Académique Documents
Professionnel Documents
Culture Documents
N
X
N
X
t t
K
K
t
t
SD
q p SD
Belajar Mudah Penelitian untuk Guru karyawan dan Peneliti Pemula)
b. Reliability
30
In teaching procedures, firstly, the teacher prepared such as:
Lesson Plan
Materials
Technique
Objective
Teaching Aids
Evaluation
The teaching was held in the first year of MTsN Tangerang II Pamulang.
Before teaching, the teacher gave pre-test to all students in class VII 9 to
check the students knowledge of the materials that would be taught and done
in the experiment. The teacher presented the lesson through some steps as
follows:
1. Pre-Teaching
- Greeting the students
- Telling the students that they are going to study about simple present
tense through Dialogue Techniques
- Distributing the hand-out of materials to the students
2. While-Teaching
- Explaining the materials about the definition, the pattern and the
function of simple present tense and giving the example simple
present tense by using dialogue techniques
- Asking the students to remaining what is the simple present tense? How
the patterns of the sentences in simple present tense, and ask the
students try to use the simple present tense in daily activity.
- Giving the simple present tense through Dialogue Technique. The
following explanation is the teaching procedure that done by the
writer in the treatment process:
a. Teacher explained the lesson plan for meeting that is describing in
habitual action.
F. Teaching Procedures
31
b. Teacher give the map to the students and modeled the question
what address do I live?
c. The teacher calls the volunteer to in front of the class to practice
the dialogue in simple present tense form.
d. Other students do the same dialogue asks and answer each other.
e. The teacher gives the other dialogue and gives the situation of the
dialogue and the students make a group to practice it.
f. The last, students conclude present tense, the function and the form
of it from activity they have done. It is kind of activity that students
construct the information by themselves and share with other
students.
3. Follow-up
- Asking the students whether they have questions
- Checking the students comprehension by giving the exercises in the
oral and written form. The teacher gives the dialogue the students to
practice in front of class/in pairs. Then, asking the ts to make
sentences in affirmative, negative, and interrogative statement.
4. Post-Teaching
- Checking the students answers
- Giving the feedback
Collecting Data is one important thing in the research that can be
determined the result of the research, as follow:
The writer did the pre-test by giving the students test as
mentioned. The test consists of twenty items. The students were only
given forty minutes to finish completing the test.
G. Procedure of Collecting Data
a. Pre-Test
32
The writer did post-test by giving post-test to the students. The test
was same as the pre-test. However, post-test was given after treatment had
been given by teaching simple present tense through Dialogue
Techniques.
Having got the data from pre-test and post-test, they were analyzed and
processed by using statistic calculation of the T-test formula with the
significance degree 5% and 1%. The formula as follows;
MD : Mean of difference: the average score from the differences gained
scores between I variable and II variable, which are calculated with
the formula;
MD =
? D : Total score between I variable (X variable) and II var le (Y
variable). And D is gained with formula; D = X Y
N : Number of class
SD
D
: The standard deviation from the differences between score of X
variable and Y variable, which is gained with the formula:
23
Anas Sudjhono, , (Jakrta: PT. Raja Grafindo Pustaka,
1997), Cet. Ke-8, p.305
b. Post-Test
H. Technique of Data Analysis
to =
MD
SE
MD
23
N
D
Pengantar Statistik Pendidikan
33
2
2
SE
MD
: The standard error from mean of differences that is ga with the
formula:
1
df : Degree of freedom with formula: N 1
SD
D
=
SE
MD
=
N
D
N
D
N
SD
D
34
To know the result of the test, the writer makes the table of students
score for experimental class as follows:
1 30
2 83
3 70
4 80
5 57
6 65
7 63
8 40
9 33
10 56
CHAPTER IV
RESEARCH FINDING
A. Description of Data
Table 4.1
The Test Scores of the students Pre-Test
Student Score Pre-Test
35
11 47
12 53
13 40
14 50
15 73
16 63
17 63
18 37
19 53
20 53
21 80
22 60
23 85
24 40
Based on the table of the result on pre-test, the writer calculated the result of
variable X (? x) is 1374, and seeking the mean score of variable X, the higher
