CHAPTER I

INTRODUCTION

A. Background of the Problem

The purposes of educational program are giving knowledge and shape the

norm or attitude of students [The National Constitution of Education System (SPN):

Chapter II/3]. Its purposes usually face some problems, and the most problem that

usually found is the differentiation of students’ learning style, especially in the field

of knowledge. Although the teacher groups the student in the same stratified like

define in classes based on their age or intellectual skill stratified (SPN : Chapter II/4).

Obligation learning or basic learning program as the educational

development planning program which is progressing now, it doesn’t finish

completely. Government through Department of Education stated two points which

concerning for repairing, they are basic learning and basic skill achievement consists

of norms, attitudes and knowledge’s (Department of Education Policy: 2004).

Some curriculums had used by Department of Education, for example;

mastery learning, active learning and school base curriculum. Educational system in

Indonesia is continue to growing up, but the level of achievement in basic skill and

other areas of students’ behavior have been less than satisfactory in Indonesia.

Because students’ differentiation unconcern by the educational institutions and also

the teachers. The effect is low level of students’ achievement, it known by the level of

standard value of national examination they are 6, 00. It still in the middle

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qualification or average amount of students’ achievement and should be pushed up to

be higher (KTSP : Learning Completeness Standard).

Unsatisfactory of students’ achievement, dealing with how learning activity

in educational institution done. Every student has different ability in learning, it

commonly because they have different style of learning. For more information, will

be better if we discuss about the students’ types of learning based on DePorter (2000:

40-43) as follows:

1. Visual Learner

Visual learners get more information from visual images (pictures, diagrams,

graphs, schematics, demonstrations) than from verbal material (written and spoken

words and mathematical formulas), and vice versa for verbal learners. If

something is simply said and not shown to visual learners (e.g. in a lecture) there

is a good chance they will not retain it.

Visual type of learning focuses on view or picture, its mean that any things

should showed concretely to give student’s good understanding. When teacher

found visual learner, they might need to use pictures, graphics, tables or things.

2. Auditory Learner

Auditory learner relies on listening to understand and memorize. This

characterizes really placing listening as prime tool to absorb information and

knowledge. They usually found difficulties trying understood the information by

writing only, they will understand after explained orally by the speaker or person

who sent information.

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Teacher might explain the material verbally or divide the students into small

group and discussing the material. Its help the auditory learner to active mixed up

in the discussion. They will understand more the information and try to memorize

easier, finally the teacher ask to these students to review their understanding.

3. Kinesthetic/tactile learner

Many people might call this style as learning by doing, because to get the

understanding of the information, need to touch and do the information physically.

There are a few persons which have its characteristic learning style and also

uncommonly.

First characterizes is using hands as the general information receiver in

order to memorize the information for a long time. By touching the thing they will

understand it without read the contextual explanation.

Next characterizes sampled by a person who can’t sit down for a long time

to listen the explanation, it doesn’t confuse if this person can learn better if

learning process done by physical activity. Their advantages are skillful to

elaborate a group beside the ability to coordinate body movement (athletic ability).

From three types of learners above, sometimes teachers get difficulties about

choosing the right method of teaching or effective method of teaching. Because it

might be suitable for part but contrast different with other part of students. For

example visual learner gets enough understanding by visual explanation, or simply

we can say that the teacher should explain with pictures, charts or body language to

describe some materials. Different with auditory learner, they just listening the

teacher’s explanation attentively to explore the materials that told by the teacher, they

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don’t need visual data (pictures, charts or body language) to understand. About

kinesthetic student, they must do the knowledge, which explained by the teacher and

then they understand and remember the knowledge for a long time, they can’t

understand just listen attentively or looking the explanation by objectively.

Some teachers solve this problem by dividing the students into small group,

group assignment and group discussing or they use some method contents of visual,

auditory and kinesthetic. Teachers follow the theory said: “I hearing I know, I

Looking I remember, I Doing I understand”. Start from oral explanation, using visual

or object and then do or practice (Silberman, 2006: 101).

Many schools are stratified into different tracks, different section or different

groups so that large proportions of the students are defined as unable to learn as much

as others students. In such schools students may be recognized and rewarded for

failure to learn at high levels. Teacher’s role in this type of school may be defined as

one who differentiates readily among the students who are not to be taught at the

same levels as others students.

SMK Negeri 1 Cirebon is one of senior high school which concern in

vocational or technical major of curriculum and subject. The purpose of vocational

school is giving the appropriate skill that needed by the students as the candidate of

industrial worker or as the entrepreneur in the technology area.

The effort of achieving that purpose, SMK Negeri 1 Cirebon and the others

vocational school has the proper curriculum they are; 30 % theoretical learning and

70 % practical learning. Theoretical learning usually called as subjective lesson and

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the practical learning called as the productive lesson (Curriculum for SMK : Chapter I

Introduction).

The percentage of special curriculum for the vocational school, design by the

education institution, but in reality or in the learning and teaching process, it unused

by the teacher. The effects of it are learning difficulties found a lot in the learning and

teaching process. One of the problems which faced by the students in the learning

English grammar, especially had done at SMK Negeri 1 Cirebon.

Students’ difficulties in learning English grammar, commonly found as low

of the students’ comprehension in the way to use or completely answer the English

grammar questions in the test, formative test or summative test and also in the

national examination.

In order to have an effective learning and teaching program in which all

students achieve at high levels of English grammar, the student’s role must define as

a high achieving learner. The teacher’s role must be defined as instructor of all

students to high achievement. Both students and teachers must be rewarded for

effective teaching and learning.

There is a method that practicing by the teacher commonly in the learning

process as a media for the students for improving their ability in language learning.

That is student’s task or work assignment. Based on the quantity of group, it can be

divided into two kinds of task, they are; individual task and group tasks.

Task is the students’ assignment, which developed for the specific

knowledge, usually per chapter. Task does by the students in the class room or in

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their own home. Different with home work, task is more demand and need more

comprehension to do maximal.

Task is method that used to find out the students’ comprehension in the

appropriate sub subject. By using task, teacher directly gets the data about learning

improvement while the teaching and learning is progressing.

Two kinds of tasks must be have weaknesses and advantages each of them.

When related with English grammar, it might be useful or can be contrary, whether

individual task or group task. To get the valid data as the material for the

consideration of conclusion, so the researcher will make a comparative study of

students’ achievements in English grammar through individual task and group tasks

at SMK Negeri 1 Cirebon, by the samples are 2 classes; XI TKJ-1 (TKJ: Teknik

Komputer Jaringan / Computer Network Program) as the control class and XI TKJ-2

as the experimental class. Writer chooses the title of this thesis with “THE

COMPARATIVE STUDY OF STUDENTS’ ACHIEVEMENT IN LEARNING

ENGLISH GRAMMAR THROUGH INDIVIDUAL TASK AND GROUP

TASKS AT XI GRADE OF SMKN 1 CIREBON”

B. The Identification of the Problem

Students’ difficulties in learning English grammar are the main problem of

research. Considering Active Learning (Melvin L. Silberman) and Collaborative

learning (J.B. Cuseo), they have the latest strategy in learning language, which is

individual improvement and collaborative/Cooperative learning.

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Teacher has the ability of supporting the students to improve their language

ability by appropriate learning strategy, and might be learn together in group learning,

which include of their own peer as the member. Teachers’ supporting form, one other

thing is giving the tasks for the students.

Students’ task defines individually and group. Individual task, completely

done as a media for the students’ individual improvement, and the group tasks mean

as the group improvement or collaborative learning.

The research would like to compare between two kinds of these task,

individual task and group task. Research will compare between individual task and

group tasks for improving students’ achievements in learning English grammar.

Which one from those methods is better, or both of them are good for students’

achievements, it can be also has the same level of students’ achievement.

In order not to be spreading widely of the studied problems, hence in the

research only discussing:

1. Kind of research

Kind of research is quantitative research, which empirical data as the primary

and theoretical data as the secondary information. It will be analyze by statistic

formula, by using T-test formula.

2. The main problem

The main problem of research is the different of students’ achievements in

learning English grammar, through individual task and group tasks.

3. The comparison of students’ achievements in learning English grammar

(variable Y), between the students’ achievements through individual task

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(variable X1) and the students’ achievements through group tasks (variable

X2).

C. Questions of Research

There are three formulates of research questions, namely:

1. How are the students’ achievements in English grammar through individual

task?

2. How are the students’ achievements in English grammar through group tasks?

3. Are there any significant comparison between individual task and group tasks

dealing with students’ achievements in English grammar?

D. Purpose of Research

In accordance with those real problems above, the purposes of the research

are:

1. To find out the data of students’ achievements in English grammar by using

individual task.

2. To find out the data of students’ achievements in English grammar by using

group tasks.

3. To find out the comparison of students’ achievements in English grammar

through individual task and group tasks.

E. The advantage of Research

There are three elements in the educational institution that having the

benefit from the result of the research, as follows:

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1. Benefit for the teacher

Teach effectively by using the appropriate task method, considering the

advantages and the weaknesses from each kind of task.

2. Benefit for the student

Helping the student to gets motivation in learning, understand more about

English grammar by using individual task and group tasks, which one is more

effective to improve their achievements.

3. Benefit for school

School find feed-back or several idea about the condition of environment

(learning space/place), the medium of learning which needed in teaching and

learning process and other feed-back from the student and teacher. The most

surprisingly for the institution is student’s learning out comes will improve

time by time when the student and the teacher learn and teach effectively.

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10

CHAPTER IITHEORITICAL FOUNDATION

A. The Definition of Achievement

According to Hornby (1994: 10) that the word achievement is derived from the verb

achieve. It means gain and teaches something usually by effort, skill, courage, etc. so,

achievement is the result achieved by someone of doing something by working hard.

By the simply, achievement is the result of student’s effort in learning program for

specific subject an specific period.

Borg (1971: 174) state that in as much as achievement is one of the major

goals of education, measure of achievements are used in education research. Many

standardized achievements test are available to the researcher work. Some are

essentially aimed at measuring the students’ knowledge of specific facts, while some

of the more recent test attempt also to measure the students’ comprehension and

mastery the basic principle related to the subject.

An achievement needs a reason or motive which caused someone do the effort

for reaching the target. Atkinson on Katherine and Kermit (1984: 377) defines the

achievement motive as the tendency to find gratification in successful competition or

as the capacity for taking pride in accomplishment. Motivation as a reason for

somebody to do something, they will act in a particular way to reach it. The students

either do their effort in learning when they have enough motivation.

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B. The Students’ Achievements Factors

Mackey (1974: 107) stated learning one language in childhood is an inevitable

process; the learning of a second language is a special accomplishment. There are

some factors that influence the students’ achievement in learning English, as follow:

1. Linguistics

Process and progress in second language learning depend on:

a. Differences

When the first language highly different with the second language which

learned by the student, it must be hard to comprehend by the student. The

similarities and differences may be in phonology, grammar, vocabulary,

stylistic or graphics.

b. Interference

The type of interference depend on whether the learner is speaking the

language or simply trying to understand what he hears or what he reads.

Somebody who learns the target language will interfere by the language he

uses as his mother tongue (Mackey, 1974:109).

Some differences in English when compared with Indonesia like

morpheme (the smallest meaningful unit into which a word can be

divided) “s” that indicates the plural forms such as in books, tables,

students, etc. often becomes as interference for the students in learning

English, because they never find such morpheme in their own native

language (bahasa Indonesia). The example of plural or “s” morpheme in

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English, as “readers”, the students should translate it in bahasa Indonesia

by “para pembaca” or “banyak pembaca” and also just the opposite.

2. Social

Since language as the essentially social phenomenons, the social influences on

its acquisition are numerous and interrelated in complex ways.

The group or person, with whom we continually use a language, has

some effect on the manner and skill to use it; so do the situations in which we

placed. They are dealing with time, population, use, skills, standard, attitude

and pressure.

Social influences are also responsible in learning language, they are:

a. Contact

The group of persons with whom we continually use a language, have

some effect on the manner and skill which use, so do the situation in

which we placed. For example, a young boy who was born in Yogyakarta

(Javanese language as a native language), will be able to speak Sundanese

when he live for a long time in Bandung (which Sundanese as native

language). It can be done because the intensity of contact between people

who as speaker and as listener.

b. Time

The amount of time spent by the students in learning English as a foreign

language is also the most important factors in mastering and maintaining

it, for example the student who has spent much time to practice his

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language by reading, writing or watching English movies, will be able to

improve his English skill.

c. Use

Another important factor in the mastery and maintaining of English as a

foreign language is how often someone uses this language. By using

English as a daily, we will feel that English vocabularies are not strange

any more.

3. Psychological

The ability to learn a second language varies from each person. There are

person who immigrate in their new places, while others succeed in learning a

second language after a few periods of foreign residence.

Some of the reasons for their differences are; age, motives, native

skill, intelligence and personality, auditory memory span, intention pr

readiness to learn, emotion and drive.

a. Age

A young boy is must be easier to learn foreign language and an adult man

on the contrary difficult more. It usually done, based on psychology there

are the best performance of age, called gold age which a young boy (6-12

years old) easy to memorizing, processing and implementing information,

included new language.

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b. Motives

The reason a person wants to learn language and how much he wants to

learn it, how well and it what manner, may determine the amount of effort

he is willing to put into it.

c. Readiness

A person who wishes to do something will ready to do it by awaking

certain responses and mental associations. This is what gives direction to

his learning and it is an important factor in comprehension.

d. Interest

The desire to learn is requisite and basically needed by the students or

anybody who want to get knowledge.

According to Soetjipto (1996: 31), the factors of students’ achievement in

learning, dealing with the purpose of learning factor, teachers’ factor, students’ factor,

tool or media factor and environment factor.

1. The purpose of learning factor

In the learning process, appropriate purpose is a must. Reconditioned of

education can’t be fare well without it. But, by the appropriate purpose will

easier with any effort to develop learning process in reaching it goal.

Education’s purpose should improve the moral of students, because it

was as the essence of education. Doesn’t mean education if there is no

morality improvement for the students substantively.

