example of instrument: to determine true or false and change it into right
sentence and explain it.
145
TEACHING SCENARIO FOR THE SECOND CYCLE
(Third Session)
Subject : English
Topic : Shopping
Language component : Grammar (Simple Present Tense)
Education Unit : Junior High School
Class : VII
Time : 2 x 40 minutes
Standard Competency: Reading
Understanding meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the closest
environment.
Basic Competency
To respond to meaning involved in simple monologue accurately and fluently
in the form of descriptive and procedure texts to interact with the closest
environment.
Indicator: - The students are able to respond the questions related to simple
present tense
1. Learning Objective
At the end of this lesson the students are hoped to be able:
- To respond the questions related to simple present tense
2. Material
Post test I and questionnaire.
3. Learning Method
Discussions Method
146
4. Teaching Learning Activities
Teacher’s activity Students’ activity Time allotment
Pre activities
-Greeting
-Check the attendant list
-Ask about the last lesson
that the students had learnt
-Tell the student that today
they will have a test related
to Simple Present Tense
they had learnt.
Greeting
Respond to the teacher
Answer the teacher’s
questions
Listen to the teacher
5 minutes
While activities
-Tell the students to do the
test individually.
-Distribute the test and
answer sheets to the
students.
-Collect the students’
answers.
-Distributing questionnaire
and ask the students to fill
it.
-Collect the students’
questionnaire.
Listen to the teacher
Do the test individually
Collect the answers.
Fill in the
questionnaire
Collect the
Questionnaire.
70 minutes
Post activities
-Conclude the lesson
-Say good bye
Conclude the lesson
Say good bye
5 minutes
5. Source of Material
a. Mentari LKS ( Creative Team of Mentari LKS, 2008)
6.Assesement a. Reading test
b. Instrument form and Multiple choice
c.Example of instrument : To read the sentences and determine the correct
answer
147
5.5 Evaluation
Evaluation is the process of examining a subject and rating it based on its
important features. We determine how much or how little we value something,
arriving at our judgment on the basis of criteria that we can define
(Kiefer,http.//WWW.evaluationwiki.org/index.php/evaluation.html.). Stufflebeam
(2007:736) stated that evaluation is the assessment something is worth of merit.
Evaluation related to assessment. In literature on education, a distinction is
sometimes made between assessment (of learner performance), evaluation (of
innovation or change in, for example, school organization or a course syllabus).
Most of the feedback we give our learners is ongoing correction and assessment,
directed at specific bits of learner-produced language with the aim of bringing
about improvement. Distinct from this is the evaluation usually termed as
‘summative’, where the teacher evaluates an overall aspect of the learner’s
knowledge in order to summarize the situation: how much he or she has
progressed during a particular course. The instrument for assessing it is not only
the test but also non test such as absent, the participation of students in the class,
etc. According to Hammer (1988; 321) there are four main reasons for testing
which give rise to four categories of test:
1. Placement test
Placing new students in the right class in a school is facilitated with the
use of placement tests.
148
2. Diagnostic tests
Diagnostic tests can be used to expose learner’s difficulties, gaps in their
knowledge and skill deficiencies during a course.
3. Progress or achievement tests
These tests are designed to measure learners’ language and skill progress
in relation to the syllabus they have been following.
4. Proficiency tests
Proficiency tests give a general picture of a student’s knowledge and
ability. They are frequently used as stages people have to reach if they
want to be admitted to a foreign university, get a job, or obtain some
kinds of certificates.
According to Hammer (1988; 322), there are two types of test items such as
direct and indirect test items. A test item is direct if it asks candidates to perform
the communicative skill which is being tested. Indirect test items, on the other
hand, try to measure a student's knowledge and ability by getting at what lies
beneath their receptive and productive skills. Whereas direct test items try to be as
much like real-life language use as possible; indirect items try to find out about a
student's language knowledge through more controlled items, such as multiple
choice questions or grammar transformation items. Although there is a wide range
of indirect test possibilities, certain types are in common use:
149
1. Multiple choice questions (MCQs)
A traditional vocabulary multiple choice question looks like this: For many
years MCQs were considered to be ideal test instruments, for measuring
students' knowledge of grammar and vocabulary.
2. Cloze procedures
Cloze procedures seem to offer us the ideal indirect but integrative testing
item. Cloze, in its purest form, is the deletion of every word in a text
(somewhere between every fifth or tenth word
3. Transformation and paraphrase
A common test item asks candidates to rewrite sentences in a slightly
different form, retaining the exact meaning of the original. For example,
the following item tests the candidates' knowledge of verb and clause
patterns that are triggered by the use of I wish:
I'm sorry that I didn't get her an anniversary present.
