CHAPTER I

INTRODUCTION

A. The Background of The Study

Language is an essential aspect of human life. It has big role for every
individual in communication. People need language to share ideas, opinions or
feelings. H. Douglas Brown has quoted from Finocchiaro that language is a
system of arbitrary, vocal symbols which permit all people in a given culture, or
other people who have learned the system of that culture, to communicate or to
1
interact.
English as one of the languages in the world has a big role in this modern
life. In Indonesia, English is the first foreign language that is taught as a local
content subject in Elementary Schools, as a compulsory subject at Junior High
Schools and Senior High Schools and as a complementary subject in universities.
It is based on the decision of the decree of the Ministry of Education and Culture
no.096 of 1967 which has stipulated, English becomes the first foreign language
2
in Indonesia and a compulsory subject for Junior High School up to universities.
English is considered important to broaden knowledge, art and culture. In
addition, there are many books, which are written in English. In order to be able to
read the books, it is necessary for students to learn this language well.

1
H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey:
Prentice Hall, Inc. 1980), p.5
2
Departemen Pendidikan Dan Kebudayaan RI, Keputusan Menteri:
No.096/kep/1967,Bahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata
Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggi

1
 2

In learning English students are not only required to master the four
language skills, but also to master language components, covering grammar,
vocabulary, and pronunciation. Grammar is one of the language structures which
are taught to every language students. By mastering English grammar, the
students are expected to be able to build up the sentences and express their ideas
for communication activities.
Many factors affect the success or failure of the teaching English grammar.
Some of the factors which can be attributed to the unsatisfactory condition are;
first, the language system which is different from Indonesian. For examples, the
se ntence saya pergi sekolah and dia pergi ke sekolah have the same verb
form, which is pergi. While in English it becomes different, the sentence saya
pergi ke sekolah will be I go to school and dia pergi ke sekolah will be he
goes to school.
The second factor is the teaching methods which the teachers apply in the
classroom. The teaching methods have an important part of teaching learning
process in the classroom. A teacher needs to know and master many methods to
make teaching learning process more effective. The English teachers need to be
able to organize the teaching learning activities. They have to present materials by
using a suitable teaching method.
One of the teaching methods which can be used in the teaching learning
process is cooperative learning. Cooperative Learning is not a new idea in
education, but not all teachers have already used this method.
According to Carrolyn Kesler, Cooperative Learning offers way to
3
enhance learning and increase academic achievement. Through Cooperative
Learning, the students will be more active in developing their structure, because
they will not depend on their teacher. In this case, the teacher only becomes the
facilitator of the students.
Cooperative learning has many methods that can be used in teaching,
among other Student Teams-Achievement Divisions (STAD), Team-Games-

3
Carrolyn Kesler, Cooperative Language Learning (New Jersey: Prentice Hall, Inc,
1992) p.1
 3

Tournament (TGT), Jigsaw, Team Accelerated Instruction (TAI), and Cooperative

Integrated Reading and Composition (CIRC).4
STAD is one of the methods of cooperative learning which is divided
students into small group, consists of four to five members learning teams5. The
writer is interested in applying STAD in teaching Simple Present Tense. She
assumes that STAD can be an alternative method besides the other famous
methods.
During the activity of PPKT (Praktik Profesi Keguruan Terpadu), the
writer observed the class VII-1 students of SMP Pelita Harapan Jakarta. The
students got difficulties when they were learning grammar, especially in learning
Simple Present Tense. For examples: first, they do not understand the possessive
pronoun of the third person singular, second they are confused how to use of -s
and -es morpheme of the verb for the third person singular and the third they are
confused to use verbs in simple present tense. It could be seen from the low scores
of the students formative tests. The average scores of students in Pelita Harapan
Junior High School are about 40-70. In addition when the writer interviewed some
students, they told that grammar was one of the most difficult aspects in learning
English.
Based on the condition of Pelita Harapan Junior High School, the writer
assumes that students will be more active if they learn by grouping and sharing
the material each other. The writer assumes STAD (Students Teams-Achievement
Division) technique is one of the techniques which can improve the students
achievement and will enable students to comprehend the material more easily,
because they will not be shy and afraid to ask questions to their fellow who are
smarter than the others students. Thats why the writer would like to carry out the
research under the title Teaching Simple Present Tense through Student
Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan
Jakarta

4
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Ally
nd
& Bacon, 1995), 2 edition, p.5-7
5
Robert E. Slavin, Cooperative Learning, p.5
 4

B. The Limitation and Formulation of the Problem

To avoid misunderstanding and to clarify the problems, it is important to

setsome limitation of the problems. The writer limits the study on the teaching of
Grammar concern in Simple Present Tense through Student Teams Achievement
Division (STAD).

The writer formulates the problem of study as follows: Is there a

significant influence in the mastery of Simple Present Tense of the students who
are taught through Student Teams Achievement Divisions (STAD) and through
Grammar Translation Method?