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2. Teachers’ factor

In the importance meaning of teachers are adult persons who have

responsibility in educating. Teacher should have adult personality because

he/she will take along of student into adult personality step. The essence of

education, placed in the authority of teacher and the relationship between the

teacher and student. Teacher is a person who has the influential power in the

teaching process. So that, teacher should take along their student into the

purpose that will be reach.

3. Students’ factor

Student in the education point of view is every person or group of person who

receive the influent from somebody who perform the education activity.

Students have to give the education process to make them reach the morality

grade.

Students are the prominent objects in the educational process. Not

only formal education, even informal and non formal education is the equal

important or may be more important in influencing intellectual education.

4. Tool or media factor

Tool or media is deed or situation which intentionally done (Barnadib: 40).

Teaching process was supported by media or learning. So, learning facility is

the essential problem. Learning facility consist of school building until

learning media that used by the teacher in the class.

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5. Environment factor

Environment consists of everything that exists around the student. Some

expert divided the environment into 3 part, they are:

a. Family Environment

b. School Environment

c. Society Environment

C. Achievement Measurement Scale

Achievement measurement scale is one of the educational efforts, especially

teacher, to find out the data of students’ achievement (Ernest, 1962: 420). It usually

called with achievement test.

Gronlund explained that achievement test design for supporting and

reinforcing other aspects of the instructional process (1968: 1). It aids both the

teacher and student in assessing learning readiness, monitoring learning progress,

diagnosing learning difficulties and evaluating learning outcomes, the effectiveness

of testing is enhanced by observing a set of basic principles and noting the differences

between norm-referenced and criterion-reinforced test (Muhibbin, 1995: 144-145).

Ali (1998: 98) has also supported in this case. He said that an achievement test

may be used to measure the students’ achievement. The student usually desires to

know how much he/she have achieved and where the student stands among his/her

classmates. That score may argue a student to compete with other or with him/her

self. A low score may motivate a student to improve his/her own achievement and a

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high score gives him/her a satisfaction and his success and then will support him/her

for further success.

D. The Effectiveness and Efficiency of Teaching

The quality of teaching outcome may result from different factors; the

materials, the method, teacher’s knowledge, teaching facility and many others, but

one important thing that many teachers often forget or ignore is the capability of the

teacher or instructor in treating and accommodating the class. Here below are some

important factors to consider before and during the teaching process to make the

teaching process effective and fruitful (Effendi, 2005: 58).

1. The Size of Class

The size of class will give a significant impact on teaching outcome. It is

recommended the class consist of 6-12 students. Less than 6 students per

class is of course more effective, but inefficient (high cost impact). More than

12 students will be more efficient but ineffective (low quality impact). With

small number of students, there is plenty of opportunity two-way interaction;

teacher can answer the students’ questions as go along or teacher can ask the

questions to the student to get their opinion about the subject are teaching.

With large groups, the communication is almost entirely one-way, that

teacher need makes different approach to teach of them.

2. Students’ Stratified

Classification should not be distinguished based on years or ages, but

clustering system (children, youngster/youth and adult); social group (school

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students, housewives and employees); professions (doctors, teachers, lawyers

etc.).

In case of teaching in school, students’ stratified or classification might

be focus on the students’ ability and students’ amount of learning outcome

before they are placed and group in classes. It needs a placement test to

divide them in to classes.

3. Considering Gender

Despite it seems not fair to distinguish the class based on gender, it is still

necessary to consider differently about genders in the class. If number of

students is predominated by females, the explanation should be more details,

slightly slow and more polite, as females are in general more sensitive and

meticulous than males, who are in general more logical and relaxed than

females.

4. Students’ Participation

In case of the students have more knowledge about the subject, for example

the students who learning in study club or course outside of school, support

the students to active or participate in learning and teaching process.

5. Grouping

If the class relatively not well informed or most of the students seem to be

confused about the subject, split them into small groups, give them exercise

to be discussed in each of their groups. Some students are perhaps more

knowledgeable, alive and dynamic within groups, so that they can share

knowledge among themselves. This will also benefit you in evaluating the

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progress of students. If necessary, once a while sit together with them in

small group of discussion, then move to another group to establish a closer

and more familiar communication.

6. Recognize Students’ Background

Students’ status also needs to recognize by the teacher. Background,

character, profession of their family, it will give the impact of their learning

types. There some students have enough motivation in learning, but the

others might be less of motivation. When the students face any problems in

their home like families problem, it can be influence of student’s

concentration in learning process. Students’ consultant who has the duty to

help them should help their problem, continues in learning as usual.

E. Teaching and Learning English Grammar

A real necessary thing for a student is result of learning/learning outcome or

also called learning achievement. Result of learning can differentiate someone in

social status is fore part by others. Result of the student learning obtainable learned

from test and activity of student in following activity study. Test applied by the

teacher to measure aspect concept understanding, communications common sense,

and problem solving. But not forever test can express state truthfully from a student,

because test also influenced by technical factors other. Besides test, something else

applied by teacher as consideration in assessment is activity of student in study.

Activity is measured through interaction of teacher with student in process of study.

This time, application of study of English claims student activity, while learning only

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as facilitator to assist student in process of study. As facilitator shall learn earning

applies a study model which can assist student in formation of knowledge and

common sense.

English is a language. Learning English is dealing with language’s rule. One

of the English’s rules is English grammar. So, when we want to learn and fluent in

English, grammar is one of the prerequisite of it.

The problem occurred in teaching and learning English is how to teach (for

the teacher) and learn (for the student) easier and effectively. Indonesian people face

difficulties when they learn English grammar, because there are a lot of differences

between English grammar and grammar of bahasa Indonesia. The differences

between them, clearly found in the; tenses (verb alteration), morphology and

active/passive sentence.

From the problem above, about teaching and learning difficulties, teacher

chooses the appropriate method of learning is a must. Teacher might be explain to the

student about the grammar theories and then gives the student’s work or exercise. It

means to make the student not only know and comprehend theoretically, but teacher

hopes the student has the ability to apply it by giving assignment.

There are two kind of student’s work in the context of how to do, they might

be do personal or make a small group. This method of learning has usual and ordinary

done in the school institution with teacher as the actor. But, there is no evaluation of

any achievement, good and weaknesses of each method.

Student’s work in general, can’t be divorced from learning and teaching

process, usually at the end of teacher’s explanation, so the student’s work should be

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improve and innovate to make it more effective in the learning and teaching process.

In this research, learning and teaching which use student’s work as the way to get the

student’s comprehension called task-based learning (TBL).

F. Learning Based Task

Learning based task or commonly called task-based learning (TBL) is a

natural extension of communicative language teaching (Harmer, 2007: 51). This

method concerns on the students’ activities then language itself. TBL’s syllable shape

in the list of activities in the community like student’s daily activities, school

environment etc. Students pushed to make observation and use their experience about

anything around them. They learn to and have opportunity to describe their own

opinion, do the role playing or telling the other about the certain information.

How task-based learning improves the students’ comprehension in English

grammar? And then, when the students comprehend enough in English grammar, it

will directly bring up their learning out comes. After the students done their task and

then present in the class, with their couple, group or individually in front of the class,

they can look at the language they have used and work on any imperfections that have

arisen, correcting grammatical mistakes or thinking other aspect e.g. vocabularies,

structure, style (Harmer, 2007: 51).

1. The Definition of Task

Task as a noun has meaning as a definite piece work assigned to, falling to, or

expected of a person duty. It has meaning also as any piece of work. Other

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meaning is a matter of considerable labor or difficulty (random house, Inc.,

2006).

Other dictionary, explain the meaning of task, is a usually assigned

piece of work often to be finished within a certain time, or something hard or

unpleasant that has to be done (Merriam Webster: 2009).

It also has a lot of synonyms, as follows:

a. Assignment

Mean a piece of work to be done.

b. Duty

Mean implies an obligation to perform or responsibility for performance.

c. Job

Applies to a piece of work voluntarily performed; it may sometimes

suggest difficulty or importance.

d. Chore

Mean implies a minor routine activity necessary for maintaining a

household or farm.

e. Stint

Mean implies a carefully allotted or measured quantity of assigned work

or service.

Task on TBL means a set of rules that should followed by the students

as the teaching and learning steps in the implementation. Some of the key

terms in the TBL model are:

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a. Activity; doing something which can be seen as a step towards achieving

the task; one part of the process; work in progress.

b. Collaborative learning; working together and supporting each other to

maximize learning and task outcomes. It is the opposite of competitive

learning where each learner is trying to be better than his companions.

c. Language facilitator; the person who has a native speaker competence in

the language being learnt and can provide all the necessary linguistic input

to facilitate the activities and task achievement.

d. Learner–centered; describes an approach to classroom methodology which

puts learners’ needs and interests at the centre of the learning program.

e. Learning styles/strategies; a range of ways of studying and learning, along

the spectrum from experiential to studies.

f. Materials; anything which is used to form the basis of a language learning

activity or task.

g. Task; the end product to a planned process; a completed piece of work

h. Topic; any subject which provides contextualized language learning.

2. Kind of Task

a. Individual Task

Individual task is student’s assignments which do personally. Individual

task go for personal learning development. Some method of learning that

try to make a smart student, are active learning, accelerated learning and

quantum learning.

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b. Group Tasks

Different with individual task, group tasks is properly done in a group.

Learning in a group of students is a strategy to get successful teaching in

small team, usage of a variation from learning activity to improve subject

understanding. Every team member is not only responsible at learning

which had been taught but also assists learning closed friend their own

team, thus makes a condition of achievement.

There are some characteristics of group tasks:

1) Student works in group for complete of it’s (the learning matter/task).

2) Group formed by the student who has different ability; height, low and

medium.

3) If possible, member of group is coming from race culture, tribe, and

different gender.

4) Appreciation is more orienting is group compared to individual.

3. The Role of Individual Task And Group Tasks (Harmer, 2007: 51)

a. Pre-Task Phase

Before the task, the teacher explores the topic with the class. Useful

(relevant) lexical items may be given. Also, the learners may be given

further input, such as pat authenticates text as a lead- in.

b. The Task Cycle

The task cycle can be broken down into three stages: Task, in which the

learners do the task. Planning, when the learners prepare to report to the

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Pre-Task Phase The Task Cycle The Post-task Perspective

whole class (usually orally or in writing) who they did the task Report,

when the reports are presented to the class and results compared

c. The Post-task Perspective

The teacher, after having had the lesson done in the class by students in

his/her supervision evaluates various aspects of the lessons with a view to

investigate whether the lesson experiment turned out to be successful or

unsuccessful. He/ She also focus on both positives as well as negative

aspects of the lesson and plans ahead accordingly. This researcher

presents in this paper a highly positive feedback report along with lesson

proceeding examined against current ELT research findings for future

development of ELT practitioners.

Diagram 2

The Steps of Task

G. Task-Based Learning (TBL) In Teaching English Grammar

How to teach English grammar by using TBL? It commonly question asked

by the teacher who hasn’t understand deeper about it. But, before discussing that

main question in this part of chapter, lets we know more about what TBL is?

TBL’s model of research is longitudinal research. It means that the researcher

needs to follow the object of research growing up. Researcher makes certain teaching

and learning progress is a must, to know the condition of students before model of

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learning done. It will continue until teaching and learning is progressing, and then

finally, researcher analyzes and evaluates the students’ learning out comes to

compares both of model of learning (Harmer, 2007: 57).

Task-based learning English grammar as a simply teaching model, but might

be need for teacher’s creativity and innovation. This teaching model is not usual as

the classical way to teach the students. It is not only explain the topic and then giving

the exercise to makes the students understand, but teaching with the real condition

that faced by the students in their around places, creativity is a must for the teacher

(Harmer, 2007: 59).

H. The Differences between Grammar and Structure

Researcher faced difficulties to find the proper references about the differences

between grammar and structure. Some explanation both of them, taken through

internet resources as follow:

1. The branch of linguistics that deals with syntax and morphology (and

sometimes also deals with semantics).

(http://wordnetweb.princeton.edu/perl/webwn?s=grammar)

2. In linguistics, grammar is the set of logical and structural rules that govern the

composition of sentences, phrases, and words in any given natural language.

(http://en.wikipedia.org/wiki/Grammar)

26

3. A system of rules and principles for speaking and writing a language; The

study of the internal structure of words (morphology) and the use of words in

the construction of phrases and sentences (syntax).

(http://en.wiktionary.org/wiki/grammar)

4. Grammar is the system of relationships between elements of the sentence that

links the 'sounds' to the 'meanings'. It is used to refer both to the knowledge of

language in the speaker's mind, and to the system as written down in rules,

grammar-books and other descriptions.

(http://homepage.ntlworld.com/vivian.c/Linguistics/LinguisticsGlossary.htm)

5. A grammar is a set of rules which determine if a sequence of characters

conforms to a language. As used in the specification these rules are context-

free. (http://msdn.microsoft.com/en-us/library/dd285255.aspx)

6. A set of rules that together define a language.

(http://oreilly.com/flex/excerpts/9780596155971/glossary.html)

7. A part of language comprised of morphology and syntax, grammar allows an

infinite expression of ideas, makes language itself possible, and may have

been naturally selected for.

(http://www.csa.com/discoveryguides/lang/gloss.php)

8. A formal description of a language in terms of vocabulary and rules for

writing phrases and sentences.

(http://www.cs.utexas.edu/users/novak/cs315vocab.html)

27

9. The system of rules by which words are formed and put together to make

sentences. (http://www.cpin.us/p/pel/glossary.htm)

10. Comes from the Greek word grammatikos, which is best translated "letters"

and carries all the meanings of our word letters. Grammar cultivates the skill

of interpreting symbols, first, individual letters or phonemes, then words, and

ultimately texts, works of art, and artifacts.

(http://circeinstitute.org/definitions%202.shtml)

11. [noun] Grammar is used to refer to a number of areas of knowledge:

traditionally, the morphological and syntactic properties of a human language;

a system of structural rules which are the basis of linguistic generation and

understanding; a language theory or a model of linguistic competence. ...

(http://portal.bibliotekivest.no/terminology.htm)

12. Grammar (noun): the structure and system of a language or of languages in

general, usually considered to consist of syntax and morphology..

