44 CHAPTER IV FINDINGS AND DISCUSSION There are two types

44

CHAPTER IV

FINDINGS AND DISCUSSION

There are two types of data, namely qualitative data and quantitative data

which were analyzed descriptively. The qualitative data obtained from the

questionnaire given at the end of every cycle, while quantitative data obtained

from the result of pre- test and post-tests.

According to above explanation, some points that are going to be

discussed are the students’ ability obtained from the result of pre- test, post- test

of each cycle, questionnaires, students’ activities, and teacher’s activities.

4.1 Findings before Conducting the Treatment

In this part the researcher’s findings include the activities conducted before

conducting the treatment.

4.1.1 Planning

In order to found and strength the data about the students’ ability in using

Simple Present Tense the researcher’s done the pre- test and made some

preparations before conducting pre-test, such as preparing a note book for the

researcher’s diary, selecting materials to guide the researcher in making pre-test,

designing pre-test and questionnaire, and determining the schedule and time

allotment. The pre-test consisted of thirty multiple choice questions which

involved 10 items of Subject-Verb Agreement, 10 items of adverbials used in

44

45

Simple Present Tense, and 10 items of the usage of Simple Present Tense, while

the questionnaire consisted of 10 closed test about the students’ feeling in

studying Simple Present Tense and how the students perceived their teacher’s

technique in teaching them.

4.1.2 Observation

4.1.2.1 Researcher’s Diary

This pre-observation was done on January 31st 2011 by giving the students

pre-test. Before distributing the test, the researcher explained her purpose and the

program that would be conducted to the students. Since everything was clear for

the students, the researcher distributed the pre-test and the questionnaire. The

class was noisy for a while because the students were surprised and not ready for

the test. But it was soon calm after the researcher explained that the test was

conducted only to know their ability in using Simple Present Tense. In this pre-

observation, I need time extension. The students were given 60 minutes to finish

the test and then they continued to answer the questionnaire. The students did the

test based on their ability. They were not allowed to cheat their friends’ work.

Beside giving pre-test and questionnaire, the researcher also observed the

English teacher’s way in teaching Simple Present Tense. It was found that the

English teacher tended to teach the students deductively and the teaching learning

activities were book oriented. It made the students not interested in motivating

their learning process.

46

4.1.2.2 The Result of Pre-Test

Based on the result of the pre-test, it can be said that the students’ ability

in using Simple Present Tense was still low. It can be seen from the table below.

Table 4.1 The Result of Pre-Test

Aspects of Simple

No Subject Present Tense answered Total Score

Level

mastery% Level of

Correctly Mastery

S-V Adverb Usage

1 AGUS GUNAWAN, I GEDE 5 6 4 15 50 50% Poor

2 ASTINI, NI KETUT 4 6 6 16 53 53% Poor

3

BUDIARTINIANTI, NI

KADEK 4 8 4 16 53 53% Poor

4 KARNI,NI KETUT 3 6 3 12 40 40% Poor

5 LINDRA, I KOMANG 3 8 3 14 47 47% Poor

6 MANDRA, I WAYAN 3 6 5 14 47 47% Poor

7 OKA WIDANA, I GEDE 5 7 3 15 50 50% Poor

8 PRADIKA, I KADEK 7 6 4 17 57 57% Insufficient

9 SANTI MARTINI, I PUTU 5 5 4 14 47 47% Poor

10 SARI, I KETUT 1 3 3 7 23 23% Poor

11 SATIA, I KADEK 4 6 4 14 47 47% Poor

12 SIDAN, I KOMANG 5 6 5 16 53 53% Poor

13 SUKADANA, I KADEK 3 4 2 9 30 30% Poor

14 SUKRA, I KETUT 4 5 2 11 37 37% Poor

15 SULASTRINI, I KADEK 5 4 1 10 33 33% Poor

16

SUMARNI PUTRI, I

KADEK 3 5 2 10 33 33% Poor

17 TISU BALIANI, I KADEK 0 9 1 10 33 33% Poor

18 TRESNAYASA, I KADEK 3 4 2 9 30 30% Poor

19 WARDA, I NENGAH 5 2 4 11 37 37% Poor

20 WASTI, NI WAYAN 4 6 4 14 47 47% Poor

21 YUDIANTINIASIH, NI LUH 3 6 4 13 43 43% Poor

Mean Score 3,7 5,6 3,3

42 42% Poor

47

The table shows that the ability of the students in using Simple Present

Tense could be categorized as complete failure in which the students’ mean score

was 42 and according to criteria of the students’ level of mastery was poor

because it was less than 54. It founded that there were 20 students (97.5%) got

score below 55 (poor) and 1 students (2.5%) got score up to 55 (insufficient),

these score influenced the mean score of whole of students was poor.