score, and lower score of the students pre-test with formula:
Mx = ? x = 1374 = 57,25 (Mean score)
N 24
The higher score = 85
The Lower score = 30
1 63
2 87
3 67
N= 24 ? x = 1374
Table 4.2
The Test Scores of the students Post-Test
Student Score Post-Test
36
4 80
5 57
6 87
7 67
8 53
9 70
10 83
11 60
12 57
13 53
14 60
15 87
16 93
17 77
18 60
19 90
20 50
21 83
22 70
23 93
24 53
Based on the table of the result on post-test, the writer calculated the result
of variable Y (? y) is 1700, and seeking the mean score of variable y, the higher
score, and lower score of the students post-test with formula:
Mx = ? x = 1700 = 70,83 (Mean score)
N 24
The higher score = 93
The Lower score = 50
N=24 ? y = 1700
37
1 30 63
2 83 87
3 70 67
4 80 80
5 57 57
6 65 87
7 63 67
8 40 53
9 33 70
10 56 83
11 47 60
12 53 57
13 40 53
14 50 60
15 73 87
16 63 93
17 63 77
18 37 60
19 53 90
20 53 50
21 80 83
22 60 70
23 85 93
24 40 53
Table 4.3
The Test Scores of the students Pre-Test and Post-Test
No
The score of
Pre-Test
The score of
Post-Test
D = ( X Y ) D
2
= ( X Y)
N= 24 ? x = 1374 ? y = 1700 ? D = 326 ? D
2
= 7876
33 1089
4 16
3 9
0 0
0 0
22 484
4 16
13 169
37 1369
27 729
13 169
4 16
13 169
10 100
14 196
30 900
14 196
23 529
37 1369
3 9
3 9
10 100
8 64
13 169
38
Schematically, the following figure reflects the students score in present
tense before they taught by dialogue techniques (pre-test) and after the application
of dialogue technique in their class (post-test)
Based on the figure above, it is clear that the students score in present
tense has an important. This findings suggest that the teacher of English at MTsN
II Tangerang to use the dialogue techniques as an approach of teaching.
After finding the score of the students, pre-test and post-test, the compared
the result of the test by using t-test formula:
N = Number of cases
X = the score of pre-test
Y = the score of post-test
D = Difference
? x = the total score of x
? y = the total of post-test
? D = the total of difference
G. Analysis of Data
Notes:
= to
MD
SE
MD
0
200
400
600
800
1000
1200
1400
1600
1800
Pre-Test
Post-test
39
? D
2
= the total of quadrate difference
Find out the mean of differences (MD) between variable X and variable Y,
the writer used the formula:
24
326
6 . 13
Based on the data in table 3, writer calculated the result of ? D = -326 and
? D
2
=7876. Then, the writer tried to find out the standard ion with the
formula:
2
2
2
24
7876
24
326
2
17 . 328 6 . 13
2
96 . 184 17 . 328
143 96 . 11
After finding the result of SD
D
, the writer can seek SE
MD
(Standard Error
of the Mean of Difference) using formula as follow:
1
1 24
96 . 11
MD
N
D
D
SD
N
D
N
D
MD
SE
N
SD
D
=
=
=
[ ]
=
=
=
=
=
= =
=
40
23
96 . 11
79 . 4
96 . 11
49 . 2
The last calculation is determining the result of to (t observation) of the
test with formula:
49 . 2
6 . 13
46 . 5
The last result -5.46 indicated that there was a difference of degree as
much as 5,46. Regardless the minus, it does not indicate negative score.
Then, to complete the result of research, the writer tried to find out the
degree of freedom (df) with formula:
df = N 1
= 24 1
= 23
df = 23 (see table of t value at degree of significance of 5% and 1%)
At the degree of significance of 5% = 2.07
At the degree of significance of 1% = 2.81
The result of analyzing the data by using the formula shows that the
coefficient is 5.46 this means that there is increasing score of the simple present
tense taught using Dialogue Technique.
=
= =
=
= =
to
MD
SE
MD
41
Before deciding the result of hypothesis, the writer proposed interpretation
toward to (t observation) with procedure as follows
a) If t
o
> t
t
: there is a significant difference and the alternative hypothesis
(Ha) is accepted and null hypothesis (Ho) is rejected.
b) If t
o
< t
t
: there is no significant difference and the alternative hypothesis
(Ha) is rejected and null hypothesis (Ho) is accepted.
The result of t
o
(t observation) found 5.46 and t
t
(t table) the degree of
significance of 5% and 1% are 2.07 and 2.81. Comparing t
o
(t observation) and t
t
(t
table), the result is 2.07<5.46>2.81. It means the t
o
(t observation) is higher than t
t
(t table).
According to the data, the score of t
o
is higher than t
t
it means that the
alternative hypothesis is accepted and null hypothesis is rejected. There is a
significance effect on the simple present tense taught through dialogue technique.
From the result of the test, the writer knows that the students post-test is
higher than pre-test which means that the using of dialogue techniques can
increase the students in understanding the simple present tense.