(http://www.englishclub.com/grammar/)

13. Grammar is an analysis of the various functions performed by the words of

the language, as they are used by native speakers and writers. In such an

analysis, words can be given various names, depending on the function which

they perform. (http://www.fortunecity.com/bally/durrus/153/gramch01.html)

By the simply, grammar is the whole system of languages in general,

usually taken as consisting of syntax and morphology (including inflections) and

sometimes also phonology and semantics which used by native speakers and

writers.

28

Formula: [verb] + s/es in third

person

Structure is a fundamental, if  intangible, notion referring to

the recognition, observation, nature, and stability disambiguation needed

of patterns and relationships of entities. Structure is a hierarchy (a cascade of

one-to-many relationships) or a network featuring many-to-many relationships.

(http://en.wikipedia.org/wiki/Structure).

From the discussion above, we can make a conclusion that the different

between grammar and structure are; grammar refers to the regulatory or rules of

language and structure focuses on pattern/arrangement of language. Although

basically, both of them have the same goal, as an effective media to delivered

and received the main purpose of communication.

I. English Grammar Theories

Basic tenses theories for tenses and other material which learned by the XI

grade of Vocational school’s students are only for daily conversation.

1. Simple Present Tense

Simple present tense is basic grammar which usually used by people in their

daily communication. This is the simple tenses rule use to describe any

activities that commonly or habitually. An easy tense rule, because it only use

verb 1 and other simple addition (s/es) for 3rd people who become as a subject.

Examples:

29

You speak English.

Do you speak English?

You do not speak English.

USE 1 Repeated Actions

Use the Simple Present to express the idea that an action is repeated or usual.

The action can be a habit, a hobby, a daily event, a scheduled event or

something that often happens. It can also be something a person often forgets

or usually does not do.

Examples:

I play tennis.

She does not play tennis.

Does he play tennis?

The train leaves every morning at 8 AM.

The train does not leave at 9 AM.

When does the train usually leave?

She always forgets her purse.

He never forgets his wallet.

Every twelve months, the Earth circles the Sun.

Does the Sun circle the Earth?

30

USE 2 Facts or Generalizations

The Simple Present can also indicate the speaker believes that a fact was true

before, is true now, and will be true in the future. It is not important if the

speaker is correct about the fact. It is also used to make generalizations about

people or things.

Examples:

Cats like milk.

Birds do not like milk.

Do pigs like milk?

California is in America.

California is not in the United Kingdom.

Windows are made of glass.

Windows are not made of wood.

New York is a small city. It is not important that this fact is untrue.

USE 3 Scheduled Events in the Near Future

31

Speakers occasionally use Simple Present to talk about scheduled events in

the near future. This is most commonly done when talking about public

transportation, but it can be used with other scheduled events as well.

Examples:

The train leaves tonight at 6 PM.

The bus does not arrive at 11 AM, it arrives at 11 PM.

When do we board the plane?

The party starts at 8 o'clock.

When does class begin tomorrow?

USE 4 Now (Non-Continuous Verbs)

Speakers sometimes use the Simple Present to express the idea that an action

is happening or is not happening now. This can only be done with Non-

Continuous Verbs and certain Mixed Verbs.

Examples:

I am here now.

She is not here now.

He needs help right now.

He does not need help now.

He has his passport in his hand.

Do you have your passport with you?

32

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as:

always, only, never, ever, still, just, etc.

Examples:

You only speak English.

Do you only speak English?

ACTIVE / PASSIVE

Examples:

Once a week, Tom cleans the car. Active

Once a week, the car is cleaned by Tom. Passive

2. Simple Present Continuous Tense

Form

[am/is/are + present participle]

Examples:

You are watching TV.

Are you watching TV?

You are not watching TV.

USE 1 Now

33

Use the Present Continuous with Normal Verbs to express the idea that

something is happening now, at this very moment. It can also be used to show

that something is not happening now.

Examples:

You are learning English now.

You are not swimming now.

Are you sleeping?

I am sitting.

I am not standing.

Is he sitting or standing?

They are reading their books.

They are not watching television.

What are you doing?

Why aren't you doing your homework?

USE 2 Longer Actions in Progress Now

In English, "now" can mean: this second, today, this month, this year, this

century, and so on. Sometimes, we use the Present Continuous to say that we

are in the process of doing a longer action which is in progress; however, we

might not be doing it at this exact second.

34

Examples: (All of these sentences can be said while eating dinner in a

restaurant.)

I am studying to become a doctor.

I am not studying to become a dentist.

I am reading the book Tom Sawyer.

I am not reading any books right now.

Are you working on any special projects at work?

Aren't you teaching at the university now?

USE 3 Near Future

Sometimes, speakers use the Present Continuous to indicate that something

will or will not happen in the near future.

Examples:

I am meeting some friends after work.

I am not going to the party tonight.

Is he visiting his parents next weekend?

Isn't he coming with us tonight?

USE 4 Repetition and Irritation with "Always"

35

The Present Continuous with words such as "always" or "constantly"

expresses the idea that something irritating or shocking often happens. Notice

that the meaning is like Simple Present, but with negative emotion.

Remember to put the words "always" or "constantly" between "be" and

"verb+ing."

Examples:

She is always coming to class late.

He is constantly talking. I wish he would shut up.

I don't like them because they are always complaining.

REMEMBER Non-Continuous Verbs/ Mixed Verbs

It is important to remember that Non-Continuous Verbs cannot be used in any

continuous tenses. Also, certain non-continuous meanings for Mixed Verbs

cannot be used in continuous tenses. Instead of using Present Continuous with

these verbs, you must use Simple Present.

Examples:

She is loving this chocolate ice cream. Not Correct

She loves this chocolate ice cream. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as:

always, only, never, ever, still, just, etc.

Examples:

You are still watching TV.

Are you still watching TV?

36

ACTIVE / PASSIVE

Examples:

Right now, Tom is writing the letter. Active

Right now, the letter is being written by Tom. Passive

3. Simple Past Tense

Form

S + [VERB+ed] or irregular verbs + Complement

Examples:

You called Debbie.

Did you call Debbie?

You did not call Debbie.

USE 1 Completed Action in the Past

Use the Simple Past 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.

Examples:

I saw a movie yesterday.

I didn't see a play yesterday.

Last year, I traveled to Japan.

37

Last year, I didn't travel to Korea.

Did you have dinner last night?

She washed her car.

He didn't wash his car.

USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completed actions in the past. These

actions happen 1st, 2nd, 3rd, 4th, and so on.

Examples:

I finished work, walked to the beach, and found a nice place to swim.

He arrived from the airport at 8:00, checked into the hotel at 9:00, and

met the others at 10:00.

Did you add flour, pour in the milk, and then add the eggs?

USE 3 Duration in Past

The Simple Past can be used with a duration which starts and stops in the past.

A duration is a longer action often indicated by expressions such as: for two

years, for five minutes, all day, all year, etc.

38

Examples:

I lived in Brazil for two years.

Shauna studied Japanese for five years.

They sat at the beach all day.

They did not stay at the party the entire time.

We talked on the phone for thirty minutes.

A: How long did you wait for them?

B: We waited for one hour.

USE 4 Habits in the Past

The Simple Past can also be used to describe a habit which 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, when I was younger, etc.

Examples:

I studied French when I was a child.

He played the violin.

He didn't play the piano.

Did you play a musical instrument when you were a kid?

She worked at the movie theater after school.

They never went to school, they always skipped class.

39

USE 5 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."

Examples:

She was shy as a child, but now she is very outgoing.

He didn't like tomatoes before.

Did you live in Texas when you were a kid?

People paid much more to make cell phone calls in the past.

IMPORTANT When-Clauses Happen First

Clauses are groups of words which have meaning but are often not complete

sentences. Some clauses begin with the word "when" such as "when I dropped

my pen..." or "when class began..." These clauses are called when-clauses,

and they are very important. The examples below contain when-clauses.

Examples:

When I paid her one dollar, she answered my question.

She answered my question when I paid her one dollar.

When-clauses are important because they always happen first when both

clauses are in the Simple Past. Both of the examples above mean the same

40

thing: first, I paid her one dollar, and then, she answered my question. It is not

important whether "when I paid her one dollar" is at the beginning of the

sentence or at the end of the sentence. However, the example below has a

different meaning. First, she answered my question, and then, I paid her one

dollar.

Example:

I paid her one dollar when she answered my question.

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as:

always, only, never, ever, still, just, etc.

Examples:

You just called Debbie.

Did you just call Debbie?

ACTIVE / PASSIVE

Examples:

Tom repaired the car. Active

The car was repaired by Tom. Passive

A beautiful dinner is going to be made by Sally tonight. Passive

Sally is going to make a beautiful dinner tonight. Active

41

4. Simple Future Tense

Simple Future has two different forms in English: "will" and "be going to."

Although the two forms can sometimes be used interchangeably, they often

express two very different meanings. These different meanings might seem

too abstract at first, but with time and practice, the differences will become

clear. Both "will" and "be going to" refer to a specific time in the future.

Form Will

[will + verb]

Examples:

You will help him later.

Will you help him later?

You will not help him later.

Form Be Going To

[am/is/are + going to + verb]

Examples:

You are going to meet Jane tonight.

Are you going to meet Jane tonight?

You are not going to meet Jane tonight.

USE 1 "Will" to Express a Voluntary Action

"Will" often suggests that a speaker will do something voluntarily. A

voluntary action is one the speaker offers to do for someone else. Often, we

42

use "will" to respond to someone else's complaint or request for help. We also

use "will" when we request that someone help us or volunteer to do something

for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily

do something.

Examples:

I will send you the information when I get it.

I will translate the email, so Mr. Smith can read it.

Will you help me move this heavy table?

Will you make dinner?

I will not do your homework for you.

I won't do all the housework myself!

A: I'm really hungry.

B: I'll make some sandwiches.

A: I'm so tired. I'm about to fall asleep.

B: I'll get you some coffee.

A: The phone is ringing.

B: I'll get it.

USE 2 "Will" to Express a Promise

"Will" is usually used in promises.

Examples:

I will call you when I arrive.

If I am elected President of the United States, I will make sure everyone

has access to inexpensive health insurance.

43

I promise I will not tell him about the surprise party.

Don't worry, I'll be careful.

I won't tell anyone you’re secret.

USE 3 "Be going to" to express a Plan

"Be going to” expresses that something is a plan. It expresses the idea that a

person intends to do something in the future. It does not matter whether the

plan is realistic or not.

Examples:

He is going to spend his vacation in Hawaii.

She is not going to spend her vacation in Hawaii.

A: When are we going to meet each other tonight?

B: We are going to meet at 6 PM.

I'm going to be an actor when I grow up.

Michelle is going to begin medical school next year.

They are going to drive all the way to Alaska.

Who are you going to invite to the party?

A: Who is going to make John's birthday cake?

B: Sue is going to make John's birthday cake.

USE 4 "Will" or "Be Going to" to Express a Prediction

Both "will" and "be going to" can express the idea of a general prediction

about the future. Predictions are guesses about what might happen in the

44

future. In "prediction" sentences, the subject usually has little control over the

future and therefore USES 1-3 do not apply. In the following examples, there

is no difference in meaning.

Examples:

The year 2222 will be a very interesting year.

The year 2222 is going to be a very interesting year.

John Smith will be the next President.

John Smith is going to be the next President.

The movie "Zenith" will win several Academy Awards.

The movie "Zenith" is going to win several Academy Awards.

IMPORTANT

In the Simple Future, it is not always clear which USE the speaker has in

mind. Often, there is more than one way to interpret a sentence's meaning.

No Future in Time Clauses

Like all future forms, the Simple Future cannot be used in clauses beginning

with time expressions such as: when, while, before, after, by the time, as soon

as, if, unless, etc. Instead of Simple Future, Simple Present is used.

Examples:

When you will arrive tonight, we will go out for dinner. Not Correct

When you arrive tonight, we will go out for dinner. Correct

45

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as:

always, only, never, ever, still, just, etc.

Examples:

You will never help him.

Will you ever help him?

You are never going to meet Jane.

Are you ever going to meet Jane?

ACTIVE / PASSIVE

Examples:

John will finish the work by 5:00 PM. Active

The work will be finished by 5:00 PM. Passive

46

CHAPTER IIITHE METHODOLOGY OF RESEARCH

A. Variables of Research

Researcher use manipulated variables, and divide it’s as follows:

a. X1 : Individual task

b. X2 : Group task

c. Y : Students’ achievement

B. Objective of Research

The objective of research is to know the comparison between the students’

achievement in learning English grammar between individual task and group

tasks.

C. Place and Time of Research

1. The research will be held at XI grade of SMKN 1 Cirebon by the samples is

two classes; XI TKJ-1 (TKJ: Technical Computer Network Program) and XI

TKJ-2.

2. The time of research is November 2nd 2009 until January 2nd 2010.

47

47

D. Population and Sample

1. Population

According to Walter and Hall (1971: 115) that population is all of members of

real of hypothetical sets of persons, events or objects. So the populations of

research are all of the students of SMKN 1 Cirebon with the number of 1084

students.

2. Sample

Sample is the portion or representative of population. Based on the main

problem of research, it needs to use the cluster sampling, because the variable

of the research are manipulated variable and it will be difficult to use random

sampling. Cluster sampling select as a group or subject than individually

(Margono, 1997: 121). The researcher chooses Class XI TKJ-1 as control

class and XI TKJ-2 as experimental class, with the total number of samples

are 70 students.

E. Method of Research

Research use quantitative approach, that empirical data as the primary

information and theoretical data as the secondary information. It will be analyze

by statistic formula, by using T-test formula.

48

F. Technique of Collecting Data

a. Observation

Observation need to find out the real of problem in application. Observation is

the way to comprehend the environment and anything needed by the research

the field or place of research. Because observation involves any activities that

focus of attention towards certain object using all of human senses (Arikunto,

2002: 120).

b. Interview

Interview need to find the data of students. Consist of population, choosing

sample and about the students’ achievement in learning English grammar

before the research done. Data from interview classified as pre-elementary

data.

c. Test

Test used to collect the data about students’ ability (Arikunto, 2002: 120). For

the instrument of test in the research, especially use for comparison data of

two variables, namely:

1) Test for Variable 1 (The Students’ achievement in learning English

Grammar through individual task)

2) Test for Variable 2 (The Students’ achievement in learning English

Grammar through group task)

49

Choosing the proper material of teaching and learning

Learning ProcessXI TKJ-1

Learning ProcessXI TKJ-2

Test for XI TKJ-1 Test for XI TKJ-1

Analyzing Test results XI TKJ-1 Analyzing Test results XI TKJ-1

Comparing Test results

G. The Procedure of Collecting Data

Data collection procedures are important steps in the conducted research in an

effort to collect research data. The steps are as follows.