I wish
Based on the discussion in the previous discussions, the researcher gave the
test in the pre test ,first cycle (third session) and second cycle (third session)
used the achievement test; these tests were designed to measure learners' language
and skill progress in relation to the syllabus they have been following, and the
types of test were multiple choice consisting of 30 questions in the pre test, first
cycle and second cycle. The language skill in this evaluation was reading skill to
read and determine the appropriate answer of Simple Present Tense in involving
three aspects such as subject-verb agreement, adverb, usage.The multiple choice
150
tests macthed to the level of students than essay, it was not difficult, it did not
need much time, and the students could practice to do multiple choice test to face
the final examination. The results of mean score of students in the post test 1 is 64
(insuffient) and in the post test 2 the mean score of students is 79 (sufficient). In
second cycle ( third session) the score is according to criteria. The design of post
tense 1 and 2 can be seen below:
Subject : English
Material : Simple Present Tense
Semester : 2
Time : 60 minutes
The Design of Post Test 1 and Post Test 2
The pass competency
standard (SKL)
Instrument The total of test
Reading
to understand the
meaning in transactional
interpersonal text and
short functional text
related to environment.
Multiple choice
To read and determine
the appropriate answer in
Simple Present Tense
related to three aspects
such as subject-verb
agreement, adverb, usage
30 questions
151
The Evaluation
PRE-TEST
Choose the appropriate correct answer a, b, c, or d below !
1. The students of class IA ….. English every Sunday.
a. study b. studies c. studied d. studying
2. I ….. a funny cat at home.
a. having b. has c. have d. had
3. Do …. like bananas?
a. Mita b. your monkey c. Andra and Tono d. Andrew
4.Choose the right sentence below!
a.I waters the flowers every afternoon.
b. Mira water the flowers every afternoon
c.Andre and Mita water the flowers every afternoon
d.They waters the flowers every afternoon
5. My family and I ….. in a small house.
a. live b. lives c. living d. lived
6. Ana ….. to school every day.
a. go b. goes c. going d. went
7. Mita and Anton sometimes ….. homework together.
a. do b. does c. did d. doing
8. Her parents …. Vivian very much.
a. love b. loves c. loved d. loving
9.The cats …. fish
a. eat b. eats c. eating d. ate
10. My mother usually …… Intan in television every night.
a. watch b. watches c. watched d. watching
11. I ….. meet my uncle because he lives so far from my house.
a. usually b. always c. rarely d. often
152
12. Mita and her family go to church ….
a. everyday b. every Sunday c. every morning d. every Saturday
13. Nita ….. eats fried rice because she hates it.
a. always b. usually c. never d. often
14.Wahyu ….. walks to the office because it is near her house.
a. always b. rarely c. seldom d. never
15. Those men play tennis ….
a. every Sunday b. tomorrow c. yesterday d. two days ago
16. Ratna goes to market …..
a. every morning b. last year c. next week d. now
17. Anita …. drinks milk because it makes her healthy.
a. never b. usually c. rarely d. seldom
18. My father …. gives me some stamps.
a. sometimes b. yesterday c. tomorrow d. now
19. Yudi ….. goes to the hospital because he works there.
a. just now b. always c. two days ago d. next month
20. Budi writes a letter to his girlfriend ….
a. every month b. next month c. last month d. now
21. Sandra and I …. best friends now.
a. is b. are c. was d. were
22. Anna, Bobby, and Jones …. brothers and sisters.
a. do b. does c. is d. are
23. Santi ….. not like stamps collecting.
a. do b. does c. is d. are
24.….. these books yours?
a. does b. do c. are d. is
25. My father and my mother …. not like ice cream.
a. is b. are c. do d. does
26. Where …. your father work?
a. is b. are c. does d. do
153
27. Where …. Santi live?
a. is b. are c. do d. does
28. Mira and Anton …. not like milk.
a. does b. do c. is d. are
29. Ann …. a smart girl.
a. does b. do c. is d. are
30….. you a student?
a. are b. is c. does d. do
Post Test 1
Choose the appropriate correct answer a, b, c, or d below!
1. Mr. Smith ….. fruits every day.
a. buy b. buys c. bought d. buying
2. I ….. a shop in the town.
a. having b. has c. have d. had
3. Do …. like this shirt?
a. Mita b. your mother c. Mira and Tono d. Andrew
4. Choose the right sentence below!
a. I goes to the market every morning.
b. Mira go to market every morning.
c. Andre and Mita go to the market every morning.
d. They goes to the market every morning.