Most of the students still had problems in using each aspect of Simple Present

Tense that covered the use of Subject-Verb agreement, the use of adverbial of

frequency and time and the usage of Simple Present Tense. Below are the details

of each aspect of Simple Present Tense.

1. Subject-Verb agreement

From the result of pre-test, the mean score of this aspect was 3, 7 (poor).

Only 1 student got score 7 and the others got score less than 7. The

significant problem faced by the students was the students did not

understand how to add correct suffixes –s or –es on the verbs. They were

difficult to differentiate which subject should be added suffixes s or es and

which subject should not. They also did not understand what was meant by

the first person, second person, third singular person, and third plural

person subjects.

2. Adverb

The mean score of this aspect was 5,6 (insufficient). There were only 4

students who got score 7 and up to 7. Regarding this mean score, it can be

concluded that the students still had problems in using the appropriate

48

adverbials of frequency and time in Simple Present sentences. The

researcher found that the students ignored the significance of time

indicator in the sentences. They thought the adverbials were only indicated

by time and would not change the tense of the sentences.

3. Usage

The students’ mean score of this aspect was 3.3 (poor). The students’

problem was basic. They did not understand the right rules for

constructing Simple Present Tense. They were difficult in differentiating

verbal and nominal sentences. Some of them even did know what was

meant by verb, adjective, noun, and pronoun and how to differentiate

them. For example, the students tended to choose: ‘Do you a student ?’

rather than to choose ‘Are you a student ?’

4.1.2.3 The Result of Pre- Cycle Questionnaire

There were 10 items in the questionnaire. It was related to the student’s

feeling about the grammar teaching conducted by their English teacher. The result

of the questionnaire can be seen in the following table.

Table 4.2 The Result of the Questionnaire

Number of

Items

Result

A B

Total

Number

% Total

Number

%

1 8 38% 13 61,9%

2 8 38% 13 61,9%

3 10 47,6 % 11 52%

4 8 38% 13 61,9%

49

5 7 33% 11 52%

6 5 23,8% 16 76%

7 5 23,8% 16 76%

8 6 28,5% 15 71%

9 9 42,8% 12 57,8%

10 0 0% 21 100%

From the table above, the students’ feeling about their grammar lesson

can be described. From the first item, it can be seen that 38% students liked

English lesson and 61,9% students disliked it. The results on the second items

showed that 38% students liked studying grammar and 61,9% students disliked it.

The third item showed that 47,6% students felt that grammar was important to be

learnt and 52% students felt it was not important. From the students’ answers on

the forth item, it can be seen that 38% students liked studying Simple Present

Tense and 61,9% students did not. Moreover, the fifth items showed that 52%

students felt that the exercises given by their English teacher were difficult. From

the sixth item, it can be known that 23,8% students liked their English teacher’s

technique in teaching Simple Present Tense and 76% students did not. Then, from

the seventh item, it can be known that 76% students felt that the sentences used by

the teacher were difficult to understand. The eighth item shows that 28,5%

students understood the use of auxiliaries ‘do’ and ‘does’ in Simple Present

Sentences and 71% students did not. The ninth item shows that only 42,8%

students understood the use of adverbial of frequency and time in Simple Present

Sentences and 57,8% students did not. The last item shows that the teacher rarely

used pictures, comics, and flash cards when she taught grammar. From the

50

description of the questionnaire, it can be seen that the students found some

problems in their grammar learning and those problems arose mostly because of

their English teacher’s technique in teaching grammar.

4.1.2.4 The Result of Interview

In this pre-study, the researcher also interviewed informally both the

students and the teacher in order to know the other problems that could not be

determined from the questionnaire. The English teacher was interviewed before

the pre-test was conducted. During the interview, the English teacher told that the

students’ ability in using Simple Present Tense was very low and it was difficult

to make them interested in learning grammar. From the interview with the

students that was conducted after the pre-test, the researcher found that the

students felt bored with the technique used by their English teacher. They also

often felt it was difficult to understand the grammar since they were involved in

passive learning. They also said that they would be more attracted to learn if the

teacher made the learning situation more relaxed and enjoyable.