1. Analyze the material on grammar handbooks for vocational English language

XI grade.

2. Implement learning English grammar by 2 different methods of task.

3. Develop a test grating.

4. Implement the test instrument.

5. Analyzing test results data.

6. Comparing the test result data between both classes.

Diagram 3

50

The Procedure of Collecting Data

H. The Instrument Design

Instrument design of the research is needed by the researcher as tool used in

order to obtain the required data which are properly support the successfulness of

research. Form of design research instruments are the formats in which the research

in detail describing the various data required by researchers. Next, from the data

obtained, it will be used as the basis for the research analysis and processed as a study

of research.

Table 3.1

The Instrument Design

Code Technique Data Purpose Object01-A Observation Descriptive comprehend the environment

and anything needed by the research the field or place of research

School environment

01-B Observation Descriptive comprehend the condition of field or place of research based on internal point of view

School organization

01-C Observation Descriptive

Discreet

Collect the data that anything needed by the research the field or place of research quantitatively

Administration staffs

02-A Interview Descriptive Comprehend the condition of school in the field of school improvement’s program

Head Master

02-B Interview Descriptive understand the curriculum strategy in terms of improvement school quality

Vice Head Master of Curriculum

02-C Interview Descriptive Interview need to find the data of students. Consist of population, choosing sample and about the students’ achievement in learning English grammar before the research process.

English Teacher

02-D Interview Descriptive check on students and the Class Guardian

51

various problems faced in the classroom as well as the scope of the solution

03-A Test for Variable 1

Discreet Test used to collect the data about students’ ability in English grammar after the research process (students learn by using Individual task) is complete

Students XI TKJ-1(control class)

03-B Test for Variable 2

Discreet Test used to collect the data about students’ ability in English grammar after the research process (students learn by using Group Tasks) is complete

Students XI TKJ-2 (experimental class)

04-1-A Task for Students’ Progress Variable 1

Discreet Task used to analyze the development progress of students

Students XI TKJ-1(control class)

04-2-A Task for Students’ Progress Variable 1

Discreet Task used to analyze the development progress of students

Students XI TKJ-1(control class)

04-3-A Task for Students’ Progress Variable 1

Discreet Task used to analyze the development progress of students

Students XI TKJ-1(control class)

04-4-A Task for Students’ Progress Variable 1

Discreet Task used to analyze the development progress of students

Students XI TKJ-1(control class)

04-1-B Task for Students’ Progress Variable 2

Discreet Task used to analyze the development progress of students

Students XI TKJ-2 (experimental class)

04-2-B Task for Students’ Progress Variable 2

Discreet Task used to analyze the development progress of students

Students XI TKJ-2 (experimental class)

04-3-B Task for Students’ Progress Variable 2

Discreet Task used to analyze the development progress of students

Students XI TKJ-2 (experimental class)

04-4-B Task for Students’ Progress Variable 2

Discreet Task used to analyze the development progress of students

Students XI TKJ-2 (experimental class)

52

I. Technique of Analyzing Data

a. T-test Formula

Based on Walter R. Borg and Hall (1971: 388), the data should be analyzed

by using post test group design with a T-test comparison of mean of post test

scores from the control group (Variable 1) and the experimental group

(Variable 2).

The formula of T-test, as follows:

X1 – X2

t = Sd12 + Sd2

2

n1 n2

Boldness:

t : T-Value

X1 : Mean score of students’ achievement in English grammar through

individual task (X1 Variable).

X2 : Mean score of students’ achievement in English grammar through

group task (X2 Variable).

Sd1 : Standard deviation of X1 variable.

Sd2 : Standard deviation of X2 variable.

n1 : Number of students of X1 variable.

n2 : Number of students of X2 variable.

df : Degree of freedom [ (n1+n2) – 2 ]

53

b. Statistic Hypothesis

H0 = Null Hypothesis: Students’ achievement in learning English grammar

through individual task.

Ha = (Alternative hypothesis): Students’ achievement in learning English

grammar through group task.

c. T-Value Table

Table 3.2

T-Value Table

Value of “t” Interpretation

H0 > Ha

H0 = Ha

H0 < Ha

Students’ achievement in English grammar through

variable 1 is better than variable 2.

There is no comparison between variable 1 and

variable 2.

Students’ achievement in English grammar through

variable 2 is better than variable 1.

54

CHAPTER IVRESEARCH FINDING

A. The Objective Condition Of School

1. School Identity

Name of school : SMK NEGERI 1 CIREBON

Statistic school number : 321026303002

Main school number : 321.026.3020

Founding number : No. 06/DJAP-D/B1/61 Tgl.15 Agustus 1961

(STM Negeri Cirebon)

Founding number alleration : Kep. Men. PDK RI No. 036/O/1997

(SMK Negeri 1 Cirebon)

School address : Jl. Perjuangan Telp/Fax (0231) 480202

Cirebon 45132

Village : Sunyaragi

Sub district : Kesambi

City/Town : CIREBON

Province : West Java

2. Head master identity

Name of head master : Drs. S U T A D I

Degree : S-1/Bachelor Degree

Major : Architect

Birthday : September 21st 1961

55

55

Address : Blok Manis RT/RW 01/01

Kel. Sindang Laut Kec. Lemahabang

Kab. Cirebon 45184

Official main number : 131761449

Elevation number : 821.27/KEP.220-BKD/2008

Date of elevation number : June 26th 2008

3. The perspective of SMK Negeri 1 Cirebon

“Becomes the international level of The Vocational Middle Education and

Industry”.

4. Mission of SMK Negeri 1 Cirebon

Gives service to educative participant and public through education and

training is having standard angle blocks is international orienting at

technological area and industry.

Guides, constructs and points student career according to potency,

enthusiasm, talent and performance toward position which more adult,

professional and self-supporting in challenging in now and also a period of

will come.

Carries out technological education training and professional industry as

according to demand trade/industrial world.

Prepares human resource believe, having god-fearing, cultured and has

competitive interest in global competition era.

5. The purpose of school

56

Prepares student to enter employment and develops professional position.

Prepares student that be able to choose career, competition and develops

their self.

Educative of student for continuing to higher level education ladder.

Prepares alumna in order to become productive citizen, creative and

adaptive.

6. Strategy

Refers to legislation system applied, good invited, Regulation of The

Government, Ministerial decree, Policy of Director Department of

Education, Policy of Middle Vocational School Education Director and

also West Java Department of Education Policy and also Education

Agency of Cirebon Town and vision Cirebon Town as commerce town

and tourism.

Optimize of Human resource power source (teacher, student,

Administration staff, and student old fellow) as vital asset.

Optimize supporting facilities for the infrastructure (building, practice

equipments, appliance etc).

Cooperation with trade/industrial world and related institution.

Coordination with local government, fellow school, industrial agency of

Cirebon Town, K3SK (Environment, health and safety), vocational official

staff of Education Department of West Java.

Perennial 5 programs consisted of by long-range program, intermediate

term and short-range, with routine activity step, regular and

57

special/incidental, by paying attention to priority scale as according to

available budget.

7. Expertise program

Expertise Program Building Engineering

Expertise Program Building Engineering

Expertise Program of Computer Engineering and ICT/Computer Network

Expertise Program of Electric power Exploiting Engineering

Expertise Program of Coolant Engineering and Temperature Control

Expertise Program of Machining Engineering

Expertise Program of Mechanic Engineering Automotive

8. Data of School Utilities

Table 4.1

Teacher Data

EducationOfficial Status Level

GT GBS DPK GTT JML IIIa IIIb IIIc IIId IVa IVbPost Graduate

(S2)4 - - - 4 - - - - 2 2

Bachelor Degree (S1/D4)

116 - 1 25 143 20 8 - 3 86 1

Diploma Degree (D3)

2 - - - 2 - - - 1 1

High School (SMA)

- - - - - - - - - -

Total 123 - 1 25 149 20 8 ’- 4 89 3

Table 4.2

Administration Officer Data

58

EducationOfficial Status Level

Permanent

Honorary

Total

Id

IIa

IIb

IIc

IId

IIIa

IIIb

IIIc

Bachelor Desgree

(S1)1 2 3 - - - - - - - 1

Diploma (D3)

- 2 2 - - - - - - - -

High School (SMA)

6 21 27 - 1 - - - 2 2 1

Junior (SMP)

- 1 1 - - - - - - - -

Elementary (SD)

1 4 5 - 1 - - - - - -

JUMLAH 8 30 38 - 2 - - - 2 2 2

Table 4.3

Patch Capacity of School

Education yearRegistrant Amount

Receive Amount/ New Student

Receive Ratio

M F Total M F Total ( % )

2003 / 2004 1770 47 1817 467 24 491 28,0

2004 / 2005 1198 30 1228 456 24 480 39,0

2005 / 2006 1550 30 1581 564 31 595 38,0

2006 / 2007 1732 128 1860 497 33 530 28,5

2007 / 2008 1525 81 1611 839 49 888 50,0

2008 / 2009 2020 191 2141 627 45 672 50,0

2009 / 2010 2126 234 2375 446 46 124 20,8

Table 4.4

Students Data of 2009-2010 Education Year

59

No Major LevelStudents Data

TotalClass

M F Total

1Building Engineering

Program

1 4 115 14 1293702 5 148 3 151

3 3 85 5 90

2Building Engineering

Program

1 2 57 9 662252 2 52 14 66

3 3 83 10 93

3Computer Engineering and

ICT Program

1 1 22 11 331672 2 50 19 69

3 2 49 16 65

4Electric power Exploiting

Engineering Program

1 2 65 5 702382 2 66 4 70

3 3 97 1 98

5Coolant Engineering and

Temperature Control Program

1 1 34 2 361532 2 61 5 66

3 2 50 1 51

6Machining Engineering

Program

1 3 102 6 1083242 3 94 2 96

3 4 117 3 120

7Mechanic Engineering Automotive Program

1 3 96 6 1023272 3 101 2 103

3 4 119 3 122TOTAL 56 1663 141 1804 1804

Table 4.5

Graduation Data

60

Year of Education

Program/Major

Students’ Amount

Total of Graduate

Number of Drop

Out

M L Total M L Total ( % )

1998 / 1999Building, Electronic &

Machine452 34 486 449 33 482 1,8

1999 / 2000Building, Electronic &

Machine457 23 480 464 16 480 1,8

2000 / 2001Building, Electronic &

Machine468 25 493 452 16 468 1,3

2001/2002Building, Electronic &

Machine470 23 493 468 24 492 0.2

2002/2003Building, Electronic &

Machine555 21 576 555 21 576 0

2003/2004Building, Electronic,

Machine & Informatics417 20 437 417 2 437 0

2005/2006Building, Electronic,

Machine & Informatics436 22 458 405 22 427

Fail National

Exam 31

Students

2006/2007Building, Electronic,

Machine & Informatics433 25 458 432 25 457

Fail National

Exam 1

Students

2007/2008Building, Electronic,

Machine, Automotive and ICT

439 30 469 465 25 465

Fail National

Exam 4

Students

2008/2009 ALL Program/Major 474 33 507 474 33 507 0

Table 4.6

School Facility/Class Room

61

Types of Room TotalWide (m2)

ConditioGood Sufficient Broken

Class Room 24 1800 M2 6 12 6

Workshop 26 6.312 M2 - 26 -

Computer Laboratory 3 151 M2 - 2 1

Library 1 218 M2 - 1 -

Head Master Office 1 65 M2 - 1 -

Vice Head Master Office

1 80 M2 - 1 -

Teacher Office 1 176 M2 - 1 -

Warehouse 1 151 M2 - 1 -

Counseling Room 1 36 M2 - 1 -

Students Council Room

2 36 M2 - 2 -

Administration Office 1 81 M2 - 1 -

Extra Curricular Room

3 38 m2 2 1 -

B. The Implementation of Research

1. The English Curriculum of SMK Negeri 1 Cirebon

62

SMK Negeri 1 Cirebon is one of vocational school which has national

standardization in quality, and now become international standardization

school which in progress for preparation. The curriculum of SMK Negeri 1

Cirebon, same with other, although there are some specialized only in

productive lesson. SMK Negeri 1 Cirebon also use KTSP (curriculum for each

education level) as commonly used by our education institution that suggested

by the government.

Curriculum is developed based on principle that educative participant

has central position to develop its. The interest that becomes man who is

religious and godly to God the supreme single, glory behavior, healthy,

bookish, capable, creative, self-supporting and becomes democratic citizen

and responsible. For supports attainment of purpose of the interest expansion

educative participant adapted for potency, development, requirement, and

importance of educative participant and area demand.

Curriculum for each education level (KTSP) is compiled by referring at

standard of content and standard of graduate competence. KTSP has been

specified by government to guarantee attainment purpose of national

education. Compilation of KTSP guidance which compiled by National

Standard of Education Agency (BSNP) and other rule concerning curriculum

in education institution no. 20/2003 and government policy no. 19/2005.

Compilation of KTSP hardly is needed to accommodates all the potency in

area and increase quality of identity education in the field of academic and

63

also academic xenon, looks after area culture, keeps abreast of knowledge and

technology based on by believe and godly.

2. Teaching and Learning Process of English Grammar

Teaching and learning process at SMK Negeri 1 Cirebon commonly use

classical method of teaching and learning. Teacher explains the topic in the

opening phase of teaching and learning process, than the students bring out

any question (question and answer session). Evaluation of students’

comprehension based on the topic learned, teacher gives the test dealing with

the topic.

Students’ homework as the classic features of learning, as a duty for

the students are can’t be negligible by them. It caused by the extra activities

did by the students after school time. The task is one of method in learning as

the step for memorizing and build up the students’ comprehension.