5. Mita and her family ….. in a small house near the market.
a. live b. lives c. living d. lived
6. Mrs. Anita ….. to market every day.
a. go b. goes c. going d. went
7. Mita and Anton sometimes ….. newspapers in the main road.
a. sell b. sells c. sold d. selling
8. My parents …. to go shopping very much.
a. like b. likes c. liked d.liking
154
9. The cat …. the butcher’s meat.
a. eat b. eats c. eating d. ate
10. My mother usually …… when he buys things in traditional markets.
a. bargain b. bargains c. bargained d. bargaining
11. I ….. go to supermarket because it is so far from my house.
a. usually b. always c. rarely d. often
12. Mother goes to market ….
a. everyday b. yesterday c. tomorrow d. now
13. Nita ….. goes to bookshop because she likes to read many books.
a. always b. rarely c. never d. seldom
14. Wahyu ….. goes shopping to the market because it is near her house.
a. always b. rarely c. seldom d. never
15. Those women sell fruits ….
a. every Sunday b. tomorrow c. yesterday d. two days ago
16. Ratna buys food ….
a. every morning b. last year c. next week d. now
17. Anita …. buys milk because she hates to drink it.
a. never b. usually c. often d. seldom
18. My father …. buys me some books.
a. sometimes b. yesterday c. tomorrow d. now
19. Yudi ….. goes to the restaurant to have breakfast.
a. just now b. always c. two days ago d. next month
20. Budi buys a rose to his girlfriend …..
a. every Saturday b. next month c. last month d. now
21. Mrs. Sandra …. a seller.
a. is b. are c. was d. were
22. Anna, Bobby, and Jones …. the cashier of the supermarket.
a. do b. does c. is d. are
23. Santi ….. not like shopping.
a. do b. does c. is d. are
155
24. Where …. your father sell the vegetables?
a. is b. are c. does d. do
25. ….this luggage yours?
a. does b. do c. are d. is
26. My father and my mother …. not like to bargain when they go shopping.
a. is b. are c. do d. does
27. A : What ….. your father’s job?
a. does b. do c. are d. is
28. The fruits and vegetables …. Rp 12.500,-
a. is b. are c. does d. do
29. Mira and Santi …. not like fruits.
a. is b. are c. do d. does
30. ….. the cats eat the butcher’s meat?
a. do b. does c. is d. are
POST TEST II
Choose the appropriate correct answer a, b, c, or d below !
1. Sinta ….. a bookshop near her house.
a. having b. has c. have d. had
2. Does …. like to bargain?
a. your sisters b. your mother c. Mira and Tono d. you
3. Choose the right sentence below!
a. They sells fruits in the market
b. We buys meat in the market
c. Febry sells stationaries in her shop
d. Stephen do not like to go shopping
4. Billy ….. clothes every month.
a. buy b. buys c. bought d. buying
5. Mita …. in an apartment near the supermarket.
a. live b. lives c. living d. lived
156
6. Ferdinand ….. newspapers everyday.
a. sell b. sells c. sold d. selling
7. Shinta …. to go shopping very much.
a. like b. likes c. liked d.liking
8. Budi’s wife …. to market every day.
a. go b. goes c. going d. went
9. The dogs always …. meat in the market.
a. steal b. steals c. stealing d. stole
10. Mrs. Smith never …… when she buys things in supermarket.
a. bargain b. bargains c. bargained d. bargaining
11. Mother buys vegetables ….
a. everyday b. yesterday c. tomorrow d. now
12. I ….. buy daily needs in supermarket because it is near my house.
a. seldom b. always c. never d. rarely
13. Anita …. buys a bag of tea because she likes to drink it.
a. never b. rarely c. seldom d. always
14. Firman …. buys meat because he is a vegetarian.
a. always b. usually c. never d. often
15. Ratna buys a story book ….
a. every month b. last year c. next week d. now
16. Wahyu …. goes shopping to the market because it is dirty and smelly.
a. always b. usually c. often d. never
17 My father buys fruits and vegetables ….
a. everyday b. tomorrow c. yesterday d. two days ago
18. Yudi ….. goes to McDonald to have lunch.
a. just now b. always c. two days ago d. next month
19. My uncle …. buys me some candies.
a. sometimes b. yesterday c. tomorrow d. now
20. Budi buys stationaries ….
a. every month b. next month c. last month d. now
157
21. Where …. your father buy meat?
a. is b. does c. are d. do
22. Mrs. Sheila ….. a fruit seller.
a. is b. are c. was d. were
23. My brothers …. not like shopping.
a. do b. does c. is d. are
24. Mr. Robert and Mr. Stephen …. the securities of the supermarket.
a. do b. does c. is d. are
25. How much …. the mangoes cost?
a. is b. are c. do d. does
26. How many apples …. your mother buy every week ?
a. do b. does c. is d. are
27.….. this your restaurant?
