developing students' ability in using present continuous tense through contextual teaching learning

159 Pages·2011·17.46 MB·English

DEVELOPING STUDENTS’ ABILITY IN USING
PRESENT CONTINUOUS TENSE THROUGH
CONTEXTUAL TEACHING LEARNING
(A Classroom Action Research in the Seventh Grade of SMP Al Mubarak
Pondok Aren)

By:
ULFIANTI ULFA
106014000443

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011

ABSTRACT
Ulfa, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense
Through Contextual Teaching Learning (A Classroom Action Research at VII
Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah
State Islamic University Jakarta, 2011.

Advisor: Dr. Ratna Sari Dewi, M.Pd

Key words: Present Continuous Tense, Contextual Teaching Learning

This research is conducted in order to develop students’ ability in using
present continuous tense through contextual teaching learning at VII grade students of
SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of
SMP Al Mubarak Pondok Aren in managing classroom activities in learning
grammar. As the subject of the study, were 32 students; 16 boys and 16 girls.
In conducting this research, the researcher used Classroom Action Research
(CAR) as the method of research. The researcher taught present continuous tense by
using contextual teaching learning approach at VII grade of SMP Al Mubarak
Pondok Aren. This research consisted of two cycles and each cycle consisted of four
elements, they are: planning, acting, observing, and reflecting. Each cycle conducted
in three meetings for one and a half months. To collect and analyze the data, the
researcher used the students’ score in pre-test and post-test and information from
interview, observation, questionnaire in order to support the data collected.
The result of this research shows that using contextual teaching learning in
teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the
students to study English and develop their grammar ability in using present
continuous tense. The students’ responses showed that they are interesting in learning
English grammar based on the result of interview and questionnaire they thought that
the activities are interesting. Moreover, the analysis of the data showed that there
was a significant difference of students’ achievement in the pre-test and post-test. The
students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and
the average score in post-test II was 72.06. The students’ percentage who passed the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was
18.75%, in post-test 1 was 50%, and in post-test II was 81.25%.
Based on this result, the implication of the research showed that contextual
teaching learning can be applied to develop students’ grammar ability. The
implementation of contextual teaching learning in learning grammar help students to
use grammatical patterns effectively, and also the students are motivate and interest in
learning English grammar.

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ABSTRAK
Ulfah, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through
Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP
Al Mubarak Pondok Aren)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2011.

Advisor: Dr. Ratna Sari Dewi, M.Pd

Key words: Present Continuous Tense, Contextual Teaching Learning
Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present
continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al
Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al
Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai
subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan.
Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas
(PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan
menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak
Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur:
perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan
selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti
menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan
angket untuk mendukung pengumpulan data.
Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning
dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi
siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka.
Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris
karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis
menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan
post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2
dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan
Minimal (KKM) pada pre-test sebesar 18.75%, pada post-test 1 sebesar 50% dan pada post-
test II sebesar 81.25%.
Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa contextual
teaching learning bisa diterapkan untuk mengembangkan kemampuan grammar siswa.
Penerapan contextual teaching learning dalam mempelajari grammar membantu siswa
mampu menggunakan pola grammar secara efektif dan siswa juga termotivasi dan tertarik
dalam mempelajari struktur bahasa Inggris.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.
Praise and gratitude be to Allah for giving strength and guidance for the
writer, so that this paper can be finished thoroughly. Peace and blessing be upon
Prophet Muhammad SAW, his families, his relatives and all followers.
This “skripsi” is presented to the faculty of Tarbiyah and Teachers’
Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment
of the requirement for the degree of Strata 1 (S1) at English Education
Department.
In this process of finishing this “skripsi”, the writer got many guidance
and motivation from people around her. Therefore, the writer would like to
express her deepest gratitude to her parents and her sibling who give support, love
and pray for her.
The writer would like to express her special gratitude to her honorable
advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her
time to finish this paper, hopefully Allah always bless her with her family, she is
always healthy and May Allah grant all of her wishes. Besides, the writer would
also deliver special thanks to:
1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and
Teacher’s Training.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of
the English Department.
3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.
4. All lecturers in the English Department, for teaching precious knowledge and
for giving wonderful study experience.
5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag.
6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah.
7. The writer’s great mother, Mrs. Nur Aini.
8. The writer’s great father, Mr. Mudori
9. The writer’s beloved sister, Hezmi Emimah and also my beloved Grandma
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and Grandpa who motivated her in doing “skripsi” and thanks on your pray,
motivation and love.
10. Ms. Reni Septiati, S.Pd thank you so much for your advice and support.
11. The students of seventh grade of SMP Al Mubarak who have contributed her
in collecting data during the research.
12. The writer’s best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri,
Yuning, Nia thanks for their help, support and motivation.
13. The writer friend, Deden, thanks for his support and pray for her.
14. She would also thank to all her friends at “C” class of English Education
Department academic year 2006, thank you for being a good friend during her
study at UIN.
15. All the writer’s wonderful friends the English Department whom the writer
cannot write all their names, who have continuously given aid, great support
and suggestion to the writer in finishing this paper.
16. To any other person who cannot be mentioned one by one for their any
contribution to the writer during finishing her “Skripsi”.
17. Atma Jaya Library, PKBB.
18. Last, but not least thank to all the writer’s friends and teachers.