3. Research Process

a. Observation

Observation is either an activity consisting of receiving knowledge of the

outside world through the senses, or the recording of data using scientific

instruments. The term may also refer to any data collected during this

activity.

Observation in the research is trying to find the data, primary and

secondary that will be used to conclusion analysis. The date of observation

of the research was completely on November 10th 2009.

64

There are some field of observation; school environment, school

organization and administration staffs of SMKN 1 Cirebon. The data

needed for research as a basic data which used to comprehending the

objective condition of school.

b. Interview

Interview need to find the data of students. Consist of population,

choosing sample and about the students’ achievement in learning English

grammar before research done. Data from interview classified as pre-

elementary data.

Interview need a specific instrument as a border in form of appropriate

questions which given to the subject. Research chooses Head Master, Vice

Head Master of Curriculum and Class Guardian as the subjects who need

to interview. Catch their opinion about the condition of school and also

some suggestion that needed about the application of research.

Interview instrument completely finished at November 20th 2009. At

the end of interview researcher analyzes the data, opinion and suggestion

for choosing samples of research.

c. Choosing Samples

English teacher and also as class guardian, gave suggestion for choosing

samples. They described any factors as the consideration for choosing

samples of research. Those consideration are about the quantity or number

of students each classes, students’ achievement level, also dealing with

65

gender, as long as we know that vocational school commonly women have

less proportion of students.

d. Teaching Process

The teaching process of research is same as teaching process in general.

Where need a lesson plan, material of teaching, time allotted, media of

learning and others. But, for the Task-Based Learning, here need a

specific process and method. Teaching and learning through TBL, the

Teacher role as a supervisor, who gives the rule of learning, material and

also evaluating the outcomes.

TBL needs the students to active learning, when it can’t be done as

requirements, they will not get any improvements and advantages of it

learning method, and even they will fail in this kind of method of

teaching.

First step of teaching process described about the method of teaching

(TBL), told the students any things needed and as their requirements to

join the class (eg. Dictionary for each students, key word new vocab, etc.).

For the second until last meeting, form of teaching process is same. They

only different on topic and material, also task itself. The teaching process

describe completely in the table below.

66

Table 4.7

Teaching Process Schedule

No Date Class Topic1 12-11-2009 XI TKJ-1 Introduction2 14-11-2009 XI TKJ-1 Pre-Test3 16-11-2009 XI TKJ-2 Introduction4 18-11-2009 XI TKJ-2 Pre-Test5 19-11-2009 XI TKJ-1 Present Simple6 21-11-2009 XI TKJ-1 Present Simple7 23-11-2009 XI TKJ-2 Present Simple8 25-11-2009 XI TKJ-2 Present Simple9 26-11-2009 XI TKJ-1 Simple Continouse 10 28-11-2009 XI TKJ-1 Simple Continouse 11 03-12-2009 XI TKJ-2 Simple Continouse 12 05-12-2009 XI TKJ-2 Simple Continouse 13 07-12-2009 XI TKJ-1 Past Simple14 09-12-2009 XI TKJ-1 Past Simple15 10-12-2009 XI TKJ-2 Past Simple16 12-12-2009 XI TKJ-2 Past Simple17 14-12-2009 XI TKJ-1 Simple Future18 16-12-2009 XI TKJ-1 Simple Future19 17-12-2009 XI TKJ-2 Simple Future20 19-12-2009 XI TKJ-2 Simple Future21 21-12-2009 XI TKJ-1 Post-Test Preparation22 23-12-2009 XI TKJ-1 Post-Test23 25-12-2009 XI TKJ-2 Post-Test Preparation24 28-12-2009 XI TKJ-2 Post-Test

e. Test

Test uses for data analysis of students’ achievement after the teaching

program complete. Form of test for each class is same, because research

uses single-test single trial. It means that there only one test instrument

which uses to both of classes, control class and experimental class.

67

The test implemented at December 23rd 2009 for XI TKJ 1 and

December 28th 2009 for XI TKJ 2. Objective test use in this research, by

considering effectiveness and easier to analyze.

C. Research Finding

1. The students’ Achievement in English Grammar Through Individual Task

Individual task method implemented at XI TKJ 1 by number of students 35

students. Research does the learning – teaching program for 12 meeting, here

with the schedule of teaching – learning of XI TKJ 1.

Table 4.8

Teaching – Learning Schedule of XI TKJ 1

No Date Class Topic1 12-11-2009 XI TKJ-1 Introduction2 14-11-2009 XI TKJ-1 Pre-Test3 19-11-2009 XI TKJ-1 Simple Present4 21-11-2009 XI TKJ-1 Simple Present5 26-11-2009 XI TKJ-1 Simple Continouse 6 28-11-2009 XI TKJ-1 Simple Continouse 7 07-12-2009 XI TKJ-1 Simple Past8 09-12-2009 XI TKJ-1 Simple Past9 14-12-2009 XI TKJ-1 Simple Future10 16-12-2009 XI TKJ-1 Simple Future11 21-12-2009 XI TKJ-1 Post-Test Preparation12 23-12-2009 XI TKJ-1 Post-Test

68

Table 4.9

Post-Test Outcome of XI TKJ 1

Test Score of Class XI TKJ-1 (Learning English Grammar Through Individual Task)

No

Students' number NameTotal Value Score (score : 2)

1 10818073 Abdurahman 20 102 10818074 Achmad fatroni 14 73 10818075 Achmad imron 10 54 10818076 Achmad irfan nurcipta 20 105 10818077 Ade riandani 13 6.56 10818078 Aditya 12 67 10818079 Ajeng lestari 14 78 10818080 Ananda 14 79 10818081 Andreas radutya pangestu 15 7.510 10818082 Aris hikmawan 18 911 10818083 Armini 13 6.512 10818084 Bayu surya aditama 12 613 10818085 Benny ramadan 11 5.514 10818086 Burhanudin 17 8.515 10818087 Dederadiman 18 916 10818088 Dian fajarini 16 817 10818089 Dwi rangga puji kusuma 11 5.518 10818090 Edi sanjaya 11 5.519 10818091 Fitriyanti 10 520 10818092 Kunadi 18 921 10818093 M. Sukron r. 20 1022 10818094 Mirnawati 17 8.523 10818095 Muhamad rubadi 14 724 10818096 Nina diana 20 1025 10818097 Nurrohman 16 826 10818098 Putri pertiwi 20 1027 10818099 Rafa aulia 14 728 10818100 Rohmat 10 529 10818101 Saikun syaripudin 20 1030 10818102 Sarija 13 6.531 10818103 Sigit ramdhan 12 632 10818104 Soleh fikri 14 733 10818105 Wirantiah 14 734 10818106 Yayah khaeriyah 15 7.535 10818107 Yusfik 18 9

X1mean 14.97 7.49

69

a. The Advantages of Individual Task in The Implementation

1) Take ownership of their own learning

2) Recognize the value of prior experiences

3) Make sense of new experiences and

4) Understand how they learn

5) Plan to practice skills and gain confidence by

6) Applying them in a range of different contexts such

7) As the workplace, at home or in the community

8) Identify and understand barriers to learning, and

9) Where they can find support to remove them

10) Measure their success.

b. The Weaknesses of Individual Task in The Implementation

1) No interdependence among other students

2) No individual accountability

3) Homogeneous ability and comprehension

4) One appointed leader (student itself)

5) Each student is responsible for himself/herself

6) Only the task is emphasized

7) Social skills are assumed and ignored

8) Instructor ignores the groups

9) No group processing occurs

70

2. The students’ Achievement in English Grammar Through Group Tasks

Group tasks method implemented at XI TKJ 2 by number of students 35

students. Research does the learning – teaching program for 12 meeting, here

with the schedule of teaching – learning of XI TKJ 2.

Table 4.10

Teaching – Learning Schedule of XI TKJ 2

No Date Class Topic3 16-11-2009 XI TKJ-2 Introduction4 18-11-2009 XI TKJ-2 Pre-Test7 23-11-2009 XI TKJ-2 Simple Present 8 25-11-2009 XI TKJ-2 Simple Present 11 03-12-2009 XI TKJ-2 Simple Continouse 12 05-12-2009 XI TKJ-2 Simple Continouse 15 10-12-2009 XI TKJ-2 Simple Past 16 12-12-2009 XI TKJ-2 Simple Past 19 17-12-2009 XI TKJ-2 Simple Future20 19-12-2009 XI TKJ-2 Simple Future23 25-12-2009 XI TKJ-2 Post-Test Preparation24 28-12-2009 XI TKJ-2 Post-Test

First meeting of teaching –learning, beside introduction about the

method and researcher to the students, there was consist of pre-test. Pre-test

was given to the students as the diagnostic of students’ ability in grammar.

Some material of students which are mostly low comprehension and it can be

found out from the students’ answer of pre-test. After pre-test given to the

student, teaching and learning process is progressing. The last step of research

was finishing by the post-test.

71

a. The Advantage of Group Tasks

1) Positive interdependence among group members

2) Individual accountability

3) Heterogeneous membership

4) Shared leadership by all group members

5) Group members are responsible for one another

6) Task and process are emphasized

7) Social skills are taught directly

8) Instructor observes and facilitates

9) Group processing occurs

10) promote student learning and academic achievement

11) increase student retention

12) enhance student satisfaction with their learning experience

13) help students develop skills in oral communication

14) develop students' social skills

15) promote student self-esteem

16) help to promote positive race relations

b. The Weaknesses of Group Tasks

1) Students’ ability can’t recognize individually by the teacher

2) Individual learning improvement incompletely finished by the students

3) The final test and measurement scale should be design personally to

get the appropriate outcome of students

72

4) Need to design the task more detail to make the same comprehension

by the students

5) Need more time allotted

3. Data Analysis of Comparison Between Students’ Achievement in English

Grammar Through Individual Task and Group Tasks

a. T - Formula

t=|X1−X 2|

Sx1−x2

=|X 1−X2|

√ S2

N1

+ S2

N2

S2=∑ X1

2−(∑ X1 )2

N1

+∑ X22−

(∑ X2 )2

N 2

N1+N 2−2Boldness:

t = T value

X1= Mean first data

X 2= Mean second data

X1 = First data

X2 = Second data

SX1-X2 = standar error

S2 = estimate of group differences

N1 = the large number of samples of the first group

N2 = the large number of samples of the second group

b. Function

73

Test the difference in mean data of two different groups, the data of the

reality on the ground of a group with the mean data of the reality on the

ground the other groups.

Application roles:

1) Data interval or ratio scale and normal distribution data.

2) Both groups have the same variance.

3) The number of members of the group (N) the two groups are not

necessarily the same, be the same, may differ.

4) Significance, the value t count the results compared with the value t

table (Annex 2), degrees encyclopedia (N1 + N2) In the two-sided

test Ho. If t0,5 <tcount <t0,5. Whereas the one-sided test the reception

area Ho, if tcount < t or the absolute value calculated is less than the

absolute value of the table.

c. Analysis Measurements data

Table 4.11

The Students’ Achievement in Learning English Grammar through Individual

Task and Group Tasks

No Class MethodNumber of Students

Mean of Learning Achievement

1XI TKJ

1Individual Task 33 7.49

2XI TKJ

2Group Tasks 35 7,96

74

1) Hypothesis

H0 : (Null Hypothesis) Individual Task = Group Tasks there are no

differences between Individual Task and Group Task.

Ha : (Alternative Hypothesis) Individual Task Group Tasks there are

differences between Individual Task and Group Task.

2) Level of Significance

= 5% = 0,05

3) Statistical Formulas

t=|X 1−X2|

√ S2

N1

+ S2

N 2

S2=∑ X

12−(∑ X1)2

N1

+∑ X22−

(∑ X 2)2

N2

N1+N2−2

4) The Calculation of Statistical Value

Data:

N1 = 35

N2 = 35

S2=∑ X

12−(∑ X1)2

N1

+∑ X22−

(∑ X 2)2

N2

N1+N2−2

S2 = [2052 – (68644 : 35)] + [2270,75 – (278,5 : 35)]

(35 + 35) – 2

75

S2 = (2052 – 1961,25) + (2270,75 – 7,95)

70 – 2

S2 = 63,75 + 2262,8

68

S2 = 2326,55

68

S2 = 34,21

t=|X1−X2|

√S2

N1

+S2

N 2

t=|7 , 49−7 , 96|

√34 ,2135

+34 ,2135

t=0 , 34

5) Df/dk/db

Df = (N1 + N2) – 2 = (35 + 35) – 2 = 68

6) Table Value

Table Value based on t table of distribution students (attactment 2). Paired

test, = 5%, df = 68, t table value = 2,00

7) Rejection Region

By using the formula: 0,34 < 2,00 ; it means that Ho accepted, Ha rejected.

76

8) Conclusion

There is no difference between the use of individual tasks and group tasks in

learning English Grammar, on = 5%.

77

78

BAB V

CONCLUSION

The students’ achievement in learning English Grammar through Task-Based

Learning found difficulties in reality. The effectiveness of this method in the middle

percentage of outcome stated by average of students’ outcome 7.49 for Individual

Task and 7.96 for Group Tasks. Some difficulties in learning TBL are; arrange the

proper lesson plan, learning media, task instrument quality and time allocation. When

teacher has good ability in arranging those factors, students’ learning outcome should

be better and maximal.

Analysis result of comparison of the students’ achievement in learning

English grammar through individual task and group task are 0.34 < 2.00 ; it means

that H0 accepted, Ha rejected. Because Individual Task < Group Tasks. In the other

words there are differences between the use of individual tasks and group tasks in

learning English Grammar, on = 5%, df = 68.

The comparison between both of method (Individual Task and Group Tasks)

has differences based on t-Test formula, and it has different result of outcome dealing

with the test score instrument. Individual task with 7.49 and group tasks 7.96 stated

that group tasks has a higher level of outcome, even it doesn’t too far or significance.

Low significance of comparison result might be influenced by any factors

below:

1. Students have average comprehension in related topic, so they have already

mastering the topic, because samples selected by research are the students in

international class program.

2. Students’ interest in learning English grammar directly influenced their curiosity

and their attention in learning progress.

