developing students’ understanding...
TRANSCRIPT
DEVELOPING STUDENTS’ UNDERSTANDING OF
THE SIMPLE PAST TENSE BY USING NARRATIVE
TEXT (A Classroom Action Research at Second Grade of MTs. Al-Falah, Jakarta)
A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers Training in Partial of
Fulfillment of the Requirement for the Degree of Strata 1 (S.Pd) in English
Language Education
By:
HENI HARYANI
NIM: 106014000384
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ii
ABSTRACT
Heni Haryani. 106014000384. Developing Students’ Understanding of the
Simple Past Tense By Using Narrative Text (A Classroom Action Research at
MTs. Al-Falah, Jakarta). Skripsi, Department of English Education Faculty of
Tarbiya and Teachers Training “Syarif Hidayatullah” State Islamic University
Jakarta.
Advisor: Drs. Nasrun Mahmud, M.Pd
Key Words: The Simple Past Tense, Narrative Text.
This research is conducted to know whether using narrative text an
effective way to develop students‟ understanding in learning Simple Past Tense at
second grade of MTs. Al-Falah Jakarta, and took 34 students as respondent. While
Simple Past Tense is one of the English language rules that students should be
understood. One of the difficulties which are faced by the students in learning
regular and irregular verbs and lack of remembering of the past form. To know
about regular and irregular verbs well, teacher must continue looking for more
effective and interesting technique in teaching especially teaching Simple Past
Tense, the researcher used text in narrative form because language feature of
narrative text used Simple Past Tense.
This research used Classroom Action Research (CAR) method in
developing students‟ understanding of the Simple Past Tense. The researcher used
the Kurt Lewins‟ model that consists of four phases, planning, acting, observing
and reflecting. Then, in collecting and analyzing the data, the writer used
observation, interview, and questioner, pretest and posttest.
The result of this research showed that using narrative text in learning
Simple Past Tense at VIII-1 grade of MTs. Al-Falah Jakarta could motivate the
students to develop their understanding on Simple Past Tense. The students‟
responses showed that they were enthusiastic to learn and the activities were
interesting. Moreover, the students‟ achievements in pretest and posttest showed a
significant improvement. Initially, the students‟ average score in pretest was 55.
29, there were only 14.70% of the whole students who could pass the KKM.
Afterwards, the students‟ average score in posttest I was 69.26, there were only
61.76% of the whole students who could pass the KKM. Finally, the students‟
average score in post test II was 75.15, there were 85.29% of the whole students
who could pass the KKM, and there were only 16.67% of students who could not
pass the KKM. From this result, the researcher concluded that teaching the Simple
Past Tense by using narrative text at second grade of MTs. Al-Falah, Jakarta has
significant improvement.
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ABSTRAK
Heni Haryani. 106014000384. Developing Students’ Understanding of the
Simple Past Tense By Using Narrative Text (A Classroom Action Research at
MTs. Al-Falah, Jakarta).Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Nasrun Mahmud, M.Pd
Kata Kunci: The Simple Past Tense, Narrative Text.
Penelitian ini dilakukan untuk mengetahui apakah menggunakan teks
narrative adalah sebuah cara yang efektif untuk mengembangkan pemahaman
siswa dalam pembelajaran Simple Past Tense di kelas VIII MTs. Al-Falah Jakarta,
dan mengambil 34 siswa sebagai responden. Simple Past Tense adalah salah satu
tata bahasa Inggris yang harus dipahami siswa. Salah satu kesulitan yang banyak
dihadapi oleh siswa dalam pemahaman kata kerja beraturan dan tidak beraturan
serta kurangnya memahami bentuk kata kerja lampau. Untuk mengetahui bentuk
kata kerja beraturan dan tidak beraturan, seorang guru harus mencari teknik yang
lebih efektif dan menarik dalam mengajar terutama mengajar Simple Past Tense,
peneliti menggunakan teks dalam bentuk narrative karena fitur bahasa teks
narrative yang digunakan adalah Simple Past Tense.
Penelitian ini menggunakan metode Penelitian Tindakan Kelas (CAR)
dalam mengembangkan pemahaman siswa pada Simple Past Tense dengan
menggunakan Teks narrative. Peneliti menggunakan model Kurt Lewin yang
terdiri dari empat tahap, perencanaan, bertindak, mengamati dan refleksi.
Kemudian, dalam mengumpulkan dan menganalisa data, peneliti menggunakan
observasi, wawancara, dan kuesioner, pretest dan posttest.
Hasil penelitian ini menunjukkan bahwa menggunakan teks narrative
dalam pembelajaran Simple Past Tense di kelas VIII-1 MTs. Al-Falah Jakarta
dapat memotivasi siswa untuk mengembangkan pemahaman mereka pada bentuk
Simple Past Tense. Respons siswa menunjukkan bahwa mereka antusias untuk
belajar dan dengan kegiatan yang menarik. Selain itu, pencapaian siswa dalam
pretest dan posttest menunjukkan peningkatan yang signifikan. Awalnya, skor
rata-rata siswa dalam pretest adalah 55. 29, hanya ada 14.70% dari seluruh siswa
yang bisa lulus KKM tersebut. Setelah itu, nilai rata-rata siswa pada postes I
69.26, hanya ada 61.76% dari seluruh siswa yang bisa lulus KKM tersebut.
Akhirnya, skor rata-rata siswa dalam post test II adalah 75.15, ada 85.29% dari
seluruh siswa yang bisa lulus KKM, dan hanya ada 16.67% siswa yang tidak lulus
KKM tersebut. Dari hasil ini, peneliti menyimpulkan bahwa pengajaran Simple
Past Tense dengan menggunakan teks narrative di kelas VIII-1 MTs. Al-Falah,
Jakarta telah mengalami peningkatan yang signifikan.
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ACKNOWLEDGEMENT
In the Name of Allah, The Beneficent, The Merciful
All Praise be to Allah, Lord of the Worlds, who gives the writer guidance
and strength, so that she could finish this „skripsi‟. Peace and blessing be upon our
prophet Muhammad SAW, his family, his companions and his followers.
This „skripsi‟ is presented to the English Education Department of the
faculty of Tarbiya and Teachers Training Syarif Hidayatullah State Islamic
University Jakarta as a partial fulfillment of the requirement for strata 1 (S1).
On this occasion, the writer would like to express her thanks and gratitude
to her beloved family, her great parents, H. Nawi (Alm.) and Hj. Masanih, for all
their supports, motivations and valuable prayers to finish her study. They inspired
her to keep working hard and not to give up easily. They are her inspiration to be
strong to overcome every obstacle that she found when she was working on this
paper.
Her special thanks go to Drs. Nasrun Mahmud, M.Pd, the advisor, for all
his guidance and advice. Without all of his assistance she cannot complete this
paper.
She offers her gratitude to all of people who have contributed to her study
among others:
1. All of the lectures of English Education Department.
2. Drs. Syauki, M.Pd, the chief of English Education Department.
3. Neneng Sunengsih, S.Pd, the secretary of English Education Department.
4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiya and
Teachers Training UIN Syarif Hidayatullah Jakarta.
5. Yusri, S.Pd.I, the headmaster of MTs. Al-Falah Jakarta, for permitting the
writer in doing the research.
6. Mrs. Ma‟rifah S.Pd as the English Teacher of MTs. Al-Falah Jakarta.
7. All teachers and staff at MTs. Al-Falah Jakarta.
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8. Ramadha Taufik Quzzakiyi, S.T her beloved boyfriend, for helping in any
occasion, his supports, motivation and encouragement to finish her study.
Allah always loves us.
9. I.Isrotun Nofifah, Irfan Fahmi, Muhammad Bagus Nawawi, for their great
deal of help, cooperation and motivation to the writer.
10. All of her friends at Syarif Hidayatullah State Islamic University,
especially English Education Department Students 2006 – B Class Never
Dies, for nice brotherhood and sisterhood.
The writer realizes there are still some mistakes in this „skripsi‟,
and it is not proper to be said “perfect”. Therefore, the writer expects some
suggestions and critics for this „skripsi‟. At last, the writer hopes that this
„skripsi‟ will be useful for all.
