THE USE OF SERIES PICTURE

AS A TECHNIQUE TO IMPROVE STUDENTS’ MASTERY

SIMPLE PRESENT CONTINOUS TENSE

OF SMP AL-HILAL AMBON

BY:

SAIDNA ZULFIQAR BIN TAHIR, Lc

NIPS : 177 030 134

ENGLISH DEPARTMENT OF LETTERS FACULTY

IQRA BURU UNIVERSITY

2008

ABSTRACT

Literature is predicted as a far from daily life, perhaps there is a prediction inside is not

common, such as : discourse, news, newspapers, and society discourse. That matter is caused of

there is a prediction that literature is a discourse that if it is read will waste the readers’ time,

because literature is guessed as the result of imagination, not have adventage for the humans’

life. This prediction maybe right and it is real that there is the understandable literary both

language usage or life world description that is planted inside it, but that matter doesn’t mean

that literature is strange thing from daily life. Base on the background above, the researcher

formulize as follow : First ; do the students as the eighth of SMP Al-Hilal Ambon master present

continous tense by using series picture. Second; what types of difficulty do the students at the

eighth grades of SMP Al-Hilal Ambon in mastering present continous tense by using series

picture.

The researcher collects data and analyze the test of present continous tense by using

series picture and the researcher use percentage of formula to know how many students that have

influences in mastering simple present continous tense by using series picture. To get a valid

result, using descriptive research design, this chapter describe obaut the step of research needed,

they are research design, description of populatin, sample, data collection techniques, and the

data analyze.

The scope of this research around the students at the eighth grades itself as the subject of

this research in SMP Al-Hilal Ambon on October 11th 2008 in one class and the total students are

22, so the researcher take as sample in one class are 22 students. The most important goal of this

research is to determine the principles which can be general or universal, to get the data

accumulation in certain research activity.

TABLE OF CONTENT

Title Sheet ……………………………………………………………………… i

Approval Sheet ………………………………………………………………… ii

Abstract ………………………………………………………………………... iii

Table Of Content ……………………………………………………………… iv

CHAPTER I. INTRODUCTION

A. Research Background ………………………………………………… 1

B. Problem Statement …………………………………………………… 2

C. The Objective of The Research ……………………………………… 2

D. Significant of The Research ………………………………………….. 2

E. Scope of the research …………………………………………………. 2

CHAPTER II. REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

A. Definition of Grammar ……………………………………………….. 3

B. Tenses ………………………………………………………………… 3

C. Simpe Present Continous Tense………………………………………. 4

D. Teaching Structure of Picture ………………………………………… 5

CHAPTER III. RESEARCH OF METHOD

A. Kind and the Design of The Research ………………………………… 6

B. Research Design ……………………………………………………… 6

C. Population And Sample ………………………………………………. 6

D. Data Collection ………………………………………………………… 7

E. Research Variable ……………………………………………………… 7

F. Data Analyze …………………………………………………………… 8

CHAPTER IV. DATA ANALYZE

A. First Cycle …………………………………………………………….. 9

B. Second Cycle …………………………………………………………. 10

C. Third Cycle …………………………………………………………… 11

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ……………………………………………………………. 15

B. Suggestion ……………………………………………………………. 15

BIBLIOGRAPHY

CHAPTER I

INTRODUCTION

A. Research Background

Human is the social creature that need interaction and socialize with each other and always live side by side and the interaction is necessarily when the human need their existence and it is admitted that this activities need a tool or media that is language, so since that time language have an important rules in daily live. Language is important to widen diplomacy affairs with any other language, it means language have meaning : the tool of communication neither writtenly or orally, even as socialize language in daily life (Zainudin, 73,1985).

Literature is predicted as a far from daily life, perhaps there is a prediction inside is not common, such as : discourse, news, newspaper, and society discourse. Perhaps that matter is caused of there is a prediction that literature is a discourse that if it is read will waste the readers’ time, because literature is guessed as the result of imagination, not have adventage for the human’s life. This prediction maybe right and it is real that there is the understandable literary both language usage or life world description that is planted inside it. But that matter does not mean that literature is strange thing from daily life. (Faruk and Sayuti Sumanto, 1998).