4.1.3 Reflection

Based on the data obtained, the researcher found that the students’ ability

in using Simple Present Tense was very low. It can be seen from the mean score

of the students on the pre-test. Their mean score was 42 which meant that the

students’ ability was poor. This happened since the students had some problems in

learning grammar which very mostly caused by the English teacher’s technique in

51

teaching Simple Present Tense. The technique used by the English teacher was

not able to motivate the students to learn since it was monotonous and boring.

Considering the problems arose and the causes, the researcher decided to apply a

new teaching Simple Present Tense technique by applying a grammar game

namely Climbing Grammar Mountain Game. It was expected that this game could

improve the students’ ability in using Simple Present Tense.

4.2 Finding in the First Cycle

This part described the data gained during the first cycle involving planning,

action, observation, and reflection.

4.2.1 Planning of the First Cycle

Since the data of pre-observation showed that the students had low ability in

using Simple Present Tense, the researcher decided to implement Climbing

Grammar Mountain Game in the teaching of Simple Present Tense in order to

improve the students’ ability. Before the implementation of the Climbing

Grammar Mountain Game in the teaching and learning activity, the researcher

prepared teaching scenario, observation sheet, teacher diary, post test, and

questionnaire. In this study, the researcher was observed by other teacher. He is a

math teacher and his name is I Gede Darpana and the result in observation sheet

was recorded in the teacher’s diary.

The teaching scenario was divided into three sessions. On the first and the

second sessions, the researcher would conduct Climbing Grammar Mountain

Game during the teaching Simple Present Tense which involved the use of

Subject-Verb agreement, adverb, and usage. And on the third session the

52

researcher would give the students a test in order to know the students’

achievement in using Simple Present Tense after the game was implemented.

Moreover, a caption of students’ score during the game which would be

presented in the form of interval schemes as the students’ mountain was also

prepared by the researcher. From the scheme the students would be able to

identify how high they had climbed the mountain.

Furthermore, a post test and questionnaire were also prepared. The post

test consisted of 30 items which involved 10 items of Subject-Verb agreement, 10

items of adverb, and 10 items of the usage of Simple Present Tense. This test

would be administered in order to know the students’ achievement after Climbing

Grammar Mountain was implemented in the classroom process. Besides, the

researcher also prepared questionnaire which consisted of 10 items. This

questionnaire was aimed at knowing the students’ thought about the

implementation of Climbing Grammar Mountain Game during their Simple

Present Tense learning and in order to record the activities of the students and the

researcher, a teacher’s diary was also prepared in form of a note book.

4.2.2 Action of the First Cycle

After the preparations were ready, the researcher then came up to the

implementation of Climbing Grammar Mountain Game in the classroom process.

The activities conducted in three sessions.

1. The First Session of the First Cycle

This session was conducted on Tuesday, February 1st 2011. The topic was

Shopping. It took 80 minutes. The activities were as follows.

53

Pre-activities

- Greeting

- Checking the attendance list

- Asking about the last lesson that the students had learnt

- Telling the students that today they would learn about Shopping

and they would play Climbing Grammar Mountain Game to

identify Simple Present Tense sentences that were involved in a

descriptive text.

While activities

- Giving a descriptive text about shopping to the students and read

it together.

- Asking the students to make groups of four

- Explaining the rule and hung Climbing Grammar Mountain

Chart on the whiteboard.

- Giving all groups 10 points.

- Giving one sentence of the text to a group and ask the group to

identify it as wrong or correct sentences.

- Asking the group how many points they were willing to award to

the sentence (maximum 20 points). If the group’s answer was

correct, they would be given the points in their chart, but if they

were wrong, their points in the chart would be reduced as many

points they award to the sentence. If the group identified the

sentence as a wrong sentence, they were given a chance to

54

correct the sentence into a good Simple Present Tense sentence

and would be given extra 5 points. If they could not make it

right, the other group would be given the chance.

- The game was continued until all sentences were used. And the

group who had the highest points would be the winner.

Post Activities

- To conclude the lesson

- Giving homework

- Saying good bye

2. The Second Session of the First Cycle

This session was conducted on Monday, February 7th

2011. The same as

the first session, the topic of this session was still shopping, but the

students were asked to identify Simple Present Sentence in a dialogue.

This session took 80 minutes. The activities were as follows.

Pre-activities

- Greeting


- Asking about the last lesson that the students had learnt



identify Simple Present Tense sentences that were involved in a

dialogue.

55

While activities

- Asking the students to make groups of four

- Explaining the rule and hung Climbing Grammar Mountain




identify it as wrong or correct sentences.








and would be given extra 5 points. If they could make it right,

the other group would be given the chance.