Jakarta, May 2011
The Writer
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TABLE OF CONTENT
ENDORSEMENT SHEET ................................................................................. i
ABSTRACT ....................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................ iv
TABLE OF CONTENTS .................................................................................. vi
LIST OF APPENDICES ................................................................................. ix
LIST OF TABLES ............................................................................................ x
LIST OF FIGURES ......................................................................................... xi
CHAPTER I : INTRODUCTION
A. Background of the Study .................................................. 1
B. Limitation and formulation of the Problem ......................... 3
C. Objective of the Study ....................................................... 4
D. Significance of the Study ................................................... 4
E. Organization of Study ......................................................... 5
CHAPTER II : THEORETICAL FRAMEWORK
A. Simple Past Tense ............................................................. 6
1. Definition of the Simple Past Tense ............................. 6
2. Form of the Simple Past Tense ................................... 8
3. Use of the Simple Past Tense .................................... 11
B. Narrative Text .................................................................. 14
1. Definition of Narrative Text and Its Purpose ............. 14
2. Schematic Structure of Narrative Text ....................... 16
3. Grammatical Features of Narrative Text .................... 19
CHAPTER III: PROFILE OF MTS. AL-FALAH JAKARTA
A. Profile of MTs. Al-Falah Jakarta in Brief .......................... 20
B. Historical Background of MTs. Al-Falah Jakarta .............. 21
C. Vision of MTs. Al-Falah Jakarta ....................................... 21
D. Mission of MTs. Al-Falah Jakarta ................................... 22
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E. Objectives of MTs. Al-Falah Jakarta ............................... 22
F. Academic Facilities.......................................................... 22
G. Non-Academic Facilities ................................................. 23
CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology .................................................... 24
1. Time and Place of the Research ................................. 25
2. Subject and Object of the Research ............................ 25
a. Subject of the research ......................................... 25
b. Object of the research .......................................... 25
3. The Writers’ Role on the Study ................................. 25
4. The Method of Research ............................................ 25
5. The Technique of Collecting Data ............................. 26
6. Technique of Data Analysis ...................................... 27
7. Design of Classroom Action Research ....................... 28
8. The Classroom Action Research Procedures .............. 30
9. The Trustworthiness of Study .................................... 32
10. Criteria of the Action Success.................................... 35
B. Research Findings ........................................................... 35
1. Description of Data before Implementing the Action..35
a. Data of Pre Observation ....................................... 35
b. Data of Pre Interview ........................................... 36
c. Data of Pre-Test .................................................. 37
d. Data of Pre Questionnaire .................................... 37
2. The Implementation of Classroom Action Research .. 38
2.1. Cycle I ................................................................ 38
a. Planning ........................................................... 38
b. Acting .............................................................. 39
c. Observing ........................................................ 40
d. Reflecting ........................................................ 41
2.2. Cycle II .............................................................. 42
a. Planning ........................................................... 42
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b. Acting .............................................................. 43
c. Observing ........................................................ 43
d. Reflecting ........................................................ 44
3. Data Analyzing ......................................................... 44
3.1 The Result of Post Interview ................................ 45
3.2 The Result of Post Observation ............................ 46
3.3 The Result of Post Questionnaire ......................... 46
3.4 The Result of Post-Test ....................................... 47
4. Interpretation of the Data ........................................... 53
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................... 55
B. Suggestion ...................................................................... 56
BIBLIOGRAPHY ............................................................................................ 57
APPENDICES ................................................................................................. 60
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LIST OF APPENDICES
1. Teacher’s Interview Before CAR ............................................................ 61
2. Teacher’s Interview After CAR .............................................................. 64
3. Sheet of Pre-Observation ........................................................................ 66
4. Sheet of Post-Observation ....................................................................... 67
5. Questionnaire of Students’ Response Before CAR .................................. 71
6. Questionnaire of Students’ Response After CAR .................................... 73
7. Field Notes ............................................................................................. 75
8. Lesson Plan of Cycle I ............................................................................ 79
9. Lesson Plan of Cycle II ........................................................................... 84
10. The Blueprint of the Pretest, Posttest1, and Posttest 2 ............................. 89
11. The Instrument of Pretest ........................................................................ 92
12. The Instrument of Posttest 1 ................................................................... 95
13. The Instrument of Posttest 2 ................................................................... 98
14. Key of Pre-Test ...................................................................................... 101
15. Key of Post-Test I ................................................................................... 102
16. Key of Post-Test II ................................................................................. 103
17. The Item Analysis ................................................................................... 104
18. Graphic of the Results............................................................................. 113
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LIST OF TABLES
Table 2.1 Regular Verb ......................................................................... 8
Table 2.2 Irregular Verb ........................................................................ 9
Table 4.1 The Classification of Discriminating Power ........................... 33
Table 4.2 Item Facility Scale ................................................................. 34
Table 4.3 Comparison Scores of Pre-Test, Post-Test 1 and Post-test 2 ... 47
xi
LIST OF FIGURES
Figure 4.1 Kurt Lewin Model (Clasrrom Action Research) ................... 29
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses background of the study, the limitation
and formulation of the problem, the objective of study, the significance of study
and the organization of study.
A. Background of the Study
Nowadays, English is one of the important languages in the world,
because it is widely used and studied all over the world. Many books of science,
technology, art and other published issued are written in English. It facilitates our
relationships with others and helps us understand world events and the art and
sciences. In other words, English is an international language.1
In educational world especially in Indonesian school, English is a
compulsory subject in the national curriculum. It is taught from Elementary
school up to the university level. It means that English has important role so that it
is taught in the schools.
To master English, someone has to master its skills: listening, speaking,
reading and writing. The students also have to master grammar, one of the
language sub skills. Grammar is simply a study of the rules that govern a
1 Jean Berko Gleason and Nan Bernstein Ratner, Psycholinguistics, Second edition,
(Harcourt: Brace College Publisher: 1998), p. 2
2
language. The study of grammar can greatly enhance understanding and fluency.
As Penny Ur said, “there is no doubt that knowledge of grammatical rules is
essential for the mastery of a language, the learners cannot use words unless you
know how they should be put together.” 2
Many people would agree that in the English language some of the most
troublesome yet fascinating problems are concentrated in the area of tense. While
Simple Past Tense is one of the English language tenses that should be understood
by the students. One of the difficulties which faced by the students in learning
regular and irregular verb lack of remembering of the past tense and past
participle change of whether that is regular or irregular verb. To know about
regular and irregular verb well, teacher must continue looking for more effective
and interesting technique in teaching especially teaching grammar. It is done to
make students feel more interested in learning grammar, because learning
grammar tends to make students feel bored because it is full of formulation that
students are supposed to master it. So that, there should be an interesting way of
learning grammar.
The Simple Past Tense which the students of the second grade of MTs. Al-
Falah Jakarta have to learn, is as a part of grammar rules sometimes also makes
them confused because when they are demanded to speak based on the tense, they
have to be aware about the time and the verb forms, unlike Indonesian language
patterns where the time and the verb forms are regardless. Text then can help
considerably by ensuring that language is used in appropriate context, no matter
how fantastic this context may seem, and the kind of text that can be used in
Simple Past Tense is narrative text. It is one of the texts studied by students in this
era as school curriculum. It is also offered as aesthetic reading because one reads
it not only for enjoyment and pleasure but also for getting knowledge by
introducing to new people, exploring other culture and expanding the world.3
2 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge:
Cambridge University Press, 2004), p. 4
3 Fraida Dubin and Elite Olshtain, Reading by All Means, (New York: Adison Wesley
Publishing Company, 1990), p. 477
3
The story line which is the backbone of any narrative typically consist of a
chronological sequence of events each represented by verbs in the Simple Past
Tense, either with regular and irregular verbs and the use of connectors.4
Related with the cases above, the students can come to an assumption that
learning English needs the knowledge of its grammatical rules that they learn to
communicate well. And the teachers have to choose the best technique they will
use in teaching English. Consequently, to make teaching and learning process run
well especially in teaching the Simple Past Tense, the teacher has big
responsibility to do it as well as possible. The teachers should have the ability to
combine some techniques in teaching activities.
The writer chooses the narrative text in this research because text is a unit
of meaning which coherent and appropriate for its context and the writer chooses
text in narrative form because language feature of narratives text used Simple Past
Tense. With narrative text, students can study the Simple Past Tense happily and
they not only can write in English but also can speak with correct grammar to
convey meaning accurately.
Based on the explanation above, the writer would like to conduct a
research under the title:
“Developing Students’ Understanding of the Simple Past Tense by Using
Narrative Text” (A Classroom Action Research at Second Grade of MTs. Al-
Falah Jakarta)”
4 Graham Lock. Functional English Grammar: An Introduction for Second Language
Teachers, (Cambridge: Cambridge University Press, 1996), p. 154
4
B. The Limitation and Formulation of the Problem
In this “skripsi” the writer will discuss the students’ problem in learning
Simple Past Tense. In this paper, the writer would like to limit the problem in
developing students’ understanding of the Simple Past Tense by using narrative
text.
Based on the background above, the writer would like to formulate the
problem as follows: “Is using narrative text as media effective to develop
students’ understanding in learning Simple Past Tense at grade VIII-1 of
MTs. Al-Falah Jakarta?”
C. The Objective of Study
The objective of study is that the writer wants to know whether using
narrative text is effective in teaching the Simple Past Tense.
D. The Significance of Study
This research is expected to give contribution for the related English
education practicing, such as:
1. The writer, as the partial fulfillment of the requirements of Bachelor of Arts in
English Language Education.
2. English teacher, to improve their skill in teaching narrative text especially
Simple Past Tense as one of the language features of the text.
3. Other researchers, as a comparison and the starting point to make more
comprehensive research at school.
5
E. The Organization of Study
This paper is divided into five chapters:
Chapter I provides introduction which consists of background of the study, this is
the main part of fives chapter as in this chapter the writer shows her acceptable
reason why she runs her paper, then it also provides the limitation and formulation
of the problem, the objective of study, the significance of study, and the last is the
organization of study.
Chapter II covers theoretical framework which consists of definition and the form
of Simple Past Tense, the use of Simple Past Tense, definition and purpose of
narrative text, schematic structure and grammatical features of narrative text.
Chapter III the writer explains detail descriptive Profile of MTs Al-Falah Jakarta
that including about historical background, vision and mission, objectives,
academic and non-academic facilities.