a. does b. do c. are d. is
28. What …. your father sell in the market?
a. is b. are c. does d. do
29. My friends ….. not like shopping in traditional markets.
a. is b. are c. do d. does
30. The supermarkets …. big and clean.
a. is b. are c. do d. does
158
CHAPTER VI
CONCLUSION AND SUGGESTIONS
6.1 Conclusion
This study was designed to improve the ability of students in class VII B
of SMP Satu Atap 2 Batukandik, Nusa Penida in using Simple Present Tense by
involving the use of Climbing Grammar Mountain Game in the teaching of
Simple Present Tense. Based on the result of the observation and the pre-test done
in class VII B of SMP Satu Atap 2 Batukandik, Nusa Penida on the pre
observation, it was known that the ability of the students in using Simple Present
Tense was low. The students’ mean score on the pre test was only 42 which was
categorized as poor. This result lead the researcher to do a research by applying
Climbing Grammar Mountain Game in the teaching of Simple Present Tense to
improve the students’ ability in using Simple Present Tense which included two
cycles. In the first cycle, this game was able to improve the students’ mean score
from 42(poor) into 64 (insufficient). Since the result of post test I had not been
satisfactory yet, the researcher then continued to the second cycle in which the
game was modified by asking the students to make the sentences used in the game
by themselves and to give explanation in the class discussion. The result of post
test II done in the end of this cycle was satisfactory. The students’ mean score
improved 37 points from the pre test becoming 79 (sufficient) in the post test II, it
was more than criteria of the students mean score which were determined in this
study and it was significant because it proved that the students entusiasm to study
simple present tense, it mean that the students liked and were not bored again so
158
159
this was a motivation for them to more concetrate to study simple present tense
and they could use it in daily life for communication. Automatically, they will
councious that simple present tense is important in learning english because we
use it in daily life in writting and spoken. From this result, it could be concluded
that Climbing Grammar Mountain Game could improve the ability of the students
in class VII B of SMP Satu Atap 2 Batukandik, Nusa Penida in using Simple
Present Tense.
6.2 Suggestions
There are some suggestions that can be made by the researcher in the end
of this study:
6.2.1 To the teachers
It is expected that the teacher should use Climbing Grammar Mountain
Game as an effective game in improving the students’ ability in using Simple
Present Tense, specifically in using subject-verb agreement, adverbs, and usage of
Simple Present Tense. The teachers can choose sentences from the students’
works or the teachers can also make the sentences by themselves that are related
to topic being discussed in the classroom. And in the discussion session, the
teacher can give chance to the students to give detailed explanation about aspects
of Simple Present Tense involved in the sentences being identified.
160
6.2.2 To the students
It is suggested that the students should practice more in using Simple
Present Tense more intensively not only in written form but also in daily
communication. The students can start from making simple sentences and then
transform them into another form such as into negative or interrogative form, so
that they can improve their proficiency in grammar.
6.2.3 To other researcher
It is suggested that another researcher should develop the use of Climbing
Grammar Mountain Game to improve the other tenses or even combine this game
with other games so that it can make the students more interested in learning
grammar.
161
BIBLIOGRAPHY
Arikunto, Suharsimi. 2002. Prosedur Penelitian : Suatu Pendekatan Praktek Edisi
Revisi Ke 5. Jakarta : PT. Rineka Cipta.
Arikunto, Suharsimi.1998. Prosedur Penelitian. Jakarta : PT. Rineka Cipta.
Azar, B.S. 1989. Understanding and Using English Grammar. New Jersey:
Prentice-Hall, Inc.
Saricoban, Arif and Esen Metin. "Songs, Verse and Games for Teaching
Grammar." iteslj.org/Techniques/Saricoban-Songs.htm
Collins, Peter. 1998. English Grammar. London: Longman.
Corder, S. Pit.1973.Introducing Applied Linguistics.penguin.
Evans, Virginia. 1995. Round Up : English Grammar Practice 3. London:
Longman.
Ersoz, Aydan. Six Games for the ESL/EFL Classroom. iteslj.org/Lessons/
Ersoz-Games.html
Giri, Darmawan, 2003. Improving the Use of Simple Present Tense of the
Students in Class IC of SLTPN 1 Sukasada Through EGRU Strategy in Small
Group Discussion in the Academic Year of 2002/2003. IKIP NegeriSingaraja.
Unpublished Thesis.
Gunn, Cindy and McCallum, Ann. 2005. Climbing Grammar Mountain : An
Interactive Learning Experience. http://exchanges.state.gov/forum/vols/vol45
Hammer, Jeremy. 1988. The Practice of English Language Teaching. Cambridge :
Longman.
Hong, Lin. Using Games in Teaching English to Young Learner
iteslj.org/Lessons/LinUsingGames.html.
Hornby, A.S. 1975. New English Grammar. London: Oxford University Press.
Hornby, A.S. 1995. Oxford Advance Learner’s Dictionary. London : Oxford
University Press.
Kemmis, Stephen. Bill Atweh. 1998. Action Research In Practice. New York :
Routledge
162
Kim, Lee Suu. 1995. Creative games for the language class. English Teaching
Forum, Vol.XXXIII, No. 1, Janury- March 1995, http://exchanges.state.gov/
forum/vols/vol33/nol/p35.htm.
Leech, Geoffrey. 1996. A-Z of English Grammar and Usage. London: Longman.
Masidjo, Ign. 1995. Penilaian Pencapaian Hasil Belajar Siswa di Sekolah.