About the rules of education curriculum in 1945 basically language learning is study to communicate that is way language learning English or Indonesia are appointed to increase student’s capability in communicate in using English or any other language both orally or verbally (Tangsoe Tjahgono and Wawan Setiawan,1997/1998).

English has the important role as the tool of communication. English as the first foreign language in Indonesia is taught from junior high school until university. It is also as the compulsory subject at school. In education context the function of language beside as the means of communication it is also as the tool of building interpersonal relationship, sharing information and appreciating language as in the English culture in relation to above explanation in English there some aspects or skill that should be investigated.

The purpose of English teaching must be supported by the English teacher and must be an excellent teacher as their educational background, and also English learning is study to convey an opinion, thought and feeling either orally or writtenly, but the most important thing is studying in using that language practically to the importance of communication in various situation. Personally learning English language will be useful to steadily ourselves as absolutely human. The students will get more experience appreciation of English expression and most grow positive attitude toward English language.

Indonesian government endeavors the English language education for all levels in primarily school, secondary school, high school until at the university. The government hope that

it can give big function to the learners that it can be accepted by the students while the teaching learning process is held.

Freeman (1986:123), says that : when we communicate, we use the language to accomplish some function such as arguing, persuading, or promising, furthermore since the communication is a process, it is insufficient for the students to simply have knowledge of target language forms, meaning and function.

Betty Scramfer Azar says in her book “Understanding and Using English Grammar” that there are 16 but most actively used are 12. Tense indicate about action and happening that occurred in the past, now or in the future, one of it present continous tense. The students in Indonesia should master tense so that can speak English well because that is way, the researcher is interested in doing this research how for the students of SMP Al-Hilal Ambon master present continous tense especially by using pictures.

B. Problem Statement

Based on the background above, the researcher formulize as follow :

1. Do the students at the eights of SMP Al-Hilal Ambon master present continous tense by using series pictures

2. What types of difficulty do the students at the eighth of SMP Al-Hilal Ambon in mastering present continous tense by using series pictures

C. The Objects of The Research

Based on the problem statement above, the researcher can state the objective of the research are:

1. To find how far do the students at the eighth of SMP Al-Hilal Ambon master present continous tense by using series pictures

2. To find what type of difficulty that the students face in mastering simple present continous tense by using series pictures

D. Significant of the Research

At this research, the researcher want to give contribution for the student and the teacher in order to be able to speak English especially in present continous tense

E. The Scope of The Research

The scope of this research is around the students at the eighth grade itself as the subjects of this research in SMP Al-Hilal Ambon in one class and total students are 22 as sample.

CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

A. Definition Of Grammar

According to Thorn Burry (1999:1) that grammar is “partly the study of what form (structure) are possible in language. Traditionally grammar has been concerned almost exclusively with analyze at the level of the sentences, thus grammar is description of the rules that govern how language sentences are formed”. Also stated by Naser (1984:422) grammar is “The study and practice of the rules by which word change their form and are combined into sentences”.

Grammar is the study of language structure (Jhon. Encols and Hasan Sadily,1975) also stated by Suryadi and Junaida, grammar is the study of rules to talk and write in certain language. Before we make a certain sentences we must study about grammar and generally there is eight pasrt of speech in English.

In English, time have close relation with tense (verb change) different with Indonesia language. So, in English, time very affect in verb. Tenses is important elements in English and tenses is hard to be understood by the Indonesian that study English, that is way, there is no tenses in Indonesia. Tenses is the form of verb which its changes depend on time and the character of happening all sentances in English not release from tense, because all sentances does not release from time.

According to Martin (1995:427) tense is part of grammar which have to be learnt, tense is verb form that shows the time of the action, so tense is the rule of verb form that shows the time of the action, those are present, past and future.

B. Tenses

In English, there are four fundamental tenses that is a topic of discussion in this research. Based on the time happened, tenses can be into four parts, they are : Present Tense for the time happening, Past Tense for the time occurred, Future Tense for the time will occur, and Past Future Tense for the time will occur in the past.