Chapter IV is research methodology and finding. In research methodology, the
writer explains time and place of research, subject and object of the research, role
of the researcher in Classroom Action Research, technique of collecting data,
technique of data analysis, design of Classroom Action Research, the Classroom
Action Research procedures, the trustworthiness of study, and the criteria of the
action success. In research finding, consists of data description, the
implementation of Classroom Action Research and the result of data analyzing.
Chapter V is conclusion; Conclusion provided explanation above and the last is
suggestion. It concern with in order to evaluate some must evaluated points
regarding with this skripsi.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents and discusses about the theoretical framework which is
consist of what the Simple Past Tense is, the form of the Simple Past Tense, the use
of the Simple Past Tense, definition of narrative text and its purpose, schematic
structure of narrative, and grammatical features of narrative.
A. Simple Past Tense
1. Definition of the Simple Past Tense
Azar, in her book Understanding and Using English Grammar said, “The
Past Tense indicates that an activity or situation began and ended at a particular time
in the past.” 1 It means that past tense refers to an activity that occurs in definite time
in the past. It is in line with Frank who said that “The Simple Past Tense represents
definite time, whether a time word is given or not.” 2
So, Simple Past Tense talks
about an action or situation that happened in the past whether there is the time signal
or not.
1 Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey:
Prentice- Hall, Inc, 1989), p. 24 2 Marcella Frank, Modern English: A Practical and Reference Guide, (New Jersey: Prentice-
Hall, Inc, 1972), p. 73
7
In addition Geoffrey leech stated in his book “Meaning and the English Verb
(Third Edition)” said:
“The Simple Past Tense shows the happening takes place
before the present moment. This means that the present
moment is excluded. …. With the past tense, the
difference between „state‟ and „event‟ is less important
than it is with The Present Tense. In fact, as The Past
Tense normally applies only to completed happenings,
everything it refers to is in a sense an „event‟, an episode
seen as a complete entity”3
According to A. J. Thomson and A. V. Martinet, “The Simple Past Tense in
regular verbs is formed by adding -ed to the infinitive, verbs ending in -e add -d only,
the negative of regular and irregular verbs is formed with did not (didn’t) and the
infinitive, the interrogative of regular and irregular verbs is formed with did + subject
+ infinitive”.4 It can be said that the Simple Past Tense is formed by adding –d/-ed
for regular verbs and for irregular verbs there is no rule on it and must be learned and
mastered by the students.
Meanwhile, Swan in his book Practical English Usage defines, “The Simple
Past Tense is the one most often used to talk about the past. It can be refer to short,
quickly finished actions and events, to longer actions and situations, and to repeated
happenings.”5 The Simple Past is used to express the idea that an action started and
finished at specific time in the past. Sometimes, the speaker may not actually mention
the specific time, but they do have one specific time in mind.
From the several statements above, we can take the conclusion that the Simple
Past Tense used to express a definite event in the past. Simple Past Tense also used if
the event happened completely in the past and time period has finished.
3 Geoffrey Leech, Meaning and the English Verb (Third Edition), (Great Britain: Pearson
Education Ltd., 2004), p. 13 4 A. J. Thomson and A. V. Martinet, A Practical English Grammar, (New York: Oxford
University Press, 1986), p. 161 5 Michael Swan, Practical English Usage, (New York: Oxford University Press, 1980), p.
469
8
2. Form of the Simple Past Tense
The type of verb that simple past tense used is verb type 2 (past form). There are
two types of verbs: Regular and Irregular Verbs.
For examples:
Table 2.1
Regular Verb
V1 V2
Want Wanted
Copy Copied
Watch Watched
Play Played
Jespersen in his book Essentials of English Grammar said, “The Preterit is
formed in various ways; as its form is in most verbs either identical with, or closely
similar to the second participle, it will be convenient here to treat the two together.”6
6 Otto Jespersen, Essentials of English Grammar, (London: George Allen & Unwin, 1979), p.
232
9
In irregular verb, it is better to know all forms of it very well. For examples:
Table 2.2
Irregular Verb
V1 V2
Go Went
Write Wrote
Bring Brought
Take Took
The formula in Simple Past Tense contains three parts: affirmative, negative, and
interrogative. Based on the statement above the writer can formulate it as follows:
a. Affirmative
1). The verb other than be:
S + Verb 2 + O + Adverb of time
Examples:
My uncle went to Palembang two days ago.
It happened very quickly.
I posted the letter yesterday.
2). The verb be:
S + Was/Were + Substantive (Adverbial of Phrase) + …
Examples:
Those cakes were nice last week
My father was a manager last year
I was very sad last night
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b. Negative
1). The verb other than be:
S + Did + Not + Verb 1 + Adverb of time
Examples:
The car didn’t stop.
I didn’t buy many books in Gramedia last month.
They didn’t cook last night.
2). The verb be:
S + Was/Were + Not + Substantive (Adverbial of Phrase) + …
Examples:
Opik was not in campus yesterday.
I was not glad this morning.
The doctor and the nurses were not in the operation room.
c. Interrogative
1). The positive form of verb other than be:
Did + S + Verb 1 + …?
Examples:
Did she study hard last semester?
Did you spend your vacation in Bali?
2). The negative form of verb other than be:
Didn’t + S + Verb 1 + …?
Examples:
Didn’t you spend your vacation in Bali?
Didn’t you study hard last semester?
3). The positive form of verb than be:
Was/Were + S + Not + Substantive (Adverbial of Phrase) + …?
Examples:
Were they at the pet shop?
11
Were you absent yesterday?
Was she farewell party last night?
4). The negative form of verb be:
Wasn’t/Weren’t + S + Not + Substantive (Adverbial of Phrase) + …?
Examples:
Weren’t they at home?
Wasn’t Merry sick?
3. Use of the Simple Past Tense
The usage of Simple Past Tense is follows:
a. Completed Action in the Past
Use the Simple Past Tense to express the idea that an action started and
finished at a specific time in the past. Sometimes, the speaker may not actually
mention the specific time, but they do have one specific time in mind. For examples:
I saw a movie yesterday
Last year, I didn’t travel to Bali
He didn’t wash his car
b. Series of Completed Actions in the Past
12
We use the Simple Past Tense to list a series of completed actions in the past.
These actions happened 1st, 2
nd, 3
rd, 4
th, and so on.
For examples:
I finished work, walked to the beach, and found a nice place to swim.
He arrived to the airport at 8:00, checked into the hotel at 9:00, and
met the other at 10:00.
c. Duration in Past
The Simple Past Tense can be used with a duration, which starts and stops in
the past. Duration is a longer action often indicated by expressions such as: for two
years, all day, all year, etc.
For examples:
They sat at the beach all day.
We talked on the phone for thirty minutes.
d. Habits in the Past
The Simple Past Tense can also be used to describe a habit that stopped in the
past. It can have the same meaning as “used to.” To make it clear that we are talking
about a habit, we often add expressions such as: always, often, usually, never, when
I was a child, etc.
13
For examples:
They never went to school, they always skipped class.
She worked at the movie theater after school.
e. Past Facts or Generalizations
The Simple Past can also be used to describe past facts or generalizations,
which are no longer true. As in USE 4 above, this use of the Simple Past is quite
similar to the expression “used to.”7
For examples:
He was in the office yesterday.
We spent in Kuningan last month.
From several statements above, we can get the conclusion that the Simple
Past Tense should be noted that use of the Past Tense located situation in the past,
without saying anything about whether that situation continuous to the present and
future. We also use the Simple Past Tense when the time is clear and giving older
information. One of the most common uses of the Simple Past Tense is to convey any
event or action which is done in the past.
7 Retrieved from http:www.englishpage.com/vervpage/simplepast.html, November 24, 2010
at 11.00 pm.
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B. NARRATIVE TEXT
Based on generic structure and language feature dominantly used, texts are
divided into several types. They are narrative, news story, anecdote, recount and
spoof, procedure, explanation, report, exposition, discussion, description, review,
news item, and commentary. These variations are known as genre.
This genre is introduced in both of Junior High School and Senior High
School. One of the texts that is taught in Junior High School level is narrative text. It
is a kind of story genre.
1. Definition of Narrative Text and Its Purpose
Before turning into narrative text, someone should know what text is. People
live in a world of words. When these words are put together to communicate a
meaning, a piece of text is created. When people speak or write to communicate a
message, they are constructing a text. When they read, listen to or view a place of
text, they are interpreting its meaning.
Creating a text requires to make choices about the words is used and how to
put them together. If people make the right choices then they can communicate with
others. Their choice of words will depend on their purpose and their surroundings or
the context.8
There are two main categories of texts; literary and factual. Within these are
various text types. Each type has a common and usual way of using language.
Factual texts include advertisements, internet websites, current affairs shows,
debates, recipes, reports and instruction. They present information ideas and aim to
show, tell or persuade the audience. The main text types in this category are recount,
response, explanation, discussion, information report, exposition and procedure.9
Literary texts include aboriginal dreaming stories, movie scripts, limericks, fairy
8 Mark Anderson and Kathy Anderson, Text Types in English 2, (Sydney, Australia:
MacMillan, 1997), p. 1 9 Mark Anderson and Kathy Anderson, Text Types 2…, p. 2
15
tales, plays, novels, song lyrics, mimes and soap operas. They are constructed to
appeal to their emotions and imagination. Literary texts can make people laugh or
cry, think about their life of consider their beliefs.