3. Students’ motivation in group learning and activity learning was low. They usually

learn in classical type of method of teaching, when teacher explain the material

and students only sit down for hearing and writing the resume of related topic.

78

The conclusion of TBL especially individual task and group tasks cannot

simulate as a primer method of teaching, it only support the students’ comprehension

in learning as drilling method or memorizing step in learning progress.

79

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82

BIOGRAPHY

Andi Dermawan was born on 9th June

1985. He is the youngest child in his

family. He learned anything with his

older brother and sister when he was

still young and until now.

He grows with complete family and

full of happiness. Two Brothers and

Three Sisters are as his motivator,

model and also as the donor when he needs anything

specifically for his education cost.

His educational back grounds are as follows:

1. Primary School of SDN 1 Weru Kidul

2. Secondary School of SMPN 1 Plumbon

3. High School of SMKN 1 Cirebon

4. He continued his study in English Department of Tarbiyah Faculty of The State

Institute for Islamic Studies (IAIN) Syekh Nurjati Cirebon.

He has many hobbies, but generally which is the favorite one is camping,

hiking, and traveling. The activity which is proper with his hobby one of them is

Scout Movement. He followed the Scout Activity internal campus and also out of

campus.

Here are his experiences as long as his study in the University:

1. Secretary of Students Senate Tarbiyah Faculty the State Islamic Institute Syekh

Nurjati Cirebon 2006-2007.

2. Member of Youth Moslem Entrepreneur District Cirebon 2009-2010.

3. Member of Batik Traditional Handy crafter Cirebon 2000-2010.

4. Member of Internet Cafe Entrepreneur Association of Cirebon 2010.

83

Attachments

84

Instrument No. 01-A B C D

OBESERVATION INSTRUMENT

1. School Identity

2. Head master identity

3. The perspective of SMK Negeri 1 Cirebon

4. Mission of SMK Negeri 1 Cirebon

5. The purpose of school

6. Strategy

7. Expertise program

8. Data of School Utilities

9. The English Curriculum of SMK Negeri 1 Cirebon

10. Teaching and Learning Process of English Grammar

85

Instrument No.0 2-A

INTERVIEW INSTRUMENT

Teacher Form

1. Description of learning and teaching English in of SMKN 1 Cirebon

2. The method of English teaching and learning

3. The media and facilities for students in learning English

4. The motivation of students in learning English

5. The students' difficulties in learning English

6. The opinion of teacher about teaching process

7. How is English grammar teach

8. The method in teaching English grammar

9. The media in teaching English grammar

10. The assessment in teaching and learning English grammar

86

Instrument No. 02-B

INTERVIEW INSTRUMENT

Students Form

1. Description of learning and teaching English in of SMKN 1 Cirebon

2. The method of English teaching and learning

3. The media and facilities made by teacher in learning English

4. The motivation of teacher in learning English

5. The students' difficulties in learning English

6. The opinion of students about learning process

7. How is English grammar learn

8. The method in learning English grammar

9. The media in learning English grammar

10. The assessment in teaching and learning English grammar

87

Instrument No.02-C

INTERVIEW INSTRUMENT

Teacher and Students

1. How is the effective way in learning and teaching English Grammar?

2. Teacher tool (media, teaching strategy, etc.)

3. Students tool (learning facility etc.)

88

Instrument No. 03-A

PRE-TEST INSTRUMENT

Name : .........................................

No : .........................................

Class : .........................................____________________________________________________________________

Choose the best answer!

1. Mr. and Mrs. Stanley usually _________ at The Italian grocery store.

a. Shop b. Shops c. Shopping d. Shopped

2. Adam Sandler doesn’t _________ Spanish very often.

a. Speak b. Speaks c. Speaking d. Spoke

3. What _________ they do last weekend?

a. Do b. Does c. Doing d. Did

4. We will _________ our house next week?

a. Paint b. Paints c. Painting d. Painted

5. The women are _________ at the stadium.

a. Jog b. Jogs c. Jogging d. Jogged

6. She didn’t _________ the floor yesterday.

a. Sweep b. Sweeps c. Swept d. Sweeping

7. Billy will _________ from Chicago next month.

a. Leave b. Leaves c. Leaving d. Left

8. Those football players are _________ exercise at the field.

a. Do b. Does c. Doing d. Did

9. Terry _________ in a suburb area.

a. Live b. Lives c. Living d. Lived

10. Nadine _________ the glass two days ago.

a. Break b. Breaks c. Breaking d. Broke

89

11. Chloe and Jack will not _________ their schedule.

a. Change b. Changes c. Changing d. Changed

12. Mario is _________ his luxury house.

a. Clean b. Cleans c. Cleaning d. Cleaned

13. Teresa always _________ stories for children.

a. Write b. Writes c. Writing d. Wrote

14. Clint and Dave _________ their grandparent last holiday.

a. Visit b. Visits c. Visiting d. Visited

15. I and my husband will _________ him as our daughter.

a. Adopt b. Adopts c. Adopting d. Adopted

16. My father is _________ on the sofa.

a. Sleep b. Sleeps c. Sleeping d. Slept

17. The children _________ in the chair every Saturday.

a. Sing b. Sings c. Singing d. Sang

18. Charlie _________ his car last week.

a. Fix b. Fixes c. Fixing d. Fixed

19. The students will _________ the exam if they study hard.

a. Pass b. Passes c. Passing d. Passed

20. The mice are _________ on the roof.

a. Run b. Runs c. Running d. Ran

90

Instrument No. 03-B

POST-TEST INSTRUMENT

Name : .........................................

No : .........................................

Class : .........................................____________________________________________________________________Choose the best answer!

1. Mr. and Mrs. Stanley usually _________ at The Italian grocery store.

a. Shop b. Shops c. Shopping d. Shopped

2. Adam Sandler doesn’t _________ Spanish very often.

a. Speak b. Speaks c. Speaking d. Spoke

3. What _________ they do last weekend?

a. Do b. Does c. Doing d. Did

4. We will _________ our house next week?

a. Paint b. Paints c. Painting d. Painted

5. The women are _________ at the stadium.

a. Jog b. Jogs c. Jogging d. Jogged

6. She didn’t _________ the floor yesterday.

a. Sweep b. Sweeps c. Swept d. Sweeping

7. Billy will _________ from Chicago next month.

a. Leave b. Leaves c. Leaving d. Left

8. Those football players are _________ exercise at the field.

a. Do b. Does c. Doing d. Did

9. Terry _________ in a suburb area.

b. Live b. Lives c. Living d. Lived

10. Nadine _________ the glass two days ago.

b. Break b. Breaks c. Breaking d. Broke

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11. Chloe and Jack will not _________ their schedule.

a. Change b. Changes c. Changing d. Changed

12. Mario is _________ his luxury house.

a. Clean b. Cleans c. Cleaning d. Cleaned

13. Teresa always _________ stories for children.

a. Write b. Writes c. Writing d. Wrote

14. Clint and Dave _________ their grandparent last holiday.

a. Visit b. Visits c. Visiting d. Visited

15. I and my husband will _________ him as our daughter.

a. Adopt b. Adopts c. Adopting d. Adopted

16. My father is _________ on the sofa.

a. Sleep b. Sleeps c. Sleeping d. Slept

17. The children _________ in the chair every Saturday.

a. Sing b. Sings c. Singing d. Sang

18. Charlie _________ his car last week.

a. Fix b. Fixes c. Fixing d. Fixed

19. The students will _________ the exam if they study hard.

a. Pass b. Passes c. Passing d. Passed

20. The mice are _________ on the roof.

a. Run b. Runs c. Running d. Ran

92

Instrument No.04-1-A

LESSON PLAN

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Present Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 3rd - 4th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple present tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple present tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple present tense

2. Describe the structure and formula of simple present tense

3. Make the sentences by using simple present tense

IV. LEARNING MODELS

1. Cooperative learning

2. Role Play (Interview)

93

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-1-A

VI. MATERIALS

Simple Present Tense

Simple present tense is basic grammar which usually used by people in their

daily communication. This is the simple tenses rule use to describe any activities

that commonly or habitually. An easy tense rule, because it only use verb 1 and

other simple addition (s/es) for 3rd people who become as a subject.

Formula: [verb] + s/es in third

personExamples:

You speak English.

Do you speak English?

You do not speak English.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple present tense.

2. Tell the students how often simple present tense use in daily conversation.

B. Main Activity (70 minutes)

1. Giving direction of role play (interview model), the data which should be

listed in the questions of interview are about daily activities.

2. Explain the theory of simple present tense.

3. Ask the students to take a seat and distribute Student’s Work Book 4-1-A

to each group.

94

4. Ask the students to learn the related topic on: chapter 2 Look ahead 2 page 14 and Chapter 2 Understanding and Using English Grammar page 12.

5. Discussion stage

6. Allow the students to make questions when they find any difficulties in

their group discussion.

7. Each group has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-1-A.

8. Each group continues their work on section B.

9. Each group chooses 2 members as their representative to perform the

activity task on section B of Student’s Work Book 4-1-A.

10. Each group performs their role play for about 10 minutes (maximal time)

and the other group pays attention for it.

11. Evaluation Stage

C. Closing (10 minutes)

Give an opportunity the students to give feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-1-A answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

95

STUDENTS WORK BOOK 4-1-A

Name of group :

Class :

Member : 1. ……………………………. 3. ………………………

2. ……………………………. 4. ………………………

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple present tense.3. Learn related topic on: chapter 2 Look ahead 2 page 14 and Chapter 2

Understanding and Using English Grammar page 12.4. Analyze and discuss the topic in the listed books with your own group. 5. Ask to your teacher when you find difficulties in your group discussion.6. Answer the questions (10 minutes) on section A with your own group.7. After your group has finished the task on section A, continue your group work to

section B.8. Read carefully the directions in section B which contain of role play rules.

A. Written Task

Choose A, B, C or D which consist of: Verb, Noun or Pre-position are

incorrect!

1.   That they have graduated makes their parents are   happy.

a. That c. Makes

b. Graduated d. Are

2.   The accident would not have happened if I drove carefully last night.

a. Would c. Drove

b. Have Happended d. Carefully

3.   I am more diligent, more smart, and more handsome than he.

a. More Diligent c. More Smart

b. Than d. He

96

4. Either Ani, Andi, Anto, Rini or Monica are going to go to Bali next month.

a. Or c. Are

b. To go d. To Bali

5.  I know that it was him who broke that window pane.

a. Know c. him

b. Who d. That

B. Activity Task

1. Arrange interview questions (at least 5 questions) dealing with daily activities

on work day.

2. Adjust the question to be appropriate with his/her profession (e.g. students,

manager, entrepreneur, seller, doctor, etc.); therefore your group should

determine kind of profession which selected.

3. Be careful to the use of “s/es”, watch the subject of the sentences.

4. Choose 2 members as representative of group to perform the role play

(making interview).

5. Allocation time to perform is only 10 minutes.

6. Your group should be write down the questions and answer on separate paper.

7. Don’t forget to attach your group name and members of group in the answer

sheet.

97

Instrument No. 04-2-A

LESSON PLAN

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Continuous Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 5th - 6th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Continuous Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Continuous Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Continuous Tense

2. Describe the structure and formula of simple Continuous Tense

3. Make the sentences by using simple Continuous Tense

IV. LEARNING MODELS

1. Cooperative Learning

2. Role Play (Making Conversation)

98

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-2-A

VI. MATERIALS

Simple Present Continuous Tense

Form

[am/is/are + present participle]

Examples:

You are watching TV.

Are you watching TV?

You are not watching TV.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Continuous Tense.

2. Tell the students how often simple Continuous Tense use in daily

conversation.

B. Main Activity (70 minutes)

1. Giving direction of role play rules (making short conversation).

2. Explain the formula of simple Continuous Tense.

3. Ask the students to learn the related topic on: chapter 3 Look ahead 2

page 19 and Chapter 2 Understanding and Using English Grammar page

12.

4. Ask the students to take a seat and distribute Student’s Work Book 4-2-A

to each group.

99

5. Discussion stage

6. Allow the students to make questions when they find any difficulties in

their group discussion.

7. Each group has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-2-A.

8. Each group continues their work on section B.

9. Each group chooses 2 members as their representative to perform the

activity task on section B of Student’s Work Book 4-2-A.

10. Each group performs their role play for about 10 minutes (maximal time)

and the other group pays attention for it.

11. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-2-A answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

100

STUDENTS WORK BOOK

Name of group :

Class :

Member : 1. ……………………………. 3. ………………………

2. ……………………………. 4. ………………………

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple continuous tense.

3. Learn related topic on: chapter 3 Look ahead 2 page 19 and Chapter 2 Understanding and Using English Grammar page 12.

4. Analyze and discuss the topic in the listed books with your own group. 5. Ask to your teacher when you find difficulties in your group discussion.6. Answer the questions (10 minutes) on section A with your own group.7. After your group has finished the task on section A, continue your group work to

section B.8. Read carefully the directions in section B which contain of role play rules.

A. Written Task

Complete the sentences below by adding the verb in the bracket into blank

space on the sentences!

1. I (buy) ………… two good books, when Shinta (offer) ……….. me a novel .

2. She (get breakfast) …………….. this morning with her aunt in the lobby when

someone (call) …………. her name.

3. We (go) …………. to Nusa Dua Bali Hotel, when other students were in

holiday.

4. Toni (read) ………………. a history book, when her teacher (call) ………

him.

5. Shanti (write) ………………….. a letter for him when Andri called.

6. The headmaster (visit) ………………. the trouble maker classes when I was in

his office.

101

7. I ....... (take a bath) when you ....... (call)

8. She ....... (sleep) when he ....... (come) because she tired.

9. The book ....... (read) by him but it ....... (lost) already.

10. The pen ....... (empty) when he ....... (need) it very much.

B. Activity Task

1. Arrange at least 5 short conversations between two people by using simple

continuous tense (verb-ing form).

2. Be careful in the use of “tobe”.

3. Choose 2 members as representative of group to perform the role play (short

conversation).

4. Allocation time to perform is only 10 minutes.

5. Your group should be write down the questions and answer on separate paper.

6. Don’t forget to attach your group name and members of group in the answer

sheet.