- The game was continued until all the sentences were used. And

the group who had the highest points would be the winner.

- Asking the students to act the dialogue out with their pairs in

front of the class.

56

Post Activities


- Giving homework

- Saying good bye

3. The Third Session of the First Cycle

The third session was done by giving post test 1 and questionnaire to the

students in order to know the improvement of the students’ ability in using

Simple Present Tense after the game had been implemented. This session

was done on Monday, February 14th

2011. The students had to answer 30

questions in 60 minutes. In doing the test, the students were not allowed to

cheat their friends’ work or took a look at their note book. The researcher

made a situation where the students answered the test based on their own

ability. And after that they had to answer the questionnaire which

consisted of 10 items.

4.2.3 Observation of the First Cycle

4.2.3.1 The Researcher’s Diary

This instrument helped the researcher to collect the data qualitatively. It

focused on the activities in each session.

1. The First Session of First Cycle

This session was conducted on Tuesday, February 1st 2011. The topic was

Shopping. It took 80 minutes. When the researcher came to the class, the

57

students were very calm. They greeted and smiled at the researcher. After

greeting the students, the researcher checked the students’ presence list.

Then, as a warming up, the researcher asked the last topic that the students

had learnt in the last session and asked about the test that the student had

done in the pre observation. Many students said the test was very difficult,

and almost all of them were sure that they obtained bad score on that test.

To begin the class, the researcher explained that the students would learn

about Simple Present Tense sentences which were involved in a

descriptive text. Then the researcher gave the students a descriptive text

about Shopping. The researcher asked each student to listen while she read

the text. After that she explained to the students that the students would be

divided into groups and they were asked to identify each sentence of the

text as correct Simple Present Tense or not. After the students had been

divided into 4 groups which consisted of 5 students and 6 students, the

researcher hang a caption of a scheme in front of the class and told the

students that there were 4 schemes on the caption which would describe

the students score during the game. The researcher explained to the

students that they would play a game namely Climbing Grammar

Mountain Game to learn about Simple Present Tense. The researcher

explained the rule that each group would be given one sentence in turn and

had to identify it as correct or not. Before deciding the answer, the groups

had to decide the points they were willing to give on their scheme. The

maximum score that the groups could decide was 20 points. And before

58

the game was played, each group would be given 10 points. If the groups’

answer was correct their score on the scheme would be moved up as many

points they were awarded to it, but if their answer was not correct their

score on the scheme would be reduced as many points they said. When the

groups were able to identify sentences as incorrect sentences, they were

given a chance to make the sentences correct for 5 points extra. If they

were not able to correct the sentences, the chance would be given to the

other closest groups until the sentences could be revised into correct

sentences. The schemes would be the mountains that the groups should

climb. The first group who reached 100 points meant that they had reached

the top of the mountain and they would be the winner. Or in another case,

if there were no groups who could reach the top of the mountain, the

winner would be the group who got the highest point in the scheme. The

students were very happy when they knew they would play a game during

their lesson. They made their groups and then arranged their seats into

small circles. In dividing the students into groups, the researcher found

that there were some students who were difficult to find their groups.

Some of the students did not like with other students and some students

did not want to be separated from their friends although the groups had

consisted of more than 5 students. To overcome this problem, the

researcher had to decide the groups based on their seats to save the time

and reduce the noise, and explained to them that the group which was not

consisted of exactly 5 students would be disqualified. This warning made

59

the students rather calm although some students still felt inconvenient with

their group. To begin the game, the researcher delivered one sentence to

the first group. They were only given 1 minute to discuss. After

discussing, one student in the group told their decision of the points and

then answered whether the sentence was correct or not. After each

sentence was delivered, the researcher discussed the sentence in front of

the class. This made the students understood more about correct Simple

Present sentences. Moreover, there were some cases that no groups could

revise wrong sentences into the correct ones, and in those cases the

researcher explained it to the students and gave other sentences that

involved the same mistake in order to improve the students’

understanding. In this session, the researcher delivered 16 sentences which

involved 5 sentences of Subject-Verb agreement, 5 sentences of adverbs,

and 6 sentences of the usage of Simple Present Tense. In this session, no

groups reached the top of the mountain, so that the winner was decided

from the highest score which was achieved by the second group with 50

points. The students seemed to enjoy the game, and most of them said that

they were happy to learn in that situation. At the end of the session, the

researcher read the descriptive text and asked the students to repeat it.