C. The Objective of the Study

The objective of the study is to find the empirical evidence of the

differences
t between students achievement in the teaching of simple present tense
hrough Student Teams Achievement Divisions (STAD) technique and Grammar
Tr
anslation Method for Junior High School students.
D.
The Method of the Study
This research employs experiment method. The writer will teach two
different classes using two different methods. Before the treatment, the writer
administers the pre-test to both classes to find out their competency level in
English. At the end of the experiment the writer will give a post-test to find out
the difference between teaching Simple Present Tense through STAD and through
GTM.
 5

E. The Organization of Writing

This paper consist of four chapters, those are:

Chapter I Introduction; explains the background of the study, the limitation

a d formulation of the problem, the objective of the study, the method of the
n udy, and the organization of the study.
st
Chapter II Theoretical Framework, divided into two sub-chapters, at first is
mple Present Tense, explains understanding of Simple Present Tense, form of
Simple present Tense, and the function of Simple Present Tense. The second is
Sioperative Learning; explains the understanding of Cooperative Learning, the
Cchniques of Cooperative Learning, the third is STAD; explains the
onderstanding of STAD, characteristic of STAD, the procedure of STAD in the
teassroom, the fourth is Grammar Translation Method.
u
Chapter III Research Methodology and Finding, divided into two sub-
cl
apters, at first is research methodology, explains objectives of the study, place
d time of the study, population and sample, technique of data collecting, and
chchnique of data analysis. The second is research finding, it explains description
an
te
of the data, analysis of the data, test of hypotheses, and interpretation and
discussion of data.

Chapter IV Conclusion and Suggestion

 CHAPTER II
THEORETICAL FRAMEWORK

A. Simple Present Tense

1. The Understanding of Simple Present Tense
Simple present tense is identical to the base of verb (except in the case
of be) and adds s for the third person singular (also called present (tense)
1
simply). The verb in simple present tense must be added s or -es when the
subject is a third person singular such as he, she and it. For example, I know
or he knows.
Meanwhile A.S Hornby states the simple present tense is sometimes
used to describe an activity that is actually in progress at the moment of
2
speaking . Beside that the simple present tense can describe habits, routines,
3
or events than happen regularly. From those statements, it can be assumed
that simple present tense is used to describe things that are generally true,
expressing facts and repeated event or habits. In general, the simple present
expresses events or situations that exist always, usually, habitually; they exist
4
now, have existed in the past, and probably will exist in the future.

1
Sylvia Chalker, et.al., Dictionary of English Grammar, (New York: Oxford University
Press, 1998)
2 nd
A.S Hornby, Guide to Pattern and Usage in English, 2 edition (: Oxford University
Press, 1975),p.82
3 th
Patricia K.Werner, Interaction 2 Grammar, 4 edition, (New York: The McGraw-Hill
Companies, Inc., 2002), p.3
4
Betty Scrampfer, Azar, Understanding and Using English Grammar, (New Jersey:
Prentice-Hall Inc., 1989) second edition, p.2

6
 7

Thus, the writer summarizes that simple present tense is something

that was true in the past, is true in the present and will be true in the future. It
is the most common ways to describe things and to express ideas or facts in
English that are generally true and habitually.

2. The Form of Simple Present Tense

a. Affirmative Statement
According A.J. Thomson and A.V. Martinet that in the affirmative, the
simple present tense has the same form as the infinitive but adds an -s for
5
third person singular. Also for the first and the second singular person and
rd
for the plural is without -s. On the other source that for 3 person singular
(he, she, and it), we add - s to the main verb or - es to the auxiliary.
Here is the form of affirmative sentence in simple present tense:

S + V1 + s / es +

For example:
- I kiss my mom every morning
- You kiss your mom every morning
- We kiss our mom every morning
- They kiss their mom every morning
- He kisses his mom every morning
- She kisses her mom every morning
In the present form to be has three forms: is, am, and are. To make
an affirmative statement with be, after subject put the appropriate be (am,
is, are) to the subject then followed by adjective/adverb of place/noun
phrase. In affirmative statement, subject and be can be contracted, such
Im a lawyer (I am a lawyer), hes busy (He is busy), were hungry (We
are hungry).

5 th
A. J. Thomson and A. V. Martinet, A Practical English Grammar, 4 edition (New
York: Oxford University Press, 1986), p. 150
 8

The negative sentence in to be is formed by adding not after to be.

For example:
He is a doctor. He is not a doctor
They are in the class. They are not in the class

S + be (am, is are) + not + adjective/adverb of place/noun

 9
Especia
lly in
are
speakin
t.
g, is
not and The form of affirmative statement with be, use this formula:
are not
S + be (am, is are) + adjective/adverb of place/noun
are
contract
ed to b. Negative Statement
isnt Negative statement in the simple present tense is formed by adding do
and not or does not before the simple form of the verb. And here is the pattern
or negative sentence in simple present:

S + do not / does not + V1 +

For example:
- I do not kiss my mom every morning
- You do not kiss your mom every morning
- We do not kiss our mom every morning
- They do not kiss their mom every morning
- He does not kiss his mom every morning
- She does not kiss her mom every morning
 10

c. Interrogative statement
The interrogative form is also using auxiliary do and does. The
auxiliary is placed before the subject; here is the pattern of interrogative
sentence in simple present tense:

Do / Does + S + V1 + ?