There are three main text types in this category: narrative, poetic and
dramatic. Media texts such as films, videos, television shows and CDs can also fall in
this category.10
A narrative is a story that is created in a constructive format (as a work of
speech, poetry, prose and picture) that describes a sequence fictional or non-fictional
events. The word "story" may be used as a synonym of "narrative", but can also be
used to refer to the sequence of events described in a narrative. A narrative can also
be told by a character within a larger narrative.11
According to Chatman, S. and B. Attebery (1993) “narrative is the telling of a
story or communication of a chain of events, fictive or real. Aspects of narrative
include how the story is told, the context in which it is presented and the construction
of the story.”12
From several statements it concluded a narrative is a text that tells a story and
in doing so, entertains the audience. The purpose of a narrative, other than providing
entertainment, can be to make the audience think about an issue, teach them a lesson,
or excite their emotions. Narratives can be presented as written or spoken texts.
Written narratives often take the form of novels. The story is usually told by a
narrator. If the narrator is one of the characters in the story, the story is said to be told
in the first person. If a person outside the story is the narrator, then the story is being
told in the third person. 13
10
Mark Anderson and Kathy Anderson, Text Types 2…, p. 1 11
Retrieved from http:<www.msu.edu/kruttlin/narrative.html>. November 26, 2010 at 12.00
pm. 12
Chatman, S. and B. Atterbery, Reading Narrative Fiction, (New York: McMillan, 1993), p.
15 13
Mark and Kathy Anderson, Text Types in English 3, (Sydney, Australia: MacMillan, 1998),
p. 3
16
Examples of narrative texts include:
Myths
Fairytales
Aboriginal dreaming stories
Science fiction
Historical fiction
Romance novel
The purpose of narrative text is to present a view of the world that entertains
or informs the reader or listener.14
From the description above, it can be said that narrative text has many
meanings. Narrative text has been learned since Junior High School until now.
Actually, narrative text is same with the story. It is only different in term. When we
were child, we have been read Cinderella story, it is kind of narrative text. It consists
of fiction story.
2. Schematic Structure of Narrative
a. Orientation
In this paragraph the narrator tells the audience who is in the story, when it is
happening, where it is happening and what is going on.
b. Complication
This is the part of the story where the narrator tells about something that will
begin in a chain of events. These events will affect one or more of the characters. The
complication is the trigger.
14
Mark and Kathy Anderson, Text Types 2 …, p. 6
17
c. Sequence of event
This is where the narrator tells how the characters react to the complication.
It includes their feelings and what they do. The events can be told in chronological
order (the order in which they happen) or with flashback. The audience is given the
narrator‟s point of view.
d. Resolution
In this part of the narrative the complication is sorted out or problem is
solved.
e. Coda
The narrator includes a coda if there is a moral or message to be learned from
the story.15
The most common schematic structure is: Orientation-Complication-
Resolution.
15
Mark and Kathy Anderson, Text Types 3…, p. 4
18
Sleeping Beauty
Once upon a time, there was a
king and queen. They really
wanted to have a baby. When the
king finally gave birth to a
daughter, they were very happy.
They made a party in the castle to
celebrate it.
Six good fairies came to the
party. They gave the baby
presents of intelligence,
happiness, goodness, health and
wealth. Before the sixth good
fairies could give their present, a
wicked fairy burst into the party.
The fairy was so angry because
the king and the queen did not
invite her to the party. She cursed
the baby, “on her sixteenth
birthday, the princess will prick
her finger on a needle from a
spinning wheel and die!”
The sixth fairy used her magic to
soften the curse. She said, “the
princess will not die, but she will
fall into a hole for a hundred
years.” The king and queen
banned all spinning wheels from
the kingdom and hoped that the
curse would never come true.
Orientation
Complication
Resolution
19
3. Grammatical Features of Narrative
Narratives usually include the following grammatical features:
1. Nouns that identify the specific characters and places in the story
2. Adjectives that provide accurate description of the characters and settings
3. Verb that show the actions that occur in the story
4. Time words that connect event, telling when they occurred.16
From the explanation above, it can be concluded that narrative text is the text
that tell a story and when the story only contains the beginning or just the middle or
just in the end, it cannot be a good story because there must be the beginning, the
middle and the end of the story. It is to make the story is good and easy to be
understood.
16
Mark and Kathy Anderson, Text Types 3…, p. 3
20
CHAPTER III
PROFILE OF MTs. AL-FALAH JAKARTA
This chapter presents and discusses profile of MTs. Al-Falah Jakarta
in brief, historical background, vision and mission, objectives and academic
and non-academic facilities.
A. Profile of MTs. Al-Falah Jakarta in Brief
1. Name of the school : MTs. Al-Falah Jakarta
2. Year of Establishment : 1953
3. Address : Jl. Masjid An-Nur Grogol Utara Kebayoran
Lama Jakarta Selatan
4. Status : Accredited “A”
5. Phone/Fax number : (021) 5490178/(021) 5303263
6. No. of Statistic School : 212317110068
7. Websites : Http/www.af53.com
21
B. Historical Background of MTs. Al-Falah Jakarta
MTs. Al-Falah Jakarta was established on 22 May 1953. It is
located in Jl. Masjid An-Nur Grogol Utara Kebayoran Lama Jakarta
Selatan. The establishment of MTs. Al-Falah Jakarta revealed the story of
struggle and journey of humankind, at which time Islamic School since its
foundation in 1965 became the basic development of Islamic religious
sciences. However, its existence becomes very important, in line with the
demands of the time. On the basis of the motivation and the demands of
various parties, then established in 1953.
Expectations and ideals of the founding of MTs. Al-Falah Jakarta
continued to be actualized as a direct response to the developments,
challenges and demands of the time, by performing a series of changes,
improvements and planning a systematic and integrated through redefining
the vision and mission. To that end, MTs. Al-Falah Jakarta has done and
partnership collaboration with other committee competent in that fields.
C. Vision of MTs. Al-Falah Jakarta
Vision of MTs. Al-Falah Jakarta:
1. Having a firm belief and practice the Islamic religion correctly and
consistently in accordance with the Qur'an and Sunnah .
2. To be able to think and act spontaneously and critical in solving the
problem.
3. Having the skills, non-academic skills appropriate to their talents and
interest.
4. Having a firm belief and practice the teachings of Islam correctly and
consistently.
22
D. Mission MTs. Al-Falah Jakarta
Based on indicators of vision MTs MTs Al-Falah Jakarta, the mission of
MTs Al-Falah learning Jakarta in 2010-2011 are:
Improving the quality of human resources, creative, innovative,
responsible, and berakhlakul karimah.
Developing students' potentials in order to compete in
achievement.
Improving learning to cultivate the ability to think and act
spontaneously in solving the problem.
E. Objectives of MTs. Al-Falah Jakarta
Improving the quality of Average Value of the UN in accordance
KKM ideal quantity of at least 70% and 100% of graduates.
Improving the practice and appreciation of Islamic faith in
everyday situation.
Improving the provision of information and services to students,
parents, well community and proportionally based on IT in
education so that people feel comfortable.
F. Academic Facilities
All academic facilities of MTs. Al-Falah Jakarta are based on the
school curriculum program started by the government. Even so, as good
school, MTs. Al-Falah Jakarta gives more facilities to all students, such as:
Moral Education, Research Methodology, Computers and Motivation
Training Program.
Remedial and enrichment are given to students who need, and it is
done in planning. Another activity that supports the learning program in
MTs. Al-Falah Jakarta is the study tour activity which has to be followed
by all students of second grade.
23
Graduation is a routine activity done every year to respect and
congratulate students who have succeeded in finishing their studies in
MTs. Al-Falah Jakarta.
G. Non-Academic Facilities
Meanwhile non-academic facilities or extracurricular can be
chosen by students. One of them is sport, like football and basket ball.
Many sport events are being organized and facilitated by MTs. Al-Falah
Jakarta, whether internal activities that involve other schools.
MTs. Al-Falah Jakarta has created program such as motivation
building programs to develop the students’ potential, interest and prestige
to gain future success. The motivation building programs consist of
PASKIBRA and PRAMUKA.
24
CHAPTER IV
RESEARCH METHODOLOGY
AND
RESEARCH FINDINGS
This chapter deals with research methodology and research findings.
Research methodology consists of time and place of research, subject and object
of research, the writer’s role on the study, technique of collecting data, technique
of data analysis, design of Classroom Action Research, the Classroom Action
Research procedures, the trustworthiness of the study, and criteria of the action
success. Research Findings consists of data description, the implementation of
Classroom Action Research and the result of data analyzing.
A. RESEARCH METHODOLOGY
1. Time and Place of the Research
The writer held the research at grade VIII of MTs. Al-Falah, which is
located on Jl. Masjid An-Nur Grogol Utara Kebayoran Lama Jakarta Selatan.
The writer did the Classroom Action Research started from July 2010 up to
November 2010.