Yogyakarta: Kanisius.
Murphy, Raymond. 1993. English Grammar in Use: A Self Study Reference and
Practice Book for Intermediate Students. New York : Cambridge UniversityPress.
Murphy, R. and Altman R. 1993. Grammar in Use. New York : Cambridge
University Press.
Nunan, David. 2005. Practical English Language Teaching Grammar. New York:
McGraw-Hill Companies, Inc.
Rinvoluery. 1985. Games for Teaching Grammar. London : Longman.
Quirk, Randolph. 1972. A Grammar Of Contemporary English. London:
Longman.
Saricoban, A and Metin, E. 2000. Songs, Verse, and Games for Teaching
Grammar, http://iteslj.org/techniques/Saricoban-songs.html.
Stufflebbeam, Daniel C. 2007. Evaluation theory, Models, and Application.
Harbound
U. Penny. 1996. A Course in language Teaching. Cambridge: University Press
Wallace, M.J. 1998. Action Research for Language Teachers. New York :
Cambridge University Press.
Wiersma, William. 1986. Research Methods in Education : An Introduction.
Massachussets: Allyn and Bacon, Inc.Werner, 2003. Teaching Grammar for
Beginners. New York : Cambridge University Press.
163
164
APPENDIX 1
THE LIST OF STUDENTS’ NAMES UNDER THIS STUDY
1.Agus Gunawan, I Gede
2.Astini, Ni Ketut
3.Budiartiniyanti, Ni Kadek
4.Karni, Ni Ketut
5.Lindra, I Komang
6.Mandra, I Wayan
7.Oka Widana, I Gede
8.Pradika, I Kadek
9Santi Martini, Ni Putu
10.Sari, Ni Ketut
11.Satia, I Kadek
12.Sidan, I Komang
13.Sukadana, I Kadek
14.Sukra, I Ketut A
15.Sulastrini, Ni Kadek
16.Sumarni Putri, Ni Kadek
17.Tisu Baliani, Ni Kadek
18.Tresnayasa, I Kadek
19.Warda, I Nengah
20.Wasti, Ni Wayan
21.Yudiantiniasih, Ni Luh
165
166
APPENDIX 2
Teacher’s Diary in the First Cycle
Teaching and Learning Activity in the First Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Very good Noisy Some students gave comment about
the pre-test that was held on the last
meeting.
4 Tell the student that today
they will learn about
Shopping and they will
play Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences involved in a
descriptive text
Listen to the teacher Good Calm No students spoke.
167
Whilst activities
5 Give a descriptive text
about shopping to the
students and read it
together.
Red the descriptive
text
60’ Very good Noisy The students read in chorus the text
together based on the example given
by the teacher.
6 Ask the students to make
groups of five.
Make groups of five Good Very noisy Some students move their chair and
made circles with their groups and
some students were difficult to find
their groups.
7 Explain the rule and hang
Climbing Grammar
Mountain Chart on the
whiteboard.
Listen to the teacher Good A bit noisy Some students asked some rules that
they hadn’t understand yet.
8 Give all groups 10 points.
Play the game Good Noisy Some students commented that the
points given were too small.
9 Give one sentence of the
text to a group and ask the
group to identify it as
wrong or correct sentences.
Calm Only the group who was given the
sentence discussed the answer.
10 Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If
the group’s answer is
correct, they will be given
the points in their chart, but
Tell the teacher the
point they wanted
and then identified
the sentences
Good A bit noisy The other groups provoked the
playing group to ask more points.
168
if they are wrong, their
points in the chart will be
reduced as many points
they award to the sentence.
If the group identifies the
sentence as a wrong
sentence, they are given a
chance to correct the
sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
make it right, the other
group will be given the
chance.
11 The game is continued until
all sentences are used. And
the group who has the
highest points will be the
winner.
Post activities
12 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students were interested
to conclude the lesson
13 Give homework Listen to the teacher Good A bit noisy The students wrote down the
homework, and some of them were
dissapointed to be given homework.
14 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
169
APPENDIX 3
Teacher’s Diary in the First Cycle
Teaching and Learning Activity in the Second Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Very good Noisy Some students said that they played a
game on the last session, some
students said they learnt about
Simple Present Tense.
4 Tell the student that day
they would learn about
Shopping and they will
play Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences involved in a
dialogue.
Listen to the teacher Good Calm No students spoke.
170
Whilst activities
5 Ask the students to make
groups of five.
Make groups of five Good Very noisy Some students move their chair and
made circles with their groups.
6 Explain the rule and hang
Climbing Grammar
Mountain Chart on the
whiteboard.
Listen to the teacher Good A bit noisy Some students asked some rules that
they hadn’t understand yet.
7 Give all groups 10 points.
Play the game Good Calm No students commented that the
points given were too small.
8 Give one sentence of the
text to a group and ask the
group to identify it as a
wrong or correct sentence.
Good Calm Only the group who was given the
sentence discussed the answer.