Based on the activity or occurrence can be grouped into four pasrts, they are: Simple Tense for time is not in process, Continous Tense for the time still in process, Perfect Tense for time has occurred, and Perfect Continous Tense for the time started before at the definite time when the activity is happening.

If it is combined that two factors that is time and character of happening, so it will get the 16 tenses in English, such as follow :

a. Present tense consist of : Present tense, Present continous tense, Present perfect tense, Present Perfect continous tense.

b. Past tense, consist of : Past tense, Past continous tense, Past Perfect tense, Past perfect continous tense.

c. Future tense consist of: Future tense, Future continous tense, Future perfect tense, Future perfect continous tense.

d. Past future tense consist of: Past future tense, Past future continous tense, Past future perfect tense, Past future perfect continous tense.

C. Present Continous Tense

The using of present continous tense according to A.J Thomson and A.V Martinet are:

a. The event and action happening now. E.g : Jack is eating now

b. For action and event happening about this time but not necessary at the moment of speaking: E.g: I am watching film by Crales Dicken. (This may mean “at the moment of speaking” but also mean “now” in more general sense).

c. Present continous tense is expresses an activity that is in progress at the moment of speaking, it began in the recent past, is continuing at the present and will probably end at some point in the future. E.g: She is writing another book this year. The sentences means that writing book is a generally activity, she is engaged in a present but it does not meant that at the moment of speaking she is sitting at her desk with pen in her hand.

d. Present continous tense also means for definite arrangement in the near future (the most usual way expressing one’s immediate plan). E.g; Are you finishing something tomorrow morning? (Notes: the time of the action must always be mentioned as otherwise there might be confusion between present and future meaning “come and go” however can be used in this way with a time expression).

According to Michael A. Pyle and Marry Munox stated that present continous tense is “used to indicate present time (now) with all but the stative verb listed previously”. E.g: John is eating dinner now. It is also used to indicate the future time E.g: we are leaving for the theater at seven o’clock.

Present continous tense according to Betty Scrampher Azar (1993:50) make statements that it can express future time when the idea of the sentences concerns a planned event or definite intention. E.g: Sam has made his plan. He is leaving at noon tomorrow.

From those statement about the meaning and usage of present continous tense as follow is the form of present continous tense. Subject + TO BE (am,is, are) + verb-ing + Object.

D. Teaching Structure Of Picture

Picture is a painting, drawing or photograph, such as; a work of art (Oxford leaner’s pocket dictionary), from that meaning of picture, the researcher try to use series of pictures in order to the student interested in English, especially in simple present continous tense, and in this research, the researcher use EGRA method which its technique use the real object to teach.

EGRA is a method to teach structure communicatively, it is developed by teacher at secondary school and high school in Indonesia, it based on presentation, practiced and communication. Based on the meaning and aims of EGRA above, as follow are the detail aims of teaching method by using EGRA:

E = Experince : The structure is presented to the students before they learn the form of its rules. Example: the students read a dialogue a text that inside it, there are some example of its structure.

G = Generalization : The students cooperate to find its rules or the usage of its rule, teacher must help and guide them in this step. Example: the students are asked to make generalization about the form of text or must fill the table with the relevant structure or same.

R = Reinforcement : The students do the controlled exercise that must them to use the structure. Example: the students are asked to describe a picture and arrange the irregular sentences.

A = Application : The students must use structure itself, atleast or not is helped by teacher. Example: write a story by having an conversation, giving a demonstration on the map or describe a picture.

From those explanation and the aims of EGRA above, that the most have relationship with the researcher thesis are reinforcement and application that is used the series of pictures.

Presenting the techniques of EGRA is using the real object to teach by showing the object in front of the class. The researcher explain to the students what is going on on the picture, what is the object doing in the picture by hanging on the board and the teacher stand near the picture in order the student can see the picture and the specific aims of that presentation is to show the teacher do in the class, this mean that actually the students don’t know about the words, so the teacher must demonstrate the picture and present the vocabulary for them.