25
2. Subject and Object of the Research
a. Subject
The Subject of this study is students at grade VIII-1 class of MTs. Al-
Falah Jakarta in academic year 2010/2011. The number of students consists of 34
(thirty-four). It is chosen based upon unstructured interview result with the
English teacher at that class proving that they have the lowest achievement in
learning Simple Past Tense among the other eight classes.
b. Object
The object of the research is using narrative text an effective way to
develop students’ understanding of the Simple Past Tense.
3. The Writer’s Role on the Study
In this role, the writer is as not only the observer whilst the action but also
makes a lesson plan and the assessment or test before Classroom Action Research
(CAR) pretest and after Classroom Action Research (CAR) posttest in each final
cycle. The English teachers’ role as observer who observes teaching-learning
situation, student and teachers’ performance during teaching-learning process.
Afterwards, the writer also collects and analyzes data with English teacher.
4. The Method of Research
The writer in this research used Classroom Action Research (CAR)
method which is derived from the root an action research, because it occurs in the
classroom frame, it is called CAR. John W. Santrock stated “CAR is a research
that used to solve a specific classroom or school problem, improve teaching and
other educational strategies or make a decision at a specific level.”1
1 John W. Santrock, Educational Psychology, Second edition (New York: McGraw,
2004), p. 23
26
5. The Technique of Collecting Data
In completing the data, the writer used qualitative data and quantitative data,
qualitative data consists of observation, interview and field note, quantitative data
consists of pretest and posttest. 2
a. Observation
In this research, the writer used field note, sheet of pre-observation
of teaching learning. Field note is done during implementing CAR.
Sheet of pre-observation of teaching learning is done before
implementing CAR, it is purposeful to know English teachers’
performance, and sheet of post observation of teaching learning is done
during implementing CAR.
b. Interview
Interview is held with the teacher and students in order to know the
real condition in applying the technique narrative text and how far the
technique can motivate the students in improving students’ understanding
of the Simple Past Tense. The writer interviewed the English teacher and
students. This interview conducted before and after the implementation
of Classroom Action Research.
c. Test
The test used in this study is pretest, posttest I and posttest II.
Pretest is done before implementing CAR. It is done to make sure
whether the data of observation in line with the result pretest or not.
Meanwhile, the posttest is implemented after using narrative text
technique. In this study, the test is done in form of multiple choices. The
test is held on every second action of each cycle.
d. Questionnaire
The writer conducted questioner to 34 students. Questionnaire is
done before implementing CAR; it is purposeful to know students’
difficulty in English learning. Questionnaire is done after implementing
2 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127-
132.
27
CAR; it is purposeful to know students’ response about narrative text in
learning Simple Past Tense.
6. Technique of Data Analysis
The writer uses the observation of teaching-learning activity and the
interview before and after CAR in the analyzing of qualitative data. In the other
hand, the analysis quantitative data used is numerical data. In analyzing the
numerical data, the writer used this formula:3
_
X : mean
x : individual score
n : number of students
Then, the writer tried to get the class percentages which passed the KKM
(70) of English lesson at MTs. Al-Falah Jakarta. It is the formula:4
P : the class percentage
F : total percentage score
N: number of students
3 Sudjana, Metoda Statistik, (Bandung: PT. Tarsito, 2002), p. 67
4 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 43
𝐗 = 𝐱
𝐧
𝑷 =𝐅
𝐍 𝐗 𝟏𝟎𝟎%
28
To identifying improvement of students’ score from pretest up to posttest
score in cycle I and cycle II, by using the formula:5
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
7. Design of Classroom Action Research
According to Niff, “CAR encourages teacher to be reflective of his own
practice in order enhance the quality of education for himself and his pupils.”6 It
means that CAR is one of researches that requires teacher to practice and give him
or her new opportunities to reflect on and asses their teaching.
In this design classroom action research (CAR), the writer used Kurt
Lewins’ design, this concept consists of planning, acting, observing, and
5 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3. 6 Jean Mc Niff, Action Research: Principles and Practice, (New York: MacMillan
Education Ltd., 2002), p. 1.
𝑷 =𝐲𝟏 − 𝐲
𝐲 𝐗 𝟏𝟎𝟎%
𝑷 =𝐲𝟐 − 𝐲
𝐲 𝐗 𝟏𝟎𝟎%
29
reflecting7. The relationship among those concepts formed one cycle. Basically,
amount of cycle depends on with the issue or issues happened in teaching and
learning activities and also the achievement. The writer describes the scheme of
action research designed by Kurt Lewins’ design.
Figure 4.1
Kurt Lewins’ Action Research Design
7 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi
Guru, (Jakarta:PT Raja Grafindo Persada, 2008), p. 42
Planning
Cycle I
Planning
Reflecting Acting
Observing
Reflecting
Observing
Cycle II
Acting
30
8. The Classroom Action Research Procedures
Based on the design above, the researcher decides to use two cycles in
her action research, each cycle consists of four phases. Those are planning, acting,
observing, and reflecting. The research will be probably found a new problem or
the previous unfinished problems yet. Therefore, it is necessary to continued to
the second cycle in line with the same concept of the first cycle. Here are the
explanations of its phases.
CYCLE I
1. Planning
In this phase, the writer as English teacher makes lesson plan based
on the issue in classroom, chooses the topic based on syllabus, reviewing
related literature, the writer also makes the evaluation to know students’
achievement at the end of cycle, and then prepares the instrument to notice all
activities in the classroom. In this cycle, the writer decides to choose two
meetings.
2. Acting
In the acting phase, the writer implies the planning that is made by
her. The writer gives material based on the lesson plan that has been made.
Later, the writers begin the research process more deeply based on her lesson
plan. The teacher presents the topic that will be learned by using narrative
text, explained the material and gave students exercises. Then, at the end of
this phase, the writer gives a pretest to students.
3. Observing
During the writer conducts the activity in the classroom, the teacher
as an observer, observes and records all of activities using the field note and
structured observation sheet. It may be about the teacher’s performance, the
students’ activity, the students’ participation, the students’ attention, the
31
students’ response, and the class situation. In addition, the observer also
collects the data from the posttest given to the students.
4. Reflecting
Reflecting phase is designed to reflect researcher action in teaching
learning process, it is based on data that have been collected. After collecting
data, the writer has to analyze data and reflect with English teacher by using
result of the observation. The teacher and English teacher will discuss and
analyze the data of teaching-learning process and also identify less of teaching
Simple Past Tense by using narrative text and how to improve it at classroom.
However, if there is found problems it should move to the next
cycle regarding re-planning, re-acting, and re-observing. Consequently, the
writer and the teacher should work out uncompleted problems that have been
solved yet.
CYCLE II
1. Planning
In cycle one, the writer identifies and analyzes the issue then finds
the problems based on issue that are appeared in the classroom. So, in this
phase the teacher will revise and modify lesson plan and reselect narrative text
material that will be taught selectively.
2. Acting
In this phase, the writer taught the lesson based on lesson plan has
been modified. The writer explained the Simple Past Tense pattern and some
examples and then gives narrative text and the students have to analyze the
schematic structure, language feature that consist of Simple Past Tense. After
that, the writer gives the students exercises related about Simple Past Tense.
Then the writer asked to read the text carefully, and asked the students about
schematic structure of narrative text from that passage. The question has done
in pairs.
32
3. Observing
In this phase, after the teacher does the acting in cycle II, she
observes and notices all of activities that occur in the classroom. The writer
also notices the class situation using the field note and structured observation
sheet.
4. Reflecting
Reflecting phase is designed to reflect the writer’s action in cycle
II, it is based on data that have been collected. The writer has to analyze data
and reflect with English teacher by using result of the observation. The writer
also analyzes observation data, interview data, pretest and posttest based on
criteria success. If the result of cycle II has reached the main goal, thus the
writer should stop her research. In the other hand, if the result of cycle has not
reached the main goal, thus the writer has to direct to the next cycle until the
main goal is reached.
9. The Trustworthiness of study
In analyzing the test items, there are two ways that will be used to know
the trustworthiness of the data, and it is explained as follows:
1. Discriminating Power
The discriminating power of a test item is an index that shows its ability
to differentiate between pupils who achieved well (the upper group) and those
who have achieved poorly (the lower group). It is supported by the theory of
Norman E. Gronlund in his book, Constructing Achievement Test, he stated that
“discriminating power is the comparison between the number of students in the
upper group and lower group who answered the item correctly”.8 To find out the
discriminating power index, it will be used the following formula: 9
8 Norman E. Gronlund. Constructing Achievement Test, (New Jersey: Prentince-Hall,
Inc. 1982) , p.103 9 Norman E. Gronlund. Constructing...
33
D : The index of discriminating power
Ru :The number of pupils in the upper group who answered the item
correctly
RL :The number of pupils in the lower group who answered the item
correctly
½ T : One half of the total number of students included in the item analysis
Then, the criterion of discriminating power is rated as follows:
Table 4.1
The Classification of Discriminating Power
DISCRIMINATING
POWER REMARK
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
Ru – RL
D = ────
½ T
34
2. Item Facility
Item facility refers an index of how easy an individual test item was for the
people who took it.10
Item facility is typically printed in a decimal number and it
represents the proportion of people or test takers who got the item right. The
reason why item facility must be concerned by test makers is to know whether an
item is too easy or too difficult to answer.