102

Instrument No.0 4-3-A

LESSON PLAN

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Past Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 7th - 8th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Past Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Past Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Past Tense

2. Describe the structure and formula of simple Past Tense

3. Make the sentences by using simple Past Tense

IV. LEARNING MODELS

1. Cooperative Learning

2. Role Play (Retelling the Past Event)

V. LEARNING RESOURCES

103

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-3-A

VI. MATERIALS

Simple Past Tense

Form

S + [VERB+ed] or irregular verbs + Complement

Examples:

You called Debbie.

Did you call Debbie?

You did not call Debbie.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Past Tense.

2. Tell the students how often simple Past Tense use in daily conversation.

B. Main Activity (70 minutes)

1. Giving direction of role play rules (what are you doing now?).

2. Explain the formula of simple past Tense.

3. Ask the students to learn the related topic on: chapter 3 Look ahead 2

page 19 and Chapter 2 Understanding and Using English Grammar page

12.

4. Ask the students to take a seat and distribute Student’s Work Book 4-3-A

to each group.

5. Discussion stage

104

6. Allow the students to make questions when they find any difficulties in

their group discussion.

7. Each group has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-3-A.

8. Each group continues their work on section B.

9. Each group chooses 1 member as their representative to perform the

activity task on section B of Student’s work book 4-3-A.

10. Each group performs their role play for about 5 minutes (maximal time)

and the other group pays attention for it.

11. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-3-A answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

105

STUDENTS WORK BOOK 4-3-AName of group :

Class :

Member : 1. ……………………………. 3. ………………………

2. ……………………………. 4. ………………………

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple past tense.3. Learn related topic on: chapter 4 Look ahead 2 page 23 and Chapter 2

Understanding and Using English Grammar page 12.4. Analyze and discuss the topic in the listed books with your own group. 5. Ask to your teacher when you find difficulties in your group discussion.6. Answer the questions (10 minutes) on section A with your own group.7. After your group has finished the task on section A, continue your group work to

section B.8. Read carefully the directions in section B which contain of role play rules.

A. Written Task

Complete the sentences below by adding verb in the bracket into blank

space on the sentences!

1. I .... two good books last night. (buy)

2. She .... breakfast this morning with her aunt in the lobby. (get)

3. We .... to Nusa Dua Bali Hotel last year. (go)

4. You....a history book last night. (read)

5. Shanti .... a letter for him last week. (write)

6 The headmaster .... the trouble maker classes yesterday. (visit)

7. Winda ....to the library every day. (go)

8. Tammy and her mother ....their holiday in Nusa Dua Hotel. (spend)

9. The teacher .... the students to prepare their examination well. (tell)

106

10. Rudi Hartono .... eight times All England championship. (win)

B. Activity Task1. Make a short story about your last holiday.

2. Your group work short story at least consist of:

a. What kind of activity?

b. Where the place of the activity?

c. When did it happen?

d. With whom you did the activity?

e. How you did the activity?

3. Be careful in the use of “past participle”.

4. Choose 1 member as representative of group to perform the role play (short

conversation).

5. Allocation time to perform is only 5 minutes.

6. Your group should be write down the questions and answer on separate paper.

7. Don’t forget to attach your group name and members of group in the answer

sheet.

107

Instrument No. 04-4-ALESSON PLAN 4-A

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Future Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 9th - 10th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Future Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Future Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Future Tense

2. Describe the structure and formula of simple Future Tense

3. Make the sentences by using simple Future Tense

IV. LEARNING MODELS

1. Cooperative Learning

2. Role Play (My Expected Career)

108

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-4-A

VI. MATERIALS

Form Will

[will + verb]

Examples:

You will help him later.

Will you help him later?

You will not help him later.

Form Be Going To

[am/is/are + going to + verb]

Examples:

You are going to meet Jane tonight.

Are you going to meet Jane tonight?

You are not going to meet Jane tonight.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Future Tense.

2. Tell the students how often simple Future Tense use in daily conversation.

B. Main Activity (70 minutes)

1. Giving direction of role play rules (My Dreams).

2. Explain the formula of simple Future Tense.

109

3. Ask the students to learn the related topic on: chapter 5 Look ahead 2

page 30 and Chapter 4 Understanding and Using English Grammar page

51.

4. Ask the students to take a seat and distribute Student’s Work Book 4-4-A

to each group.

5. Discussion stage

6. Allow the students to make questions when they find any difficulties in

their group discussion.

7. Each group has 15 minutes to do the task on section A (written task) of

Student’s Work Book 4-4-A.

8. Each group continues their work on section B.

9. Each group chooses 1 member as their representative to perform the

activity task on section B of Student’s work book 4-4-A.

10. Each group performs their role play for about 5 minutes (maximal time)

and the other group pays attention for it.

11. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-4-A answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

110

STUDENTS WORK BOOK 4-4-AName of group :

Class :

Member : 1. ……………………………. 3. ………………………

2. ……………………………. 4. ………………………

Directions1. There are two kind of tasks to be done, written task (section A) and activity task

(section B). 2. Pay attention for the teacher’s explanation about the use of simple future tense.3. Learn related topic on: chapter 4 Look ahead 2 page 23 and Chapter 2

Understanding and Using English Grammar page 12.4. Analyze and discuss the topic in the listed books with your own group. 5. Ask to your teacher when you find difficulties in your group discussion.6. Answer the questions (15 minutes) on section A with your own group.7. After your group has finished the task on section A, continue your group work to

section B.8. Read carefully the directions in section B which contain of role play rules.

A. Written Task

Study the example below than make your own sentences!

1. Rezki ……… a new computer next week. (buy)

(+) Rezki will buy a new computer next week.

(-) Rezki will not buy a new computer next week.

(?) Will Rezki buy a new computer next week?

2. Didi ……… my blog two weeks ago. (visit)

(+) Didi visited my blog two weeks ago.

(-) Didi did not visit my blog two weeks ago.

(?) Did Didi visit my blog two weeks ago?

3. My father …….. a cup of coffee every morning. (drink)

(+) My father drinks a cup of coffee every morning.

(-) My father does not drink a cup of coffee every morning.

(?) Does My father drink a cup of coffee every morning?

111

4. Dewi and Putri ……… articles for their blogs at this moment. (write)

(+) Dewi and Putri are writing articles for their blogs at this moment.

(-) Dewi and Putri are not writing articles for their blogs at this moment.

(?) Are Dewi and Putri writing articles for their blogs at this moment?

5. The cat ……. A big mouse last night. (catch)

(+) The cat caught a big mouse last night.

(-) The cat did not catch a big mouse last night.

(?) Did the cat catch a big mouse last night?

6. Miss Mitha …….. English three times a week. (teach)

(+) Miss Mitha teaches English three times a week.

(-) Miss Mitha does not teach English three times a week.

(?) Does Miss Mitha teach English three times a week?

7. Sachroel ……… in a Japanese restaurant last week. (eat)

(+) Sachroel ate in a Japanese restaurant last week.

(-) Sachroel did not eat in a Japanese restaurant last week.

(?) Did Sachroel eat in a Japanese restaurant last week?

8. The technician ……. The computer now. (repair)

(+) The technician is repairing the computer now.

(-) The technician is not repairing the computer now.

(?) Is the technician repairing the computer now?

9. The students ……….. a scientific experiment once a month. (make)

(+) The students make a scientific experiment once a month.

(-) The students do not make a scientific experiment once a month.

(?) Do the students make a scientific experiment once a month?

10. He ………. To the market (go)

(+) He go to the market.

(-) He does not go to the market.

(?) Does he go to the market?

112

B. Activity Task1. Tell the others about your group expected career in the future.

2. Your group can use form “will” and “be going to”.

3. Choose 1 member as representative of group to perform the role play

(short conversation).

4. Allocation time to perform is only 5 minutes.

5. Your group should be write down the questions and answer on separate

paper.

6. Don’t forget to attach your group name and members of group in the

answer sheet.

113

Instrument No. 04-1-BLESSON PLAN 1-B

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Present Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 3rd - 4th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple present tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple present tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple present tense

2. Describe the structure and formula of simple present tense

3. Make the sentences by using simple present tense

IV. LEARNING MODELS

1. Independent Learning

2. Individual Practice

114

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-1-B

VI. MATERIALS

Simple Present Tense

Simple present tense is basic grammar which usually used by people in their

daily communication. This is the simple tenses rule use to describe any activities

that commonly or habitually. An easy tense rule, because it only use verb 1 and

other simple addition (s/es) for 3rd people who become as a subject.

Formula: [verb] + s/es in third

personExamples:

You speak English.

Do you speak English?

You do not speak English.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple present tense.

2. Tell the students how often simple present tense use in daily conversation.

B. Main Activity (70 minutes)

1. Explain the theory of simple present tense.

2. Giving some examples and exercise about simple present tense.3. Ask the students to learn the related topic on: chapter 2 Look ahead 2

page 14 and Chapter 2 Understanding and Using English Grammar page 12.

4. Allow the students to make questions when they find any difficulties in

the related topic.

115

5. Each student has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-1-A.

6. Each student continues their work on section B.

7. Some students who selected by teacher, performs his/her role play for

about 10 minutes (maximal time) and the other Studentpays attention for

it.

8. Evaluation Stage

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-1-B answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

116

STUDENTS WORK BOOK 4-1-B

Name :

Class :

No :

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple future tense.3. Learn related topic on: chapter 2 Look ahead 2 page 14 and Chapter 2

Understanding and Using English Grammar page 12.4. Analyze the topic in the listed books by yourself. 5. Ask to your teacher when you don’t understand the related topics.6. Answer the questions (10 minutes) on section A by yourself.7. After you have finished the task on section A, continue your work to section B.8. Read carefully the directions in section B which contain of individual practice.

A. Written Task

Choose A, B, C or D which consist of Verb, Noun or Pre-position are

incorrect!

1.   That they have graduated makes their parents are   happy.

a. That c. Makes

b. Graduated d. Are

2.   The accident would not have happened if I drove carefully last night.

a. Would c. Drove

b. Have Happended d. Carefully

3.   I am more diligent, more smart, and more handsome than he.

a. More Diligent c. More Smart

b. Than d. He

4. Either Ani, Andi, Anto, Rini or Monica are going to go to Bali next month.

a. Or c. Are

b. To go d. To Bali

117

5.  I know that it was him who broke that window pane.

a. Know c. him

b. Who d. That

B. Activity Task

1. Arrange interview questions (at least 5 questions) dealing with daily activities

on work day.

2. Adjust the question to be appropriate with his/her profession (e.g. students,

manager, entrepreneur, seller, doctor, etc.); therefore your group should

determine kind of profession which selected.

3. Be careful to the use of “s/es”, watch the subject of the sentences.

4. Teacher will select some of you to practice the interview in front of the class.

5. Allocation time to perform is only 10 minutes.

6. You should be write down the questions and answer on separate paper.

7. Don’t forget to attach your name in the answer sheet.

118

Instrument No. 04-2-BLESSON PLAN 2-B

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Continuous Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 5th - 6th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Continuous Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Continuous Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Continuous Tense

2. Describe the structure and formula of simple Continuous Tense

3. Make the sentences by using simple Continuous Tense

IV. LEARNING MODELS

1. Independent Learning

2. Individual Practice

119

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-2-B

VI. MATERIALS

Simple Present Continuous Tense

Form

[am/is/are + present participle]

Examples:

You are watching TV.

Are you watching TV?

You are not watching TV.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Continuous Tense.

2. Tell the students how often simple Continuous Tense use in daily

conversation.

B. Main Activity (70 minutes)

1. Explain the formula of simple Continuous Tense.

2. Ask the students to learn the related topic on: chapter 3 Look ahead 2

page 19 and Chapter 2 Understanding and Using English Grammar page

12.

3. Allow the students to make questions when they find any difficulties in

the related topic.

120

4. Each student has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-2-A.

5. Each student continues their work on section B.

6. Each student chooses 2 members as their representative to perform the

activity task on section B of Student’s Work Book 4-2-A.

7. Some students who selected by teacher, performs his/her role play for

about 10 minutes (maximal time) and the other Studentpays attention for

it.

8. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-2-B answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

121

STUDENTS WORK BOOK 4-2-BName :

Class :

No :

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple future tense.9. Learn related topic on: chapter 3 Look ahead 2 page 19 and Chapter 2

Understanding and Using English Grammar page 12.3. Analyze the topic in the listed books by yourself. 4. Ask to your teacher when you don’t understand the related topics.5. Answer the questions (10 minutes) on section A by yourself.6. After you have finished the task on section A, continue your work to section B.7. Read carefully the directions in section B which contain of individual practice.

A. Written Task

Complete the sentences below by adding the verb in the bracket into blank

space on the sentences!

1. I .... two good books last night. (buy)

2. She .... breakfast this morning with her aunt in the lobby. (get)

3. We .... to Nusa Dua Bali Hotel last year. (go)

4. You....a history book last night. (read)

5. Shanti .... a letter for him last week. (write)

6 The headmaster .... the trouble maker classes yesterday. (visit)

7. Winda ....to the library every day. (go)

8. Tammy and her mother ....their holiday in Nusa Dua Hotel. (spend)

9. The teacher .... the students to prepare their examination well. (tell)

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10. Rudi Hartono .... eight times All England championship. (win)

B. Activity Task

1. Arrange at least 5 short conversations between two people by using simple

continuous tense (verb-ing form).

2. Be careful in the use of “tobe”.

3. Teacher will choose some of you to practice the short conversation in front of

the class.

4. Allocation time to perform is only 10 minutes.

5. You should be write down the questions and answer on separate paper.

6. Don’t forget to attach your name in the answer sheet.

123

Instrument No. 04-3-BLESSON PLAN 3-B

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Past Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 7th - 8th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Past Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Past Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Past Tense

2. Describe the structure and formula of simple Past Tense

3. Make the sentences by using simple Past Tense

IV. LEARNING MODELS

1. Independent Learning

2. Individual Practice

124

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-3-B

VI. MATERIALS

Simple Past Tense

Form

S + [VERB+ed] or irregular verbs + Complement

Examples:

You called Debbie.

Did you call Debbie?