CHAPTER III

RESEARCH METHODOLOGY

A. Kind and The Design of The Research

Research need a certain method in order to get research finding empirically which is valid knowledge and done by using scientific method, to get a valid result, using descriptive research design, this chapter describe about the step of research needed, they are research design, description of population, sample, data collection technique and the data analyze.

B. Research Design

According Ary (1985:322) states that “descriptive design to obtain information concerning the current status phenomena”, so the researcher will do research to real condition of the students’ ability. In this research, the researcher will do research how far are their ability in present continous tense by using “series picture” and for the population is the student at SMP Al-Hilal Ambon in eighth grades. The most important goal of this research is to determine the principles which can be general or universal, to get the data accumulation in certain research activity.

The researcher use criterion of qualification in this research based on David Haris testing language as the second language (1969) the scores is used to make prediction about probably class performance.

The criterion of qualification

Test Scores Probable Class Performance Qualification

80 – 90 Good and Excellent B – A

60 – 79 Average to good C – B

50 – 59 Poor to average D – C

0 – 49 Poor E – D

C. Data Collection

Data collection is one way that is used to get information or the important thing whish need in one research. To know how far the students understand the material of the lesson, the researcher uses some instrument of data collection, such as observation and test. Test is data-collecting method by giving a number of question for measuring the students’ ability.

D. Research Variable

Dependent variable is the students and the teacher can master English especially simple present continous tense. Independent variable will give an understanding about using “series pictures” especially simple present continous tense. At this research, the researcher will choose test and observation, because by using test can measure the students’ ability and the test will be carried out multi choice and use qualitative research because of this research there is numeric data and also according to Sudjana in his book “Metoda statistic” says that the numeric data and there are changes and variable is qualitative data.

An action research is considered successfully and can be stopped if the subjects of the students have achieved certain criteria, the criteria of success on this action research were the students have ability in mastering simple present continous tense by using series of pictures through their test result (fill the test in form of simple present continous tense by using series of picture in multi choice test). The relationship between the criteria of success, the data source and the instrument to collect data are shown in this table.

Criteria of Success Source of Data Instrument for data Collection

Time in Collection Data

The students’ ability in mastering

simple present continous tense by

using series of pictures

The result of the students’ fill the

test and observation of present

continous tense

A test in the form of multi choices about present continous

tense using series of picture

At the end of the meeting or after

applying the method

The students’ involvement in

studying process when the researcher applied the method

Test sheet At the last meeting

E. Data Analyze

The researcher decide to use non statistic analyze or descriptive analyzes. After data collection, the researcher has to analyze the data in order to get the research result, from the result of data analyze, the researcher is able to make conclusion about the hypothesis. The researcher also uses the percentage formula to know how many students in mastering present continous tense by using series picture. The formula is as follow :

Where :

X : Mean scores

Σ X : The sum of all scores

N : Total number of subjects

It can explain that the total scores is devided by the total observed scores x 100.

X = Σ X

n

CHAPTER IV

DISCUSSION AND FINDING

A. First Cycle

Table 1 showed the result of students’ ability in mastering simple present continous tense by using pictures in form of test in multi choice, in overall most of the students got “poor” and “poor to average”. As we can see in the table some students also could not understand about language use (noun, verb, tenses). The result was described as follow :

Table 1

The Tabulation Scores and Qualification of The Students’ Ability in Mastering Simple Present Continous Tense by Using Series Pictures Method at The Eighth Grade Students Of SMP

AL-HILAL AMBON

STUDENTS

PROBABLE CLASS PERFORMANCE LANGUAGE USAGE

Noun(Scores)

Verb(Scores)

Tenses(Scores)