Jakarta, Juni 2011
The Writer
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TABLE OF CONTENTS

TITLE
APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT .................................................................................................. i
ABSTRAK ..................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ........................................................................................ viii
LIST OF FIGURES ...................................................................................... ix
LIST OF APPENDICES ............................................................................... x

CHAPTER I INTRODUCTION
A. The Background of the Problem ....................................... 1
B. The Identification of the Problem ..................................... 4
C. The Limitation of the Problem ......................................... 4
D. The Formulation of the Problem ....................................... 5
E. The Aim of the Research ................................................. 5
F. The Significance of the Research ..................................... 5

CHAPTER II THEORETICAL FRAMEWORK
A. Present Continuous Tense ................................................ 6
1. The Understanding of Present Continuous Tense ......... 6
2. The Usage of Present Continuous Tense ...................... 11
3. The Form of Present Continuous Tense ....................... 12
B. Contextual Teaching Learning ………………………… ... 15
1. The Understanding of Contextual Teaching Learning . 15
2. The Characteristics of Contextual Teaching Learning . 17
3. The Strategies of Contextual Teaching Learning ......... 19
4. The Components of Contextual Teaching Learning ..... 21
C. Action Hypothesis ............................................................. 23
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D. Relevant of the Study ........................................................ 24

CHAPTER III RESEARCH METHODOLOGY
A. The Purpose of the Research ............................................. 25
B. The Time and the Place of the Research ............................ 25
C. The Method of the Research .............................................. 26
D. The Subject and the Object of the Research ....................... 26
1. The Subject of the Research ........................................ 27
2. The Object of the Research ......................................... 27
E. The Researcher’s Role on the Research ............................ 27
F. Research Design ............................................................... 27
G. The Classroom Action Research Procedure ...................... 30
1. Planning Phase ........................................................... 30
2. Acting Phase .............................................................. 30
3. Observing Phase ......................................................... 30
4. Reflecting Phase ......................................................... 31
H. The Result of Expected Action Intervention ...................... 31
I. The Data and Sources of Data ........................................... 31
J. The Instrument of Data Collection .................................... 32
K. The Technique of Collecting Data ..................................... 32
L. The Technique of Data Analysis ....................................... 33
M. The Trustworthiness of Study ............................................ 35
1. Validity of Data ...................................................... 35
2. Discriminating Power .............................................. 37
3. Difficulty Item ......................................................... 38
N. Criteria of the Action Success .......................................... 39

CHAPTER IV RESULT AND DISCUSSION
A. The Descriptions of the Data ............................................. 40
1 The Result of Observation ................................. 40
2 The Result of Pre Interview ............................... 41
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3. The Result of Questionnaire ............................... 41
4. The Result of Pre-Test ........................................ 44
B. The Implementation of Cycle 1 ......................................... 47
1. Planning .......................................................... 47
2. Acting ............................................................. 48
3. Observing ........................................................ 49
4. Reflecting ........................................................ 51
C. The Implementation of Cycle II .......................................... 51
1. Planning ........................................................... 51
2. Acting ............................................................. 51
3. Observing ........................................................ 53
4. Reflecting ........................................................ 54
D. The Data Analysis .............................................................. 54
1. The Result of Post Interview…………………. ... 54
2. The Result of Post Questionnaire ……………... . 55
3. The Result of Post Test……………………….. ... 59
a. The Result of Post Test in the First Cycle……. ... 59
b. The Result of Post Test in the Second Cycle…. ... 62
E. The Interpretation of Test Result......................................... 65
F. Discussion………………………………………………… . 68

CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................... 69
B. Suggestion ....................................................................... 70

BIBLIOGRAPHY ........................................................................................ 73
APPENDICES .............................................................................................. 75

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