You did not call Debbie.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Past Tense.

2. Tell the students how often simple Past Tense use in daily conversation.

B. Main Activity (70 minutes)

1. Explain the formula of simple past Tense.

2. Ask the students to learn the related topic on: chapter 3 Look ahead 2

page 19 and Chapter 2 Understanding and Using English Grammar page

12.

3. Allow the students to make questions when they find any difficulties in

the related topic.

4. Each student has 10 minutes to do the task on section A (written task) of

Student’s Work Book 4-3-A.

125

5. Each student continues their work on section B.

6. Each student chooses 1 member as their representative to perform the

activity task on section B of Student’s work book 4-3-A.

7. Some students who selected by teacher, performs his/her role play for

about 10 minutes (maximal time) and the other Studentpays attention for

it.

8. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-3-B answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

126

STUDENTS WORK BOOK 4-3-BName :

Class :

No :

____________________________________________________________________Directions

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple future tense.3. Learn related topic on: chapter 4 Look ahead 2 page 23 and Chapter 2

Understanding and Using English Grammar page 12.4. Analyze the topic in the listed books by yourself. 5. Ask to your teacher when you don’t understand the related topics.6. Answer the questions (10 minutes) on section A by yourself.7. After you have finished the task on section A, continue your work to section B.8. Read carefully the directions in section B which contain of individual practice.

A. Written Task

Complete the sentences below by adding the verb in the bracket into blank

space on the sentences!

1. I (buy) ………… two good books, when Shinta (offer) ……….. me a novel .

2. She (get breakfast) …………….. this morning with her aunt in the lobby when

someone (call) …………. her name 

3. We (go) …………. to Nusa Dua Bali Hotel, when other students were in

holiday..

4. Toni (read) ………………. a history book, when her teacher (call) ……… him.

5. Shanti (write) ………………….. a letter for him when Andri called.

6. The headmaster (visit) ………………. the trouble maker classes when I was in

his office.

127

7. I ....... (take a bath) when you ....... (call)

8. She ....... (sleep) when he ....... (come) because she tired.

9. The book ....... (read) by him but it ....... (lost) already.

10. The pen ....... (empty) when he ....... (need) it very much.

B. Activity Task

1. Make a short story about your last holiday.

2. Your group work short story at least consist of:

a. What kind of activity?

b. Where the place of the activity?

c. When did it happen?

d. With whom you did the activity?

e. How you did the activity?

3. Be careful in the use of “past participle”.

4. Teacher will choose some of you to practice the short conversation in front of

the class.

5. Allocation time to perform is only 10 minutes.

6. You should be write down the questions and answer on separate paper.

7. Don’t forget to attach your name in the answer sheet.

128

Instrument No. 04-4-B

LESSON PLAN 4-B

Level of Education : Senior High School

Subject : English

Aspect /Skill : Writing

Class/Semester : XI/1

Main Topic : Tenses

Sub-Topic : Simple Future Tense

Allocation of Time : 4 X 45 minutes

Meeting Schedule : 9th - 10th Meeting

I. BASIC COMPETENCY

Students comprehend the use of simple Future Tense.

II. LEARNING OBJECTIVE

The students are expected to understand how the use of simple Future Tense.

III. INDICATORS

At the end of learning, the students expected have the ability to:

1. Explain the use of simple Future Tense

2. Describe the structure and formula of simple Future Tense

3. Make the sentences by using simple Future Tense

IV. LEARNING MODELS

1. Independent Learning

2. Individual Practice

129

V. LEARNING RESOURCES

1. Look ahead 2 English Book for Senior High School2. Betty Schrampfer Azar, Understanding and Using English Grammar,

Longman 3. Student’s Work Book 4-4-B

VI. MATERIALS

Form Will

[will + verb]

Examples:

You will help him later.

Will you help him later?

You will not help him later.

Form Be Going To

[am/is/are + going to + verb]

Examples:

You are going to meet Jane tonight.

Are you going to meet Jane tonight?

You are not going to meet Jane tonight.

VII. LEARNING PROCESS

A. Pre-Activity (10 minutes)

1. Motivate the students about the important of simple Future Tense.

2. Tell the students how often simple Future Tense use in daily conversation.

B. Main Activity (70 minutes)

1. Explain the formula of simple Future Tense.

130

2. Ask the students to learn the related topic on: chapter 5 Look ahead 2

page 30 and Chapter 4 Understanding and Using English Grammar page

51.

3. Allow the students to make questions when they find any difficulties in

the related topic.

4. Each student has 15 minutes to do the task on section A (written task) of

Student’s Work Book 4-4-A.

5. Each student continues their work on section B.

6. Each student chooses 1 member as their representative to perform the

activity task on section B of Student’s work book 4-4-A.

7. Each student performs their role play for about 5 minutes (maximal time)

and the other group pays attention for it.

8. Evaluation stage.

C. Closing (10 minutes)

Give an opportunity the students to give the feedback and conclusion of the

topic.

VIII. EVALUATION

Media : Student’s workbook 4-4-B answer sheet

Cirebon,

English Teacher,

Sutrisno, S.Pd

Observer,

Andi Dermawan

131

STUDENTS WORK BOOK 4-4-BName :

Class :

No :

____________________________________________________________________Direction!

1. There are two kind of tasks to be done, written task (section A) and activity task (section B).

2. Pay attention for the teacher’s explanation about the use of simple future tense.9. Learn related topic on: chapter 4 Look ahead 2 page 23 and Chapter 2

Understanding and Using English Grammar page 12.3. Analyze the topic in the listed books by yourself. 4. Ask to your teacher when you don’t understand the related topics.5. Answer the questions (10 minutes) on section A by yourself.6. After you have finished the task on section A, continue your work to section B.7. Read carefully the directions in section B which contain of individual practice.

A. Written Task

Study the example below than make your own sentences.

1. Rezki ……… a new computer next week. (buy)

(+) Rezki will buy a new computer next week.

(-) Rezki will not buy a new computer next week.

(?) Will Rezki buy a new computer next week?

2. Didi ……… my blog two weeks ago. (visit)

(+) Didi visited my blog two weeks ago.

(-) Didi did not visit my blog two weeks ago.

(?) Did Didiet visit my blog two weeks ago?

3. My father …….. a cup of coffee every morning. (drink)

(+) My father drinks a cup of coffee every morning.

(-) My father does not drink a cup of coffee every morning.

(?) Does My father drink a cup of coffee every morning?

4. Dewi and Putri ……… articles for their blogs at this moment. (write)

132

(+) Dewi and Putri are writing articles for their blogs at this moment.

(-) Dewi and Putri are not writing articles for their blogs at this moment.

(?) Are Dewi and Putri writing articles for their blogs at this moment?

5. The cat ……. a big mouse last night. (catch)

(+) The cat caught a big mouse last night.

(-) The cat did not catch a big mouse last night.

(?) Did the cat catch a big mouse last night?

6. Miss Mitha …….. English three times a week. (teach)

(+) Miss Mitha teaches English three times a week.

(-) Miss Mitha does not teach English three times a week.

(?) Does Miss Mitha teach English three times a week?

7. Sachroel ……… in a Japanese restaurant last week. (eat)

(+) Sachroel ate in a Japanese restaurant last week.

(-) Sachroel did not eat in a Japanese restaurant last week.

(?) Did Sachroel eat in a Japanese restaurant last week?

8. The technician ……. the computer now. (repair)

(+) The technician is repairing the computer now.

(-) The technician is not repairing the computer now.

(?) Is the technician repairing the computer now?

9. The students ……….. a scientific experiment once a month. (make)

(+) The students make a scientific experiment once a month.

(-) The students do not make a scientific experiment once a month.

(?) Do the students make a scientific experiment once a month?

11. He ………. To the market (go)

(+) He go to the market.

(-) He does not go to the market.

(?) Does he go to the market?

133

B. Activity Task1. Tell the others about your group expected career in the future.

2. Your group can use form “will” and “be going to”.

3. Teacher will choose some of you to practice the short conversation in front of

the class.

4. Allocation time to perform is only 10 minutes.

5. You should be write down the questions and answer on separate paper.

6. Don’t forget to attach your name in the answer sheet.

134

Test Score of Class XI TKJ-1 (Learning English Grammar Through Individual Task)

No

Students' number

NameTotal Value Score (score : 2)

1 10818073 Abdurahman 20 102 10818074 Achmad fatroni 14 73 10818075 Achmad imron 10 54 10818076 Achmad irfan nurcipta 20 105 10818077 Ade riandani 13 6.56 10818078 Aditya 12 67 10818079 Ajeng lestari 14 78 10818080 Ananda 14 79 10818081 Andreas radutya pangestu 15 7.510 10818082 Aris hikmawan 18 911 10818083 Armini 13 6.512 10818084 Bayu surya aditama 12 613 10818085 Benny ramadan 11 5.514 10818086 Burhanudin 17 8.515 10818087 Dederadiman 18 916 10818088 Dian fajarini 16 817 10818089 Dwi rangga puji kusuma 11 5.518 10818090 Edi sanjaya 11 5.519 10818091 Fitriyanti 10 520 10818092 Kunadi 18 921 10818093 M. Sukron r. 20 1022 10818094 Mirnawati 17 8.523 10818095 Muhamad rubadi 14 724 10818096 Nina diana 20 1025 10818097 Nurrohman 16 826 10818098 Putri pertiwi 20 1027 10818099 Rafa aulia 14 728 10818100 Rohmat 10 529 10818101 Saikun syaripudin 20 1030 10818102 Sarija 13 6.531 10818103 Sigit ramdhan 12 632 10818104 Soleh fikri 14 733 10818105 Wirantiah 14 734 10818106 Yayah khaeriyah 15 7.535 10818107 Yusfik 18 9

X1mean 14.97 7.49

135

Test Score of Class XI TKJ-2 (Learning English Grammar through Group Tasks)

NoStudents' number

NameTotal score

Value (score : 2)

1 10818109 Anto susanto 18 92 10818110 Arif arifin 20 103 10818111 Arif rinaldi dikananda 17 8.54 10818112 Atikan 16 85 10818113 Ayu ummu ulfiyani 20 106 10818114 Bentar tauran 16 87 10818115 Dewi atiya 20 108 10818116 Dwiyan prayogo subrata 16 89 10818117 Endang rodiyah 10 510 10818118 Ervina dwi tamala 20 1011 10818119 Feri fahrudi 15 7.512 10818120 Fitro riyadin 14 713 10818121 Harisma dicky kurniawan 16 814 10818122 Hendrik rohman 16 815 10818123 Heri sepriatna 15 7.516 10818124 Hielga giofani 18 917 10818125 Hifdi hadi prathama 20 1018 10818126 Koni'ah 14 719 10818127 Lisa melia 14 720 10818128 Lisna hati 20 1021 10818129 M. Calvindoro 13 6.522 10818130 Maulana arifin 14 723 10818131 Muhamad faqih h. 14 724 10818132 Muhamad aldi prstya 14 725 10818133 Nita fadilatussafa'ah 15 7.526 10818134 Parti ningsih 18 927 10818135 Rafe abdullah 13 6.528 10818136 Rahmat ramdani 14 729 10818137 Rizcky brenni wijaya s. 15 7.530 10818138 Suhati 17 8.531 10818139 Umar said ramadhan 18 932 10818140 Vicky prasetya 16 833 10818141 Yogie alif vaktiyan 13 6.534 10818142 Zainul akhyar malik 13 6.535 10818143 Priyono 15 7.5

X2 mean 15.91 7.96

136

The Calculation of Statistical Value

Student No.Individual

TaskX1

2 Group Tasks X22

1 10 100 9 812 7 49 10 1003 5 25 8.5 72.254 10 100 8 645 6.5 42.25 10 1006 6 36 8 647 7 49 10 1008 7 49 8 649 7.5 56.25 5 2510 9 81 10 10011 6.5 42.25 7.5 56.2512 6 36 7 4913 5.5 30.25 8 6414 8.5 72.25 8 6415 9 81 7.5 56.2516 8 64 9 8117 5.5 30.25 10 10018 5.5 30.25 7 4919 5 25 7 4920 9 81 10 10021 10 100 6.5 42.2522 8.5 72.25 7 4923 7 49 7 4924 10 100 7 4925 8 64 7.5 56.2526 10 100 9 8127 7 49 6.5 42.2528 5 25 7 4929 10 100 7.5 56.2530 6.5 42.25 8.5 72.2531 6 36 9 8132 7 49 8 6433 7 49 6.5 42.2534 7.5 56.25 6.5 42.2535 9 81 7.5 56.25

∑(∑X1)2 ∑X1

2 (∑X2)2 ∑X22

68644 2052,5 278,5 2270,75

137

138

t-test Table

Degrees of Freedom

Probability (p)0.1 0.05 0.01 0.001

1 6.31 12.71 63.66 636.622 2.92 4.30 9.93 31.603 2.35 3.18 5.84 12.924 2.13 2.78 4.60 8.615 2.02 2.57 4.03 6.876 1.94 2.45 3.71 5.967 1.89 2.37 3.50 5.418 1.86 2.31 3.36 5.049 1.83 2.26 3.25 4.7810 1.81 2.23 3.17 4.5911 1.80 2.20 3.11 4.4412 1.78 2.18 3.06 4.3213 1.77 2.16 3.01 4.2214 1.76 2.14 2.98 4.1415 1.75 2.13 2.95 4.0716 1.75 2.12 2.92 4.0217 1.74 2.11 2.90 3.9718 1.73 2.10 2.88 3.9219 1.73 2.09 2.86 3.8820 1.72 2.09 2.85 3.8521 1.72 2.08 2.83 3.8222 1.72 2.07 2.82 3.7923 1.71 2.07 2.82 3.7724 1.71 2.06 2.80 3.7525 1.71 2.06 2.79 3.7326 1.71 2.06 2.78 3.7127 1.70 2.05 2.77 3.6928 1.70 2.05 2.76 3.6729 1.70 2.05 2.76 3.6630 1.70 2.04 2.75 3.6540 1.68 2.02 2.70 3.5560 1.67 2.00 2.66 3.46120 1.66 1.98 2.62 3.37

infinity 1.65 1.96 2.58 3.29

139