9 Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If
the group’s answer is
correct, they will be given
the points in their chart, but
if they are wrong, their
points in the chart will be
reduced as many points
they award to the sentence.
If the group identifies the
sentence as a wrong
sentence, they are given a
Tell the teacher the
point they wanted
and then identified
the sentences
Good A bit noisy The other groups provoked the
playing group to ask more points.
171
chance to correct the
sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
make it right, the other
group will be given the
chance.
10 The game was continued
until all sentences are used.
And the group who has the
highest points will be the
winner.
Respond to the
teacher’s
announcement about
the winner of the
game
Good Noisy The winning group was very happy,
and the other groups were
disappointed.
11 Ask the students to act the
dialogue out with their
pairs in front of the class.
Act the dialogue in
front of the class
Good Noisy Many students wanted to act the
dialogue and they became
disappointed when they were not
chosen.
Post activities
12 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students were interested
to conclude the lesson
13 Give homework Listen to the teacher Good A bit noisy The students wrote down the
homework, and some of them were
disappointed to be given homework.
14 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
172
APPENDIX 4
Teacher’s Diary in the First Cycle
Teaching and Learning Activity in the Third Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Very good Noisy Some students said that they played a
game on the last session and some
students said they learnt about
Simple Present Tense.
4 Tell the student that today
they would learn about
Shopping and they will
have a test related to
Simple Present Tense
sentences they had learnt
Listen to the teacher Good A bit noisy Some students said that they weren’t
ready yet.
173
Whilst activities
5 Tell the students to do the
test individually.
Listen to the teacher 60’ Good Calm No students spoke.
6 Distribute the test and
answer sheets to the
students.
Do the test
individually
Good A bit noisy The students did the test individually
7 Collect the students’
answers
Collect the answers Good A bit noisy Some students said that the test were
difficult and some said they were
able to answer the test.
8 Distribute the questionnaire
and ask the students to fill
it
Fill in the
questionnaire
Good A bit noisy Some students still discussed about
the test.
9 Collect the students
questionnaire
Collect the
questionnaire
Good A bit noisy The students said that it was much
easier to fill the questionnaire than to
answer the test.
Post activities
10 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students wanted the
teacher to give another test so that
their mark would be better.
11 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
174
APPENDIX 5
Teacher’s Diary in the Second Cycle
Teaching and Learning Activity in the First Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Very good Noisy Some students said that they played a
game on the last session, some
students said they learnt about
Simple Present Tense.
4 Tell the student that today
they will learn about
Shopping and play
Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences
Listen to the teacher Good Calm No students spoke.
175
Whilst activities
5 Ask the students to make
three simple present
sentences that were related
with the topic which would
contain of the use of the
three aspects of Simple
Present Tense. The
researcher gives example of
the sentences on the
blackboard.
Write the sentences 60’ Good A bit noisy Some students said it was difficult to
make the sentences. Some asked the
teacher to reduce the number of
sentences. Some asked the teacher to
reduce the number of sentences they
had to make. Some said that the time
was too limited.
6 Collect the students’ works
and then choose 16
sentences of them to be the
sentences that will be
identified during Climbing
Grammar Mountain Game.
Collect their works Good A bit noisy Most students could make the
sentences within the time, but some
couldn’t finish it.
7 Ask the students to make
groups of five.
Make groups of five Good Very noisy Some students move their chair.
8 Explain the rule and hung
Climbing Grammar
Mountain Chart on the
whiteboard.
Listen to the teacher Good A bit noisy Some students asked some rules that
they hadn’t understand yet.
9 Give all groups 10 points.
Play the game Good Calm No students commented that the
points given were too small.
176
10 Give one sentence of the
text to a group and ask the
group to identify it as
wrong or correct sentences.
Tell the teacher the
point they wanted
and then identified
the sentences
Good Calm Only the group who was given the
sentence discussed the answer
11 Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If
the group’s answer is
correct, they will be given
the points in their chart, but
if they are wrong, their
points in the chart will be
reduced as many points
they award to the sentence.
If the group identifies the
sentence as a wrong
sentence, they are given a
chance to correct the
sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
make it right, the other
group will be given the
chance.
Tell the teacher the
point they wanted
and then identified
the sentences.
Good A bit noisy The other groups provoked the
playing group to ask more points.
177
12 Ask one member of the
group to explain their
answer in front of the class.
Before the student explains
it, the researcher asks the
other students to listen and
pay attention to their
friends explanation. The
group who do not pay
attention will be reduced 10
points.
Explain their group’s
answer
Good Noisy Some students said that they were
not confident to explain their answer
in front of the class and some seemed
very enthusiastic.
The game is continued until
all sentence are used. And
the group who has the
highest points will be the
winner.
Respond to the
teacher’s
announcement about
the winner of the
game
Good Noisy The winning group was very happy,
and the other groups were
disappointed.