TotalScores Qualification

10/20/30/40/50

10/20/30/40/50

10/20/30/40/50

AKBAR WALI 20 20 20 60 BALI SYAIFUL BAHAR 10 10 10 30 DARIYANTO 10 10 10 30 DAFRIZAL 10 10 10 30 DBARDAN 20 10 10 40 DDARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG 20 20 20 60 BFAISAL MADAUL 10 10 10 30 DFITRIA NINGGRUM 30 30 20 80 AHADI BORUT 20 20 10 50 CHELMI. ABUBAKAR 10 10 10 30 DISMAIL SUNETH 20 20 10 50 CISRAN RAHMAN 10 10 10 30 DINGGRA JAYA 20 20 20 60 BINDAH FATAYATI 20 20 20 60 BLINDA WATI 30 30 20 80 ALISDA SAULATU 10 20 20 50 CMIRNAWATI GIMALAMA 10 10 10 30 DMULYONO RAHMAT 10 10 10 30 DNOVITA SARI SAUPALA 20 20 10 50 CRIFALDI SIA 10 10 10 30 DRITA SANGADJI 30 30 20 80 A

After applying the method, the researcher evaluate or analyze the result and the researcher found that there so many problem in the first cycle, it shown on the result of their test about noun, verb, and tenses get “poor” score almost all aspects is language usage.

Based on the criteria of success previously mentioned in table 1 showed significant information that the criterion of success was not fulfilled in the first cycle, most of the students got “poor” level based on the total scores. It indicate that they still don’t understand about vocabulary, verb, and tenses, the result showed that there were 11 students in poor to average, and 8 of the students got average to good level, and 3 of them got good level. So the researcher continue to second cycle, because the result was far from the indicator of success (70% - 80% in good level).

B. Second Cycle

Table 2 showed the result of the students’ ability in mastering simple present continous tense, this cycle consist of two meeting. It was done on March 6 th and March 20th 2008, in the first meeting of the cycle, the researcher focused on teaching in the students’ problem at the first cycle, than continue to apply the method in the class, in the second meeting the researcher gave the test for the students, in the test, the students have to fill the multi choice test in form of simple present continous tense by using picture. In the cycle generally students showed some improvement in each aspects of the criteria, even thought, it was not fulfilling yet the indicator of the success. In the second cycle, some students have already understood about language usage (noun, verb, tenses). The result describe as follow:

Table 2

The Tabulation Scores and Qualification of The Students’ Ability in Mastering Simple Present Continous Tense by Using Series Pictures Method at The Eighth Grade Students Of SMP AL-HILAL AMBON

STUDENTS

PROBABLE CLASS PERFORMANCE LANGUAGE USAGE

Noun(Scores)

Verb(Scores)

Tenses(Scores)

TotalScores Qualification

10/20/30/40/50

10/20/30/40/50

10/20/30/40/50

AKBAR WALI 20 30 20 70 BALI SYAIFUL BAHAR 10 20 10 40 DARIYANTO 10 20 20 50 CAFRIZAL 10 20 10 40 DBARDAN 20 30 20 70 BDARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG 20 30 20 70 BFAISAL MADAUL 10 10 10 30 DFITRIA NINGGRUM 30 30 30 90 A

HADI BORUT 20 30 10 60 CHELMI. ABUBAKAR 20 20 20 60 CISMAIL SUNETH 20 20 20 60 CISRAN RAHMAN 10 20 10 40 DINGGRA JAYA 30 30 30 90 AINDAH FATAYATI 30 20 30 80 ALINDA WATI 30 30 30 90 ALISDA SAULATU 30 30 30 90 AMIRNAWATI GIMALAMA 20 20 20 60 CMULYONO RAHMAT 20 20 20 60 CNOVITA SARI SAUPALA 20 30 20 70 BRIFALDI SIA 10 10 10 30 DRITA SANGADJI 30 30 30 90 A

In this cycle, the students more understand about the language usage and the implemented method because in this method accentuated in grammar but there were some students have a problem in simple present continous tense, based on the problem above, the researcher planned to do the third cycle, it was because the students result test of simple present continous tense by using picture and its evaluation points are noun, verb, and tenses was not fulfilled the indicator of success yet. So the next cycle was focused on the students’ problem got the second problem, that is language usage.