To count the item facility of a test item, it will be used the following
formula:
After the item facility has been counted, it can be known the rate of the
difficulties and the easiness by using the item facility scale as follows:
Table 4.2
Item Facility Scale
ID REMARK
0 – 0.14 Difficult
0.15 – 0.85 Moderate
0.86 – 1.00 Easy
10
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p. 132
IF = The number of Students who answered the item correctly Total Number of Students
35
10. Criteria of the Action Success
Classroom Action Research is called successful research if the criterion
that has been determined is reached. Meanwhile, if the criterion has not been
reached yet, thus the next cycle has to done. The criterion is fixed by teacher and
researcher.
In this research, teacher and researcher determine when there are 70% of
students achieve any improvement; started from the pretest until the second
posttest in cycle two. It can be stated that successful CAR and next action will be
stopped. Meanwhile, there are no 70% of students achieve any improvement; it
can be called unsuccessful CAR. Thus, the next cycle has to done.
B. RESEARCH FINDINGS
In this part, the writer presents the data of the research that have been
collected. It is divided into three parts: data description, data analyzing, and
interpretation of the data. The data discusses developing students’ understanding
of the Simple Past Tense by using narrative text at VIII-1 grade of MTs. Al-Falah
Jakarta. Data description consists of observation before implementation the
action, observation, interview, and also test (pretest), data analyzing consists of
posttest 1 and posttest 2.
1. Description of Data before Implementing the Action
Before the implementation of the action, the writer has divided three parts
of data description in order to know the obstacles of teaching learning in reading
activities selectively, those are data of observation, data from interview
questionnaire and the test.
a. Data of Pre-Observation
Based on the observation was conducted by the writer on Monday,
4th
October 2010. It was held at VIII Grade MTs. Al-Falah Jakarta. There
were 34 students in the class and was started at 6.45 A.M up to 8.05 A.M.
36
from the observation, the writer saw that the teacher used the traditional
method in teaching Simple Past Tense. The teacher explained the grammar
(Simple Past Tense) inductively. Which is she gave the rule first, and then she
gave example based on the rule, after that she asked the students to make
another example according to the rule. The teacher only focused on the rule of
grammar, she didn’t ask the students to do another activity like reading or
speaking. At the first, she explained the rule of the simple past tense and wrote
it down on the whiteboard, and made several examples based on the rule.
Next, the teacher asked the students to do the exercise in LKS (workbook).
After the students finished it, the teacher asked some students to wrote their
own answers on the whiteboard while the other students checked their work.
In the end of the teaching learning activity, the teacher gave homework to the
students.
b. Data of Pre-Interview
This interview was conducted as unstructured interview, it was held
on Thursday, October 7th
2010, and started 10.00 A.M up to 11.00 A.M. In
this interview, the writer asked some questions related English teaching
learning activity, emphasized on grammar material. The English teacher
taught grammar inductively, she explained the rule first and then she gave
examples based on the rule. Besides that, the English teacher also never used
other method and never gives any media in teaching the Simple Past Tense.
According to the teacher, students’ understanding of grammar especially
tenses is still low, their English score also not good.
Then the writer asked about how many KKM (Criteria of Minimum
Completeness) that concerning with school program. The students should get
70 (seventy) score in English subject. The next interview discussed the
problems faced the student when the teacher taught the material. Most of
students felt boring when the teacher conveyed the material.
37
c. Data of Pre-test
In completing the data, the writer did the pretest before conducted
Classroom Action Research, it was held on Friday, 15th
October 2010, and it
began from 6.45 A.M up to 8.05 A.M. There were 34 students of VIII-1 grade
followed the test. The test was 20 questions in multiple choices and the
students did it during 30 minutes. From this pretest, it is known the mean
score of pretest that was done by students was 55.29.
The data above showed nine students who obtained the score above
the KKM (Criterion of Minimum Completeness), while KKM of MTs. Al-
Falah was 70. So, twenty five students were below the standard of KKM. From
the data, there were five students gained the higher score and one student
gained the lowest score which the higher score was 75 and lowest score was
35.
d. Data of Pre Questionnaire
Before the teaching action would be implemented, the writer gave
questionnaire to the students. Pre Questioner was done on Monday, October
11th
2010 at 10.15 A.M. It was conducted to ask students at MTs. Al-Falah
Jakarta by using rating scale. The writer took 34 students to answer the
questionnaire. The questioner is about students’ feeling during English lesson
and their responses toward English teacher’s technique in teaching-learning
process at VIII-1 grade of MTs. Al-Falah Jakarta. The result of pre
questionnaire can be seen in appendix V.
38
2. The Implementation of Classroom Action Research
After knowing the data from observation and interview above, the writer
knew that the students had some difficulties and learning in Simple Past Tense,
such as the transformation of the verb forms, especially irregular verb, the
negative and the interrogative form of the Simple Past Tense.
The teacher also had a problem when she teaches English in the
classroom. The problem was the background knowledge of students was different
each other, the students felt bored and not interest in studying English. To
overcome the problem, the writer used narrative text in teaching the Simple Past
Tense to support the teaching learning-process.
This Classroom Action Research was held from 22nd
October 2010 up to
13th
November 2010 at VIII Grade MTs. Al-Falah Jakarta, there were 34 students
followed this implementation. The writer conducted this research two cycles
which each cycles was conducted two meetings. After doing each cycle, the writer
conducted posttest to know improvement of the students understanding of the
Simple Past Tense by using narrative text.
2.1 CYCLE I
a. Planning
In this phase, the writer made the lesson plan and selected the appropriate
material that based upon the students’ problem in the Simple Past Tense. In this
phase also the writer determined selected material and exercises to students.
Moreover, the writer choose narrative text as the text to be delivered for students
in which it was needed to break down into specific material, that was discussing
the schematic structure and language feature of narrative text including Simple
Past Tense itself, the title of the narrative text in this cycle were “the Fox and the
Rox” and “Roro Anteng and Joko Seger”. The first meeting discussed about the
form and pattern of the Simple Past Tense (included positive, negative, and
interrogative form), the verb 2 forms (both regular and irregular), the time signal,
and asked them to make sentences in the Simple Past Tense.
39
In the second meeting the researcher combined the teaching learning
process of Simple Past Tense by using narrative text. She asked the students to
analyze the Simple Past Tense sentences form the text and then discussed it
together. Besides that, she also gave reading comprehension activity from the text
that was given, she asked the students to read aloud in front of the class while
checked their pronunciation, determine the topic and the title of the text, found the
main idea, supporting idea, and specific information from the text. Next, she
asked them to underline the verb two and found out the sentences of the Simple
Past Tense form from the text.
In this phase, the writer the writer not only made planning for teaching
learning activities but also prepared some activities and exercises; like made a
sentence in the Simple Past Tense and then asked them to changed it into negative
and interrogative form, fill in the blank with the appropriate words in the
parentheses. The writer gave exercise and assessment to the students in each
meeting to know the students’ progress and also prepare posttest 1 after she
conducted the cycle I.
b. Acting
The action of the cycle 1 was done on October 23rd
and October 30th
2010. The teacher implemented the teaching and learning process based on the
lesson plan had been made. In the first meeting, the writer explained about the
form of Simple Past Tense (positive, negative, and interrogative), the time signal,
and the verb 2 forms (both regular and irregular). She gave explanation about the
regular and irregular verbs and also gave them a list of irregular verbs. Next, she
asked the students to make a sentence using Simple Past Tense and then changed
it into negative and interrogative form.
In the second meeting, the writer emphasized on reading and writing
activities. She asked the students to read the text aloud, and then she asked them
to find out the sentences in Simple Past Tense and underlined the verb 2 forms
and to be in the text that was given. She also asked them to read the text aloud.
Each student had turn to read the text (only one paragraph not the whole text) to
40
knew and checked their pronunciation. After that she asked them to determine the
topic and the title of the passage, finding the main idea, supporting idea, and
specific information from the text. After doing those activities, the writer together
with the students made a discussion about the material. In each meeting the writer
made evaluation and gave assessment to the students by giving mini exercises.
c. Observing
In this phase, the writer together with the English teacher of class VIII-1
observed the teaching learning process by monitoring the students’ activities in
each cycle. The writer and the English teacher saw that most of the meetings were
not good and still had much lackness, the students still had difficulties in teaching
learning activities.
In the first meeting, the English teacher saw that many students had
difficulty of the verb two form; they still confused about the irregular verb forms.
They also had a problem with negative and interrogative forms of the Simple Past
Tense, some of them often used verb 2 in negative and interrogative forms. For
example: My father did not asked me to study hard, it should be “My father did
not ask me to study hard”. “Did you saw that movie last night?” It should be
“Did you see that movie last night?”.
In the second meeting, the writer focused on reading comprehension,
writing and speaking. According to the English teacher observation, the students
had problem in determining main idea and supporting idea, they could not
distinguish between them and schematic structure itself. In writing activity, they
did not do it well. They could not write grammatically, they did not know the use
of part of speech, and did not know when to use to be in a sentence. The other
problem was the lack of vocabularies and practice, so it made the students hard to
write what on their mind.
After teaching and learning process finished, the observer gave them to
posttest 1 exactly on the second action of the first cycle to measure how well the
students’ understanding of the Simple Past Tense used narrative text that had been
studied.