The test of hypotesis shows that there is a significant difference in
students score between before and after they are taught by dialog technique. The
difference is students score in simple present tense after the aplication of
dialogue technique are higher than before they are taught by using dialogue
technique.
The findings as described above are supported by those obtained from the
observation of the writer during the experiment. It was found that there are some
factors that cause the improvement of students comprehension in simple present
C. Test of Hypothesis:
Statistical Hypothesis:
D. Interpretation of Data
42
tense such as: (1) students are motivated because the ity of the teaching and
learning is enjoyable, (2) student are interested in t material because it is related
to the their life and provided in the context of real ife, (3) students realize that the
material they are learned is important for them, (4) the teacher devided the class
into small groups, so the students can interact with others and share their ideas.
Based on the data analysis and the discussion above, the writer can
interpret that dialogue technique is effective in teaching simple present tense to
the first grade of MTsN tangerang II Pamulang.
43
Based on the previous discussion, the conclusion can be drawn that:
Dialogue technique is effective in teaching simple present.
- Increase the students scores.
- The value of t
o
(5.46) it is higher than t
t
(5%=2.07 and 1%=2.81).
According to the conclusion, this study would like to the
following suggestions for teacher and students in learning process:
Teachers
a. The Teacher should be well prepared before entering the classroom
b. The teacher should make the students realize that the material will be
given is important for their daily communication
c. Te teacher should give the learning material related to the context of
students live in order to make the students easier to relate new
information and their background knowledge.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
H. Suggestion
44
Students
1) The students should be focus of teaching and learning activity is not
only on the grammatical forms, but also on how to use words in
communication
2) The students should make the activities of learning process are
meaningful and enjoyable.
3) The students should realize that the material they are learned is
important for them.
45
Azar, Betty Scrampfer. , Jakarta:
Binarupa Aksara and Prentice Hall, Inc. 1993.
Brown, H. Doughlas.
, 2
nd
ed. San Francisco Longman. 2001.
Comrie, Bernard.
. Cambridge: Cambridge University press. 1976.
Hall, Eugene J.
. Cambridge: Cambridge University
press. 1993.
Harmer, Jeremy. . Cambridge: Longman.
1991.
Hornby, A.S., . New York: Oxford
University Press. 1975.
Huddleston, Redney and Geoffney K. Pullum.
. Cambridge: Cambridge University Press. 2005.
Kirn, Elaine, Darcy Jack and Korey O Sullivian.
. Ney York: McGraw-Hill, Inc. 1990.
. A Gift of Asia Fondation Books for Asia. Sanfrancisco
California). 2000.
Lyons, John. . Cambridge: Cambridge
University Press. 1995.
Larsen, DianeFreeman. . New
York: Oxford University Press. 1986.
Mahmud, Drs. Nasrun, M. Pd. .
Jakarta: PBB UIN. 2003.
Nunan, David. . Cambridge: Cambridge
University Press. 1988.
Nunan, David. . Cambridge: Cambridge
University Press. 1992.
BIBLIOGRAPHY
Understanding and using English Grammar
Teaching by Principles An Interactive Approach to
Language Peagogy
Aspect: An Introduction to the study of verbal aspect d
related problem
Grammar for Use Leaistic Approach to Grammar Study for
Immediate and Practical Aplication
Practical of English Language Teaching
Guide to Patterns and Usage in English
A Students Introduction to English
Grammar
Interaction I Grammar 4
th
Edition
Laidlaw English
Linguistic Semantic an Introduction
Techniques and Principles in Language Teaching
English for Muslim University Students 3
rd
edition
The Learner- centered Curriculum
Research Methods in Language learning
46
Richards, C Jack., et al..
. London: Longman Group UK Limited. 1992.
Ridwan . ( .
Bandung : PT. Alfabeta. 2005.
Thomson, A. J. and A. V. Martinet, . Oxford:
Oxford University Press. 1986.
Sudjhono, Anas. . Jakrta: PT. Raja Grafindo
Pustaka. 1997.
Warner, Patricia K.. . New York: The McGraw-
Hill Companies, Inc, 2002.
Wishon, George E. and Julia M. Burks. . New York: Littion
Educational Publising, Inc. 1980.