Table 2 showed that some students have achieved to the “average to good” but some of students were still in difficult to understand the language usage. The result showed that there were 5 students got D scores or “poor” and there were 6 students got C scores or “poor to average”, there were 6 students got B or “good to average” and there were 5 students got A scores or “good and excellent. That showed that the students almost get the indicator of success and they started to understand about the language usage (noun, verb, tenses) even thought the criteria of success intended is 70% - 80% of the students should achieved “good an excellent” level. So the researcher will continue the third cycle.

C. Third Cycle

The table 3 showed the students result of mastering the simple present continous tense by using picture at the third cycle. In this cycle, the students have achieved the indicator of success. It showed that almost the 66,7% of the students have achieved the “good and excellent” by getting scores level according to the criteria of success, it means that implementation of using series picture have done successfully in order to master their English especially in simple present continous tense, so the researcher stopped to study this cycle and reported it. The students’ ability in mastering simple present continous tense have improved much more on this cycle. The completed result was describe as follow :

Table 3

The Tabulation Scores and Qualification of The Students’ Ability in Mastering Simple Present Continous Tense by Using Series Pictures Method at The Eighth Grade Students Of SMP AL-HILAL AMBON

STUDENTS

PROBABLE CLASS PERFORMANCE LANGUAGE USAGE

Noun(Scores)

Verb(Scores)

Tenses(Scores)

TotalScores Qualification

10/20/30/40/50

10/20/30/40/50

10/20/30/40/50

AKBAR WALI 30 30 30 90 AALI SYAIFUL BAHAR 20 30 30 80 AARIYANTO 20 30 30 80 AAFRIZAL 20 20 30 70 BBARDAN 30 30 30 90 ADARWIS NIANPARI 10 10 10 30 DELFIRA LAHARENG 30 30 30 90 AFAISAL MADAUL 10 10 10 30 DFITRIA NINGGRUM 30 30 30 90 AHADI BORUT 20 30 30 80 AHELMI. ABUBAKAR 20 20 20 60 CISMAIL SUNETH 20 20 20 60 CISRAN RAHMAN 20 20 20 60 CINGGRA JAYA 30 30 30 90 AINDAH FATAYATI 30 30 30 90 ALINDA WATI 30 30 30 90 ALISDA SAULATU 30 30 30 90 AMIRNAWATI GIMALAMA 30 30 30 90 AMULYONO RAHMAT 20 30 20 70 BNOVITA SARI SAUPALA 30 30 30 90 ARIFALDI SIA 10 10 10 30 DRITA SANGADJI 30 30 30 90 A

This cycle consist of two times, the first meeting was done on March 28, 2008, in this meeting, the researcher tried to focused on students mistake at the second cycle, they were noun and tense by teaching them. In the second meeting was done on March 29, 2008, in this meeting the researcher conducted test for the students, they had to fill the test sheet and the test were about simple present continous tense by using pictures with the point of scores taken from the language use (noun, verb, tenses). Finally on this cycle, they have achieved the indicator of success in getting the total scores from the language usage (noun, verb, tenses) so the researcher anded the research at the third cycle.

Based on the indicator of success shown in table 3 that significan information, it means the criteria of success was fulfilled in the third cycle. The result shown that in this cycle, there

where 15 students or 72% on the “excellent” level and 4 students or 27% on the “good” level, because the indicator of success are 70% - 80% the students gets the scpres from the test. It means, from those percentage, the students at the eighth grades of SMP Al-Hilal Ambon mastered in English especially in simple present continous tense by using series of pictures with the point of getting scores taken from the language usage (noun, verb, tenses) and the implementation of the method is successfully and the researcher can stopped and report the result.