41
d. Reflecting
After analyzing the data by observing and evaluating the result of the
teaching learning process and students’ pretest and posttest scores in cycle I, the
writer and the English teacher of class VIII-1 concluded that the first cycle was
not good; so it is very important for her to give more activities, exercises, and
practice to the students to get a better result. Most students had difficulties in
negative and interrogative form of Simple Past Tense, they confused when they
must use the verb 2 forms, most of them used verb 2 in negative and interrogative
forms. They also still confused about the irregular verbs forms. In reading the
writer found that the students still had difficulties in determining the main idea
and supporting idea from the text.
Based on the observation above, the writer saw that there were many
lacks in the first cycle, such as the students have not mastered the irregular verbs
yet, they still confused whether use verb 1 or verb 2 in negative and interrogative
forms. In reading, they could not differentiate between main idea and supporting
idea. In writing, they could not make write coherently. In speaking, they still need
much time to find some words and their pronunciation also still bad.
To solve the problem above, the English teacher suggested the writer to
make new evaluation and renewed the plan for the next cycle, and after having
discussion with the English teacher, the writer together with the English teacher
found the solutions. For misusing the verb in negative and interrogative form, she
would give more explanation and exercises to the students. She would ask them to
analyze the Simple Past Tense sentences from the text, so they knew the form and
pattern correctly. The writer would give task to them to read a text in the house in
every meeting; they had to determine the main idea and supporting idea in each
paragraph and then summarized the text. In the last, the writer should give more
attention and exercises to the students, especially the students who have low
knowledge and understanding in the Simple Past Tense.
42
2.2 CYCLE II
a. Planning
After finding the result from the cycle I that the students’ understanding of
the Simple Past Tense still had some problems, the writer and the English teacher
discussed about the result of the recent cycle, and found the solution of the
students’ difficulties. After the discussion, the writer and the English teacher
agreed to give some additional to the plan that has been made before and revised
it to be the better one. In this cycle the writer gave new topics and emphasized in
practice. She used different activities in each meeting to avoid students’ boredom
and to refresh the situation in the classroom.
In the first meeting, the writer gave a new text to the students and then
asked them to read aloud the text while checked their pronunciation, and asked
them to find out the Simple Past Tense sentence in the text. Then, she gave a
reading comprehension activity to them (find out the main idea, supporting idea,
specific information, etc).
In the second meeting, the writer still had the students to discuss the text
that was given. After the discussion, the writer asked them to summarize the text
read it aloud in front of the class and then retell the other students’ stories. By
doing these kinds of activities, the students became more active. They not only
could memorize the form of the Simple Past Tense and the verb two forms
(especially irregular verb) from the text directly but also the use of the Simple
Past Tense in the real communication, so it made the teaching learning process
became fun and easy to understand it.
Beside of that, the writer also prepared unstructured observation sheet to
makes note the classroom activity during teaching learning process in acting of
cycle II and she prepared the posttest 2 too.
43
b. Acting
The acting of cycle II was done on 5th
and 12th
of November 2010. In this
phase, the writer conducted the teaching learning activities to get the better result
to improve the students understanding of the Simple Past Tense by using narrative
text, while the English teacher observed the teaching learning process, the writer
reviewed the material briefly and then explained new activities and exercises as
stated in planning phase above.
In the first meeting, the writer reviewed the last lesson. Then, she gave
them a new text (The Five Footed Bear), she asked them to read aloud the story
while checked their pronunciation. After that, she asked them to find out the
simple past sentences in the text.
In the second meeting, the writer gave the text (with different title) to the
students. She still made the students to do the same activity like in the first
meeting (made a summary of the text). After summarizing the passage, the
students had to read their summary in front of the class, and then the other
students should ask question orally to her/him based on the text.
In the last meeting, the writer asked the students to read the text aloud.
After that she divided the students into six groups (each group consist of 6-7
students) to discuss the text and determine the main idea and supporting idea in
each paragraph, and then summarize it. After that the writer would ask some
students to retell the story with their own words. It gave them more chance to
speak and share their opinion, so they could use the Simple Past Tense both
written and spoken.
c. Observing
In this phase, the writer and the English teacher made observation and
discussion together. It saw that the students’ responses in cycle II were well. They
were very enthusiast during the class. The students looked master the lesson, they
can understand what did the text talk about, and they did not have difficulty to
make a sentence in the Simple Past Tense (both used verb or to be), they also can
44
retell the story well and confidently although sometimes they stuck in some
words, but it was a good progress for them.
In the first meeting, the English teacher saw that there was a progress in
students’ reading, their reading comprehension pretty good; they could understand
what did the passage talk about and could answer some question well.
In the second meeting, the writer and the English teacher realized that the
students’ grammar (especially Simple Past Tense), reading, writing, and speaking
skills were good enough. They could understand the forms (positive, negative, and
interrogative) and usage of the Simple Past Tense well. For example, usually
before the lesson started, the writer always asked them “what did you do last
night?”, and in this meeting they could answer correctly like “I studied English”,
students B answered “I cooked with my mother”, and so on. Their reading
comprehension is also good, they had no difficulty to determine the main idea and
supporting idea, they also understand what the story talked about. In speaking,
they did it well enough because of the discussion activity regularly. One problem
in speaking was pronunciation, the students just need more practice to make it
better.
After teaching and learning process have finished, the observer gave them
to posttest 2 exactly on the second action of the cycle II it is to know whether the
students’ achievement in cycle II was improved or not. Based on the result of
posttest II, it showed the students who passed the KKM in cycle II were 29
students or 85.29%. It concluded there were improvements in their understanding
of the Simple Past Tense when the technique was conducted by the teacher.
d. Reflecting
In this phase, the writer and the English teacher evaluated the teaching
learning process that has been conducted together. The result showed that the
students got a good progress in understanding of the Simple Past Tense by using
narrative text. They knew the past forms correctly (especially the irregular verbs),
their understanding of reading a passage improved too; they knew and understand
what did the story talk about so they could retell the story well. Moreover, their
45
writing skill was better although it was not really good and there were some
mistakes on it, but they could make their own stories and activities bit by bit.
They understood the simple past tense well and could use it both written and
spoken.
The observer and the teacher discussed about the improvement of the
students’ score from pretest, posttest I and posttest II. It is proven from pretest
students who passed the KKM were 5 students or 14.70%, in cycle I were 21
students or 61.76%, and then in cycle II were 29 students or 85.29 %. Then the
teacher and the observer concluded the implementation of this cycle was
successful and they decided to stop continued the next cycle.
3. Data Analyzing
After conducting the action research, the writer gained three data; those
were the result of post interview, the result of post observation and the result of
posttest observation. In this case, the writer gave the report concerning the data
analyzing according to post interview and the result of posttest.
3.1 The Result of Post Interview
The result of this interview was taken from the English teacher as observer
who helped the writer for this research and the students of VIII-1 grade MTs. Al-
Falah Jakarta. This interview was held on Saturday 13th
November 2010 started
from 08.00 A.M up to 09.00 A.M. From the interview, it was known that there
was improvement for the students’ understanding of the Simple Past Tense by
using narrative text. The students’ skills like reading, writing and speaking also
had progress. The students mastered the verb forms both regular and irregular
verbs, they could make sentences in the Simple Past Tense form (positive,
negative, and interrogative). Moreover they also could apply the Simple Past
Tense in speaking and writing.
The English teacher of class VIII-1 satisfied enough with the students’
progress. She agreed that folktale is a suitable media in teaching the Simple Past
Tense.
46
In this interview, the writer explained that the classroom activity more active than
before the implementation of Classroom Action Research. It could be seen from
the students’ enthusiasm in learning Simple Past Tense using narrative text.
The improvement of students’ understanding of the Simple Past Tense
could prove from by the improvement of students’ score. The result of pretest,
posttest I and posttest II showed a significant improvement. Based on the
explanation above, the writers concluded that the Classroom Action Research has
done successfully.
3.2 The Result of Post Observation
After the implementation of the Classroom Action Research, the writer
also took the result of post observation to support the implementation of
Classroom Action Research. From the post observation, the teacher and the
observer knew whether the using of narrative text to develop students’
understanding of the Simple Past Tense was successful or not. In this case, the
writer and the teacher collaboratively discuss the how far the technique can
improve the students’ understanding.
3.3 The Result of Post Questionnaire
After the teaching action had been implemented, the writer gave
questionnaire to the students. The questionnaire was given at the end of meeting
after school time, in order that it will not disturb the teaching learning process.
The writer took 17 students to answer the questionnaire. The questionnaire is
about their feeling during English lesson and their responses toward the
implementation of narrative text as a medium in learning the Simple Past Tense at
VIII-1 grade of MTs. Al-Falah Jakarta. The result of post questionnaire can be
seen in appendix VI.
47
3.4 The Result of Pre-Test, Post-Test I and Post-Test II
The aim of pretest, posttest I and posttest II is to know about the
improvement of students’ understanding of the Simple Past Tense by using
narrative text that has taught in classroom action research. Before the students did
the test, the writer had done the reasonable the test using item facility and
discriminating power to identify the test was used or not in the pretest, posttests I
and posttest II. Here, the writer used quantitative descriptive technique to analyze
the data.