Post activities
12 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students were interested
to conclude the lesson
13 Give homework Listen to the teacher Good A bit noisy The students wrote down the
homework, and some of them were
dissapointed to be given homework.
14 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
178
APPENDIX 6
Teacher’s Diary in the Second Cycle
Teaching and Learning Activity in the Second Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Good Noisy Some students said that they played a
game on the last session, some
students said they learnt about
Simple Present Tense.
4 Tell the student that today
they will learn about
Shopping and they will
play Climbing Grammar
Mountain Game to identify
Simple Present Tense
sentences.
Listen to the teacher Good Calm No students spoke.
179
Whilst activities
5 Ask the students to make
three simple present
sentences that were related
with the topic which would
contain of the use of the
three aspects of Simple
Present Tense. The
researcher gives example of
the sentences on the
blackboard.
Write the sentences 60’ Good Rather calm Most students had already prepared
themselves so only some of them
found difficulties in making the
sentences.
6 Collect the students’ works
and then choose 16
sentences of them to be the
sentences that will be
identified during Climbing
Grammar Mountain Game.
Collect their works Good Rather calm Almost all students could make the
sentences within the time.
7 Ask the students to make
groups of five.
Make groups five 60’ Good Very noisy Some students move their chair.
8 Explain the rule and hung
Climbing Grammar
Mountain Chart on the
whiteboard.
Listen to the teacher Good A bit noisy Some students asked some rules that
they hadn’t understand yet.
9 Give all groups 10 points. Play the game Good Calm No students commented that the
points given were too small.
180
10 Give one sentence of the
text to a group and ask the
group to identify it as
wrong or correct sentences.
Good Calm Only the group who was given the
sentence discussed the answer
11 Ask the group how many
points they are willing to
award to the sentence
(maximum 20 points). If
the group’s answer is
correct, they will be given
the points in their chart, but
if they are wrong, their
points in the chart will be
reduced as many points
they award to the sentence.
If the group identifies the
sentence as a wrong
sentence, they are given a
chance to correct the
sentence into a good
Simple Present Tense
sentence and will be given
extra 5 points. If they can’t
make it right, the other
group will be given the
chance.
Tell the teacher the
point they wanted
and then identified
the sentences.
Good A bit noisy The other groups provoked the
playing group to ask more points.
181
12 Ask one member of the
group to explain their
answer in front of the class.
Before the student explains
it, the researcher asks the
other students to listen and
pay attention to their
friends explanation. The
group who do not pay
attention will be reduced 10
points.
Explain their groups
answer
Good Noisy Most students were very enthusiastic
and half of them said directly that
they wanted to be chosen to give the
explanation.
13 The game is continued until
all sentence are used. And
the group who has the
highest points will be the
winner.
Respond to the
teacher’s
announcement about
the winner of the
game.
Good Noisy The winning group was very happy,
and the other groups were
disappointed.
Post activities
12 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students were interested
to conclude the lesson
13 Give homework Listen to the teacher Good A bit noisy The students wrote down the
homework, and some of them were
dissapointed to be given homework.
14 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
182
APPENDIX 7
Teacher’s Diary in the Second Cycle
Teaching and Learning Activity in the Third Session
No Teacher’s Activity Students’ Activity Time Students’
Response
Classroom
Situation Note
Pre-activities
1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus
immediately
2 Check the presence list Respond to the
teacher
Good A bit noisy No one was absent
3 Ask about the last lesson
that the students had learnt
Answer the teacher’s
questions
Very good Noisy Some students said that they played a
game on the last session and some
students said they learnt about
Simple Present Tense.
4 Tell the student that today
they would learn about
Shopping and they will
have a test related to
Simple Present Tense
sentences they had learnt
Listen to the teacher Good A bit noisy Most students said that they were
ready for the test.
183
Whilst activities
5 Tell the students to do the
test individually.
Listen to the teacher 60’ Good Calm No students spoke.
6 Distribute the test and
answer sheets to the
students.
Do the test
individually
Good Calm The students did the test individually
7 Collect the students’
answers
Collect the answers Good A bit noisy Some students said that the test was
easy and said they were able to
answer the test.
8 Distribute the questionnaire
and ask the students to fill
it
Fill in the
questionnaire
Good A bit noisy Some students still discussed about
the test.
9 Collect the students
questionnaire
Collect the
questionnaire
Good A bit noisy The students said they only took
several minutes to fill the
questionnaire.
Post activities
10 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students eager to know
their mark on the test.