Longman Dictionary of Language Teaching and Applied
Linguistics
Belajar Mudah Penelitian untuk Guru karyawan dan Peneliti Pemula
A Practical English Grammar
Pengantar Statistik Pendidikan
Interaction 2 Grammar 4
th
Edition
Lets Write English
47
Mata pelajaran : Bahasa Ingggris
Satuan pendidikan : MTsN tangerang II Pamulang
Kelas/semester : VII/1(ganjil)
Alokasi waktu : 1 x pertemuan (2x40 menit)
Tahun pelajaran :2008/2009
Berkomunikasi dalam percakapan transaksional dan interpersonal
sangat sederhana untuk berinteraksi dengan lingkungan terdekat
dengan menggunakan simple present tense
Merespon makna dalam percakapan transaksional (to get done)
dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa
lisan sangat sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) yang menggunakan ragam
bahasa lisan sangat sederhana secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat.
1. Siswa dapat merespon ungkapan dengan menggunakan simple
present tense dengan tepat.
2. Siswa dapat melakukan dialog dengan menggunakan simple
present tense dengan lancar
3. Siswa dapat mengidentifikasi bentuk kalimat simple present tense
baik positif, negatif, maupun pertanyaan dengan benar.
Metode : communicative approach
Strategi : REACT (Relating, experiencing, applying,
cooperating, transfering)
Salam dan tegur sapa
10 menit
Guru memberikan motivasi
60 menit
Guru menjelaskan topik yang akan dibahas kepada siswa
Guru membuat dialog
Guru menanyakan kepada siswa isi dialog tersebut
Setiap siswa bertanya dan menjawab secara bergantian tentang dialog
Siswa dan guru membahas tentang tata bahasa simple present tense
RENCANA PELAKSANAA PEMBELAJARAN
I. Standar Kompetensi
II. Kompetensi Dasar
III.Indikator
IV. Materi pokok dan uraian materi
V. Sumber dan media pembelajaran
VI. Motode dan strategi pembelajaran
VII. Rencana pembelajaran
Pendahuluan
Kegiatan pokok
48
Guru memfasilitasi
Siswa melakukan refleksi terhadap kegiatan yang sudah ksanakan
10 menit
Guru memberikan kesimpulan umum tentang materi
Penilaian proses : dilakukan pada saat proses KBM berlangsung
Penilaian hasil : diambil dari jawaban siswa yang diberi nilai pada
hand out
Instrument : soal tes terlampir.
Penutup
VIII. Penilaian
49
Mata pelajaran : Bahasa Ingggris
Satuan pendidikan : MTsN tangerang II Pamulang
Kelas/semester : VII/1(ganjil)
Alokasi waktu : 1 x pertemuan (2x40 menit)
Tahun pelajaran :2008/2009
Berkomunikasi dalam percakapan transaksional dan interpersonal
sangat sederhana untuk berinteraksi dengan lingkungan terdekat
dengan menggunakan simple present tense
Merespon makna dalam percakapan transaksional (to get done)
dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa
lisan sangat sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) yang menggunakan ragam
bahasa lisan sangat sederhana secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat.
1. Siswa dapat merespon ungkapan dengan menggunakan simple
present tense dengan tepat.
2. Siswa dapat melakukan dialog dengan menggunakan simple
present tense dengan lancar
3. Siswa dapat mengidentifikasi bentuk kalimat simple present tense
baik positif, negatif, maupun pertanyaan dengan benar.
I live in this house
What street do i live on?
My friends live here
Appendices
RENCANA PELAKSANAA PEMBELAJARAN
I. Standar Kompetensi
II. Kompetensi Dasar
III.Indikator
IV. Materi pokok dan uraian materi
Pertemuan Pertama
Study the diagram shows the students to indicate the location
Present tense talks about something thet is to indicate a costomary or
habitual action
50
Postman : I have a letter for Miss Dewi
Mrs.Rina : She doesnt live here anymore
Postman : Can you tell me where she lives now?
Mrs.Rina : Just a minute. I will get my address book.
Postman : Thank you
Mrs.Rina : She live at 41 Pamulang Street
Postman : I also have a letter for Miss Zahra
Does she still live on this street?
Mrs.Rina : Yes, she livesin that yellow house on the corner
Postman : Thank you
Mrs.Rina : You are welcome.
What is Mrs.Rina address?
She lives at Cinere
Does Miss Dwi live at the same address?
No, she does not live there anymore
I have a letter for Miss.Dwi.
I have a letter for Miss.Dwi.
She does not live there anymore
You take the gift to Miss.Lala.
You open the door for her
Say that you have a gift for Miss.Lala
Pertemuan kedua
Pertemuan ketiga
Pertemuan keempat
Pertemuan kelima
The postmant rings the bell at Mrs.Rina house; he has wo letters in his
hand. Mrs.Rina opens the door.
Present tense talks about situation that something happen iin habitual
action.
Present tense talks about question and answer the dialogue
Present tense talks about activity of memirization to repetition in variety of
ways
Present tense talks about a situation very similar to at of the basic
dialogue to determines by the new situation.