The writer described the students’ score in pretest, posttest I and posttest I
in the table below:
Table 4.3
The Students’ Score of Pretest, Posttest I, Posttest II
STUDENTS’
NUMBER PRETEST
CYCLE I
POSTTEST 1
CYCLE II
POSTTEST 2
1 50 75 75
2 55 70 75
3 55 60 80
4 60 75 70
5 45 70 65
6 55 50 70
7 75 80 85
8 50 70 75
9 40 55 65
10 55 65 70
11 55 55 65
12 65 75 80
13 40 60 70
14 70 80 75
15 75 85 85
16 35 70 80
17 35 70 75
18 50 70 70
19 50 65 60
48
Based on the data above, the writer gave bold numerical score to students
who passed KKM (70), it is showed there were five students who passed KKM in
pretest, twenty one students in posttest I and twenty nine students in posttest II.
The writer also concluded the lowest score in pretest was 35, in posttest I was 50
and posttest II was 60.
To know the result among pretest, posttest I and posttest II, the writer
calculated the student mean of the scores, calculated the class percentage and also
calculated the percentage of the achievement score from pretest, posttest I and
posttest II.
20 55 60 65
21 75 80 80
22 70 75 85
23 55 75 80
24 50 70 75
25 60 75 90
26 55 65 70
27 45 65 70
28 60 75 85
29 55 75 70
30 50 65 75
31 65 75 90
32 65 65 75
33 55 70 75
34 50 65 80
𝐗 = 𝐱
𝐧
Mean:
55.29 69.26 75.15
49
The mean score of the pretest was computed such following:
_ ∑x
X = ──
n
_ 1880
X = ───
34
_
X = 55.29
Based on that computation, it is showed the mean score of the class in
pretest before implementation the action is 55.29. Then to know the percentage of
students’ score who passed the criterion of minimum completeness, the writer
used the formula:
F
P = ── X 100%
N
5
P = ── X 100%
34
P = 14.70%
From the calculation above, it is known the students’ percentage score is
14.70 %. It means there are five students, who passed the KKM of English Lesson
and students who got score below the target of KKM are twenty nine students.
Next, after scoring the pretest before implementation, the writer
calculated the result of posttest 1. It was to know the improvement from the
pretest to posttest 1 result. However to measure that improvement, it was needed
to know the mean score of the class by using the formula as:
50
_ ∑x
X = ──
n
_ 2355
X = ───
34
_
X = 69.26
From that calculation, the students’ mean score of posttest I in cycle 1 is
69.26. It proves that there are some improvements from the pretest mean score. It
could be seen from the pretest mean score (55.29) to the mean score of posttest 1
(69.26). It improves 13.97 (69.26 – 55.29).
The second step is to get the percentage of students’ improvement score
from pretest to posttest 1. The writer computes by using as follows:
y1 - y
P = ─── X 100%
y
69.26 – 55.29
P = ───────── X 100%
55.29
13.97
P = ──── X 100%
55.29
P = 25.26%
Based on that computation, the percentage of the students’ improvement
score from pretest to posttest 1 is 25.26%. It shows that the score in the cycle 1
has improved 25.26% from the pretest score.
The third step is to know the percentage of students who pass the KKM.
The calculation by using as follow:
51
F
P = ── X 100%
N
21
P = ── X 100%
34
P = 61.76%
From that calculation, the class percentage which passes the KKM is
61.76%. It means that in the cycle I of Classroom Action Research (CAR), there
are 21 students who passed the KKM, the class percentage of posttest 1 shows
some students’ improvement of the class percentage in the pretest (14.70%). The
students’ improvement which passes the KKM is 47% (61.76% - 14.70%). Even
though it is still needed more improvement because it could not achieve yet 70%
as the target of success Classroom Action Research.
Furthermore, in the cycle II of Classroom Action Research (CAR) the
writer also calculates the result of posttest 2 to know further the score
improvement either from the result of pretest or posttest 1. There are three steps to
know this improvement. Those are to calculate the mean score of the class, to
calculate the percentage of the students’ improvement score, and to calculate the
class percentage which pass the KKM (70).
Firstly is to calculate the mean score of the class in posttest 2. The
calculation using as follows:
_ ∑x
X = ──
n
_ 2555
X = ───
34
_
X = 75.15
52
From that calculation, the mean score of posttest 2 is 75.15. It means that
there are some students’ improvements scores (10.41) from the mean score of
posttest 1 (69.26).
The second step is to know the calculation of the percentage of students’
improvement score. Here, the writer computes by using the formula:
y2 - y
P = ──── X 100%
y
75.15 – 55.29
P = ───────── X 100%
55.29
19.86
P = ──── X 100%
55.29
P = 35.91%
Based on that computation, it could be seen that the posttest II improves
35.91% from the pretest or 10.65% (35.91 – 25.26) from the posttest 1.
The last step is the writer tries to get the class percentage whose score
pass the KKM. It uses the calculation as following:
F
P = ── X 100%
N 29 P = ── X 100%
34
P = 85.29%
In the end of cycle two, the result of the posttest showed that there were
29 students or 85.29% who passed the KKM. It improved from the pretest which
gained only 14.70% and in the posttest 1 which had any improvement become
61.76%. Therefore, based on the class percentage result from the pretest to the
53
posttest 2 in the second cycle improved about 70% (85.29 – 14.70). It proved that
the target of CAR success in which minimum 70% students passed the KKM
could be achieved.
4. Interpretation of the Data
As a whole, the interpretation of the data results among the pretest,
posttest of cycle I, and posttest of cycle II are as following:
In the result of pretest, the mean score of students’ test before carrying out
Classroom Action Research is 55.29. It is the students’ test score before the use of
narrative text. Meanwhile, the class percentage which passes the KKM is 14.70%.
It means that that there are only 5 students who are able to pass the KKM (70) and
there are 30 students who are not able to pass the KKM.
Furthermore, the mean score in the posttest of cycle I is 69.26. It means
that there are some students’ score improvement from the previous test (pretest),
that is 13.97 (69.26 – 55.29) or 25.26% (It is not enough to reach the research
target and still need to be developed). Meanwhile, the class percentage which
passes the KKM in post-test 1 is 26.31%. It shows there are 10 students who pass
the KKM and there are 22 students whose score still under KKM. It means that
still needed more improvement because it could not achieve the target yet of
success CAR, that is 75% (or at least 29 students) from the class percentage. That
is why the writer and the English teacher continue to the second cycle.
Next, the mean score in the posttest of cycle II is 68.42. It shows the
improvement students’ score 19.53 (68.42 – 48.89) from the post-test 1 (68.42).
Meanwhile, the class percentage which passes the KKM is 55.26%. It means there
are 21 students whose score pass the KKM and there are 17 students are under the
target of KKM. This result of cycle 2 showed that the students still need more
improvement because it could not achieve the target of the success of the
Classroom Action Research yet, that is 75% of the students. So that, the writer
together with the English teacher continue to the next cycle.
In cycle II, the mean score in posttest 2 is 75.15. It shows the improvement
of the students’ score is 35.91 (75.15 – 55.29) Meanwhile, the class percentage
which passes the KKM is 85.29%. It means that there are 29 students whose score
54
pass the KKM and there are 5 students are under the target of KKM. This class
percentage shows some improvements 85.29%, from the pretest (55.29%),
posttest 1 (69.26%), and posttest 2 (75.15) in the class percentage. The result of
posttest II in cycle II has fulfilled the target of Classroom Action Research
success that is above 70% students could pass the KKM. Automatically, it can be
said that the Classroom Action Research (CAR) is success and the cycle can be
stopped.
55
CHAPTER V
CONCLUSION AND SUGGESTION
After accomplishing the entire steps of this CAR, the writer made some
conclusions and suggestions based on the result of this research.
A. Conclusion
Based on the research carried out in VIII-1 grade at MTs. Al-Falah Jakarta
academic year 2010/2011, it can be concluded that narrative text is an effective
way to develop students’ understanding in learning Simple Past Tense. It could be
proved by several facts; related to observation result, students were more active
and enthusiastic in learning Simple Past Tense, and they were able to comprehend
narrative text. Related to the test result, there were some progressions of students’
score from pretest to the posttest of the second cycle. In the pretest, there were
five or 14.70% students who passed the KKM and the mean score of pre test were
55.29. Then in the result of posttest I in cycle 1, there were 21 or 61.76% students
in the class who passed the KKM considering their mean score of the test gained
69.26. Next in the result of posttest II in the second cycle, there gained 29 or
85.29% students who passed the KKM in which their mean score derived 75.15.
Based on these result, the researcher concluded that teaching the Simple
Past Tense by using narrative text at second grade of MTs. Al-Falah Jakarta could
improve students’ understanding of the Simple Past Tense effectively.
56
B. Suggestion
Based on the classroom research result, the writer gives some suggestion
as follows: After concluding the result of this study, the writer would like to offer
some suggestions. First, it would be better for the teachers to use story, like
narrative text as an effective way to learn in learning the simple past tense because
it could make learning more enjoyable. Second, the students should be more
confident and active in teaching learning process, and then the teacher and the
students should work together in teaching and learning process, the teacher should
think the various techniques and students should actively contribute in teaching-
learning process. Hopefully, there will be any further research of how to complete
this technique.
57
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APPENDICES