The second criterion of success is the students gave the positive responses to the technique during teaching and learning process, there was two ways used in this study to find the data of students’ positive responses during the implementation of technique, they are observation (to find out students’ involvement in learning process), and questionnaire (to find out deeper facts about their responses, especially their attitude toward the technique implementation). To strength the observation above, the researcher also showed the students’ responses on the first category of the questionnaire, the table as follow:

No Questions Items Tdk Sedikit Suka Sangat Total

1. Apakah anda suka dan menikmati pengajaran simple present continous tense dengan menggunakan gambar?

0 0 5 17 22

2. Apakah menggunakan teknik ini adalah suatu pengalaman yang menyenangkan buat anda?

0 0 3 19 22

3. Apakah anda suka ketika terlibat secara aktif dalam proses pembelajaran dengan menggunakan metode ini?

0 2 4 16 22

4. Apakah anda suka ketika mengisi test dalam bentuk gambar?

0 0 8 14 22

5. Apakah anda suka memperhatikan penjelasan guru ketika dia mengajarkan penggunaan gambar di simple present continous tense?

0 0 2 20 22

TOTAL 0 2 22 88 110PERCENTAGE 0 1.82 80 80

Based on the table above, the total recapitulation showed that 80% like so much, 20% like a little, and 0% does not like at all the 5 items.

The students’ responses on the second category of the questionnaire

No Questions Items Tdk Sedikit Suka Sangat Total

1. Apakah metode pictures membantu anda meningkatkan pemahaman dalam menggunakan simple present continous tense?

0 0 7 15 22

2. Apakah metode pictures membantu anda untuk terlibat secara aktif dalam proses pembelajaran?

0 4 5 13 22

3. Apakah metode pictures membantu anda dalam mengenali informasi tentang objek anda?

0 3 2 17 22

4. Apakah metode pictures membantu anda untuk menyusun kata dalam bentuk present continopus tense?

0 3 5 14 22

5. Apakah metode pictures membantu anda dalam menganalisa jenis-jenis kata?

0 2 5 15 22

TOTAL 0 12 24 74 110PERCENTAGE 0 10.1 21.8 67.3

The last category is about whether pictures method can help students or not, based on the table above, it showed that 63.3% choose “help them so much”, 21.8% “help” option, 10.1% feels it “help a little” and 0% think it is “not help”.

Based on the observation, most of the students gave impression that they have interested in doing the technique (pictures) during three cycle. Throughout every meeting, they have got the problem or difficulties but they were enthusiastic in doing the assignment.

The positive responses of the students were indicated by their good involvement in the class. In the observation some students looked to be confused because it was a new technique for them, but other were interested when the researcher explain about the using series of pictures in simple present continous tense. There so many question from students about the technique such as: how the technique worked? How it help them in using present continous tense? The question showed that they really interested in learning by using series of pictures. They also become creative to make their own words in making up the sentences in simple present continous tense.

In conclusion, we could say that the usage of series of pictures in mastering simple present continous tense was valuable experiences for the students, they could also involve actively in studying precess. This help them in increasing the simple present continous tense.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this chapter, the researcher give conclusion that relates two problems which have been formulated in the beginning of the research they are: Do the students at the eighth of SMP Al-Hilal Ambon master simple present continous tense by using series of pictures and what type of difficulty the students face in mastering simple present continous tense.

From the previous chapter, it can be concluded that more than half of students are in A and B qualification or in good and excellent. In addition to that, this conclusion is supported by data and the researcher can give answer through this research that the usage of series of pictures in mastering simple present continous tense at the eighth grades of SMP Al-Hilal Ambon by using series pictures is increased.

The second problem is about the difficulty in mastering simple present continous tense by using series pictures that the students make in answering the question. In this thesis, the researcher concludes that the students make mistake in using series of pictures in increasing simple present continous tense because the students don’t know about the structure of simple present continous tense.

B. Suggestion

Based on the result of this research, the researcher just suggest that must be add more English teacher in SMP Al-Hilal Ambon and the students must be taught about 16 tenses started from seventh grades, eighth grades until ninth grades. The researcher also hopes the students must have an English book, a library, language lab and the teacher must really master a lesson that want to be taught to the students, especially in English.

And in detail suggestion, the researcher list as follow :

1. The students must pasy attention very much in using 16 tenses, especially present continous tense

2. The teacher are very hoped to be more creative, patience in teaching English by using the effectives method

3. The teacher should gives the students more exercises not only in theory but practical exercise as well.

BIBLIOGRAPHY

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