11 Say good bye Say good bye Very good Very noisy The students said good bye in chorus
184
185
APPENDIX 8
The Result of Questionnaire in the Pre-Observation
1.Apa anda menyukai pelajaran Bahasa Inggris?
a. Ya (38 %)
b. Tidak (61,9%)
2.Apakah anda senang ketika guru anda memberikan Pelajaran Grammar
khususnya Simple Present Tense?
a. Ya (38%)
b. Tidak (61,9%)
3.Apakah menurut anda belajar grammar penting dalam menguasai Bahasa
Inggris ?
a. Ya (47,6 %)
b. Tidak (52%)
4.Apakah anda senang ketika guru anda menjelaskan tentang struktur kalimat
khususnya tentang Simple Present Tense ?
a. Ya (38%)
b. Tidak (61,9%)
a. Apakah jenis latihan yang biasa diberikan guru anda mengenai Simple Present
Tense mudah anda kerjakan ?
a. Ya (33%)
b. Tidak (52%)
b. Apakah anda senang dengan tehnik mengajar yang digunakan oleh guru anda
sebelumnya dalam mengajar grammar?
a. Ya (23,8%)
b. Tidak (76%)
c. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada
saat mengajar ataupun pada saat memberikan latihan mengenai Simple Present
Tense mudah anda mengerti ?
a. Ya (23,8%)
b. Tidak (76%)
d. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat
Simple Present Tense?
a. Ya (28,5%)
b. Tidak (71%)
186
e. Apakah anda mengetahui dan memahami penggunaan adverbial of requency
and time pada struktur kalimat Simple Present Tense ?
a. Ya (42,8%)
b. Tidak (57,8%)
f. Apakah guru anda sering menggunakan media pengajaran seperti gambar,
komik, atau realia dalam mengajar Simple Present Tense ?
a. Ya (0%%)
b. Tidak (100%)
187
APPENDIX 9
The Result of Questionnaire in the First Cycle
1. Apakah anda senang ketika diberikan pelajaran Simple Present Tense dengan
menggunakan tehnik yang diberikan oleh guru anda ?
a. Ya (90%%)
b. Tidak (10%)
2. Apakah anda senang selama proses belajar mengajar ?
a. Ya (90%)
b. Tidak (10%)
3. Apakah Climbing Grammar Mountain Game membantu anda dalam belajar
Simple Present Tense?
a. Ya (71%)
b. Tidak (29%)
4. Apakah anda mengalami kesulitan mempelajari Simple Present Tense dengan
menggunakan Climbing Grammar Mountain Game ?
a. Ya (29%)
b. Tidak (71%)
5. Apakah anda senang ketika guru anda menjelaskan tentang struktur Simple
Present Tense dengan menggunakan Climbing Grammar Mountain Game ?
a. Ya (%)
b. Tidak (%)
6. Apakah anda senang dengan tehnik yang digunakan guru anda dalam
mengajar Simple Present Tense ?
a. Ya (90%)
b. Tidak (10%)
7. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada
saat mengajar ataupun pada saat memberikan latihan mengenai Simple Present
Tense mudah anda mengerti ?
a. Ya (90%)
b. Tidak (10%)
8. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat
Simple Present Tense ?
a. Ya (52%)
b. Tidak (48%)
188
9. Apakah anda mengetahui dan memahami penggunaan adverbial of requency
and time pada struktur kalimat Simple Present Tense ?
a. Ya (71%)
b. Tidak (29%)
10. Apakah anda termotivasi belajar Simple Present Tense dengan menggunakan
teknik ini ?
a. Ya (81%)
b. Tidak (19%)
189
APPENDIX 10
The Result of Questionnaire in the Second Cycle
1. Apakah anda senang ketika diberikan pelajaran Simple Present Tense dengan
menggunakan tehnik yang diberikan oleh guru anda ?
a. Ya (95%)
b. Tidak (95%)
2. Apakah anda senang selama proses belajar mengajar ?
a. Ya (95%)
b. Tidak (5%)
3. Apakah Climbing Grammar Mountain Game membantu anda dalam belajar
Simple Present Tense?
a. Ya (100%)
b. Tidak (0%)
4. Apakah anda mengalami kesulitan mempelajari Simple Present Tense dengan
menggunakan Climbing Grammar Mountain Game ?
a. Ya (5%)
b. Tidak (95%)
5. Apakah anda senang ketika guru anda menjelaskan tentang struktur Simple
Present Tense dengan menggunakan Climbing Grammar Mountain Game ?
a. Ya (95%)
b. Tidak (5%)
6. Apakah anda senang dengan tehnik yang digunakan guru anda dalam
mengajar Simple Present Tense ?
a. Ya (95%)
b. Tidak (5%)
7. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada
saat mengajar ataupun pada saat memberikan latihan mengenai Simple Present
Tense susah anda mengerti ?
a. Ya (10%)
b. Tidak (90%)
8. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat
Simple Present Tense ?
a. Ya (90%)
b. Tidak (10%)
190
9. Apakah anda mengetahui dan memahami penggunaan adverbial of requency
and time pada struktur kalimat Simple Present Tense ?
a. Ya (90%)
b. Tidak (10%)
10. Apakah anda termotivasi belajar Simple Present Tense dengan menggunakan
teknik ini ?
a. Ya (100%)