51
Sumber Pembelajaran: - Zainab Zaidir, Retno Andari, Charlotte
Moningka. Communicative English in Practice
untuk SLTP kelas 1. CV. Sapta Arthat Jaya
Jakarta. 2004.
Betty azar Schramfer, Understanding and Using
English Grammar, 2
nd
Ed,New Jersey : Prentice
Hall Regents, 1989.
Media Pembelajaran : Papera, textbook, marker, whiteboard.
Metode : Communicative approach
Strategi : REACT (Relating, experiencing, applying, cooperating,
transfering)
Salam dan tegur sapa 10
menit
Guru memberikan motivasi
60 menit
Guru menjelaskan topik yang akan dibahas kepada siswa
Guru membuat dialog
Guru menanyakan kepada siswa isi dialog tersebut
Setiap siswa bertanya dan menjawab secara bergantian tentang dialog
Siswa dan guru membahas tentang tata bahasa simple present tense
Guru memfasilitasi
V. Sumber dan media pembelajaran
VI. Motode dan strategi pembelajaran
VII. Rencana pembelajaran
Pendahuluan
Kegiatan pokok
-
52
Siswa melakukan refleksi terhadap kegiatan yang sudah ksanakan
10 menit
Guru memberikan kesimpulan umum tentang materi
Penilaian proses : dilakukan pada saat proses KBM berlangsung
Penilaian hasil : diambil dari jawaban siswa yang diberi nilai pada hand
out
Instrument : soal tes terlampir.
Penutup
VIII. Penilaian
53
Dialogue 1 for questions number 1-5
Maria : How are you?
Clara : ... (1)
Maria : Where do you live now?
Clara : ... (2)
Maria : By the way, How many sister do you have?
Clara : ... (3)
Maria : Where does your sister work?
Clara : ... (4)
Maria : Do you work too?
Clara : No, I ... (5)
1. a. I am student c. Fine thank you
b. how do you do d. Very well
2. a. I am living in Bandung c. I have lived in Bandung
b. i live in Bandung d. I had been lived in Bandung
3. a. I was having one sister c. I has one sister
b. i had one sister d. I have oe sister
4. a. My sister works at the office c. My sister work at the office
b. my sisterworking at the office d. My sister worked at the office
5. a. Do not c. Does not
b. does d. Do
Shopkeeper: What do you want, sir?
Mr Mulia : Udin, Maryam, what do you want?
Maryam : ... (6)
Mr Mulia : Udin, do you want a ruler, too?
Udin : No, I ... (7)
Maryam : He wants a notebook.
Shopkeeper: what does your son want,sir?
Mr. Mulia : ... (8)
Shopkeeper: ... (9)
Mr. Mulia : yes, they both want notebooks, and ... (10)
Shopkeeper: two notebook and ruler. They are Rp. 5.000.-, sir.
6. a. I want a ruler and notebook c. I want a ruler and notebook
b. I wanted a ruler and notebook d. I am want a ruler and notebook
7. a. Do want a ruler c. Does want aruler
b. dont want a ruler d. Doesnt want a ruler
8. a. He is want a notebook c. He has want a notebook
b. he had wants a notebook d. He wants a notebook
Instrumen Test
I. Choose the right answer below
dialogue 2 for questions number 6-10
54
9. a. Does they both want anootebook? c. Do they both want notebook?
b. does they both want ruler? d. Do they both want a notebook?
10. a. My daughter want a ruler c. My daughter wanted a ruler
b. my daughter wants a ruler d. My daughter is want a ruler
Adji : excuse, ... (1) you have phone number?
Nurul : yes, I ... (2) it is 74710938
Adji : How ... (3) i contact you?
Nurul : just call the office
Adji : By the way, where ... (4) your sister live?
Nurul : She live in jakarta
Adji : ... (5) she work there?
Alya : what time do you usually get up, Amira?
Amira : I wake up at 5. Oclock and get up at 5:15
Alya : do you usually get up so early?
Amira : Yes, i do, but sometimes i get up so late
Alya : what do you do after get up?
Amira : i take a shower
Alya : do you usually have breakfast or not?
Amira : yes, i do
Alya : does your mother make your breakfast?
Amira : yes, she does.
1. What time does amira get up in the morning?
2. Does Amira usually get up so late?
3. Does Amira usually eat breakfast or not?
4. Who makes Amiras breakfast?
5. What does she do after get up?
II. Complete this dialogue by using Do or Does!
III. Read the dialogue carefully and answer the questions below!
Answer these questions!