For example:
- Do you come late every day?
- Do they come late every day?
- Does she come late every day?
- Does he come late every day?
The interrogative sentence in to be is formed by placing to be
before the subject of the sentence.
For example:
He is from Italy. Is he from Italy?
They are in the class. Are they in the class?
Short answer to questions is made with the following pattern:
- Yes + Subject + (pronoun) + to be (for positive answer)
- No + Subject + (pronoun) + to be not (for negative answer)
For example:
Is he from Italy? Yes, he is No, he isnt
d. Negative Interrogative Statement
The form negative do not / does not is contracted in the negative
interrogative into dont / doesnt and here the pattern of interrogative
sentence in simple present tense:

Dont / Doesnt + S + v1 +( ) ?
 11

For example:
- Dont you watch TV every evening?
- Dont they watch TV every evening?
- Doesnt she watch TV every evening?
- Doesnt he watch TV every evening?
Negative questions are used to indicate the speakers ideas (i.e., what
she/he believes is or is not true) or attitude (e.g., surprise, shock,
6
annoyance, anger).
Use the following rules to spell the s form correctly:
1. For most verbs, add s to the simple form.
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2. Add es to verbs that end in o, s, z, sh, x and ch (unless the ch is
pronounced with the of k)
I watch the movie She watches the movie
You teach at school She teaches at school
I do my homework He does his homework
3. Omit a final y and add ies unless the letter a, e, i, o, or u comes
before the y
I carry my bag He carries his bag
You study math He studies math
I try a new shoes She tries a new shoes
4. For the verb have, use the irregular from has and put dont or
doesnt for negative statement.
Affirmative : I have a new bag
She has a pointed nose

6
Betty Schrampfer Azar, Understanding and Using English Grammar, (Jakarta:
Binarupa Aksara and Prentice Hall, Inc. 1993), p. A.14
 12

Negative : I dont have a new bag

She doesnt has a pointed nose
Interrogative : Do you have a new bag?
Does she has a pointed nose?
Short answer : Yes, I do / No, I dont
Yes, she does / No, she doesnt
Long answer : Yes, I have a new bag
Yes, she has a pointed nose
: No, I dont have a new bag
No, she doesnt has a pointed nose
e. Adverb of Frequency
Frequency adverbs modify verbs of adjective. They describe how
regularly or what percentage of time happens. The following adverbs like
(always, usually, often, sometimes, seldom, and never) are often used with
the simple present tense to indicate frequency. Here are the meanings of
some frequency adverbs in approximate percentage of time:
100% : always
90% : usually / generally
75% : often
50% : sometimes
10% : seldom / rarely
7
0% : never
For example:
Affirmative : He is always happy
They usually play together
He often study at home
Negative : They arent usually at home
The bus is never on time
I dont often go to school by bus

Elaine Kirn, Darcy Jack and Jill Korey O Sullivan, Interaction 1 Grammar 4 edition,
7 th

(New York: McGraw Hill, Inc. 1990), p. 17-18

 13

In addition:
If there is an auxiliary verb (can, must, should, will, have, ), the
frequency adverb comes after it.
If there are two auxiliary verbs (would have, should have, ), the
frequency adverb comes after the first.
f. Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis.
- The buses run every hour
- As a rule, I dont go to the office on Saturday

3. The Function of the Simple present Tense

8
The simple present tense performs the following function:
a. Express general truths
- Batik comes from Indonesia.
- Sun rises from east.
b. Expresses and habitual actions, often with such adverbial expression as
frequency, usually, every day, and so on. It is also the usual present
tense form of stative or private verbs, such as wish, hope, fear, love,
like, understand and know.
- I go on holiday every summer
- They usually leave school at three oclock.
- She loves her children
- He buys food every weekend.
- Nadia understands English.
c. When used with the verb do, shows emphasis
- He does look like his brother.
- We do not lie, but we do say the truth
- She may not be brilliant, but she does work hard

8
George E. Wishon and Julia M. Burks, Lets Write English, (New York: Littion
Educational Publishing, Inc. 1980), p. 193-194
 14

d. Expresses commands or request (second person only)

- If you see him, give my love to him
- Close the door, please!
- Lets take a rest!
e. Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week

B. COOPERATIVE LEARNING
1. The Understanding of Cooperative Learning
Working together means cooperation. It also means taking the talents of
individuals and pooling these together to get the job done. George M. Jacobs
in his book states Cooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students
9
collaboration with their classmates and others.
Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task, and do interaction
with their classmates. In this case,
Cooperative learning is a successful teaching strategy in which
small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of a
subject. Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating
an atmosphere of achievement. Students work through the
assignment until all group members successfully understand and
10
complete it.
There are many experts who have defined the definition of cooperative
learning. As is states by Olsen and Kagan that Cooperative learning is group
learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9
Willy A. Renandya and George M. Jacobs, ed, Learners and Language Learning,
(Singapore: SEAMEO Regional Language Centre, 1998) p.172
10
http://edtech..kennesaw.edu/intech/cooperativelearning.htm . Retrieved 02/09/2010