2. The Second Session of First Cycle

The second session was held on Monday, February 7th

2011. The topic

was still the same as the first session, it was Shopping. This session was

held for 80 minutes.

60

Before starting the class, the researcher greeted the students and checked

the students’ presence list. The researcher warmed up the students by

asking about their last meeting. The researcher then told the students that

they would play the same game again to identify Simple Present sentences

that were involved in a dialogue. The researcher would give some

sentences that would be arranged into a good conversation. The students

arranged their seats and sat together with their groups which had been

decided in the last meeting. The researcher hung the caption of Climbing

Grammar Mountain scheme on the blackboard and retold the students

about the rules of the game. The game continued until all sentences

prepared by the researcher had been identified. In this session the student

seemed more enthusiastic in playing the game. From the interview done,

they said they wanted to be the winner. And in order to be so, they had

prepared their group by learning Simple Present Tense at home. The

sentences prepared by the researcher were 16 sentences which involved 5

sentences of Subject-Verb agreement, 5 sentences of adverbs, and 6

sentences of the usage of Simple Present Tense. The same as the first

session, in this session the winner was decided from the highest score

which was achieved by the second group with 60 points. In the end of the

game, the researcher told the students to go back to their seats. The

researcher wrote down the conversation that had been arranged in the

blackboard and told the students the right pronunciation of it and then

asked the students to act the conversation in pairs in front of the class.

61

3. The Third Session of First Cycle

This session was conducted on Monday, February 14 2011. In this session,

the researcher conducted post test 1 to the students in order to know the

improvement of the students’ ability in using Simple Present Tense after

Climbing grammar Mountain Game had been implemented during the

learning process. The test consisted of 30 items which involved 10 items

of subject- verb agreement, 10 items of adverb, and 10 items of the usage

of Simple Present Tense. The students were given 60 minutes to do the test

and the students were not allowed to cheat. After finishing with the test,

the researcher collected the students’ work and then asked the students to

answer the questionnaire which consisted of 10 items.


The interview was conducted informally during the three sessions of first

cycle . From the interview with the students, it was found that the students were

more enthusiastic learning Simple Present Tense by applying Climbing Grammar

Mountain Game. They said that they prepared their group before the class began

in order to be the group who climbed the highest mountain. Moreover, from the

interview after post test 1 had been conducted, the researcher found that there

were still more than 40% students who said that the test was difficult.

62

4.2.3.3 The Result of Post Test 1

The detailed information of the students’ score in post test 1 can be seen in

the following table.

Table 4.3 The Result of Post Test 1

Aspects of Simple

No Subject Present Tense answered Total Score % Level of

Correctly Mastery

S-V Adverb Usage

1 AGUS GUNAWAN, I GEDE 6 8 6 20 67 67% Sufficient

2 ASTINI, NI KETUT 5 6 5 16 53 53% Poor

3

BUDIARTINIANTI, NI

KADEK 6 9 6 21 70 70% Sufficient

4 KARNI,NI KETUT 6 8 6 20 67 67% Sufficient

5 LINDRA, I KOMANG 4 10 6 20 67 67% Sufficient

6 MANDRA, I WAYAN 6 6 6 18 60 60% Insufficient

7 OKA WIDANA, I GEDE 5 9 4 18 60 60% Insufficient

8 PRADIKA, I KADEK 8 7 8 23 77 77% sufficient

9 SANTI MARTINI, NI PUTU 5 8 6 19 63 63% Insufficient

10 SARI, I KETUT 8 5 6 19 63 63% Insufficient

11 SATIA, I KADEK 4 7 6 17 57 57% Insufficient

12 SIDAN, I KOMANG 5 9 5 19 63 63% Insufficient

13 SUKADANA, I KADEK 4 7 5 16 53 53% poor

14 SUKRA, I KETUT 6 10 5 21 70 70% Sufficient

15 SULASTRINI, I KADEK 6 9 5 20 67 67% Sufficient

16

SUMARNI PUTRI, I

KADEK 5 9 5 19 63 63% Insufficient

17 TISU BALIANI, I KADEK 4 9 6 19 63 63% Insufficient

18 TRESNAYASA, I KADEK 4 10 5 19 63 63% Insufficient

19 WARDA, I NENGAH 6 10 6 22 73 73% Sufficient

20 WASTI, NI WAYAN 5 7 8 20 67 67% Sufficient

21 YUDIANTINIASIH, NI LUH 8 7 8 23 77 77% sufficient


64 64% Insufficient

63

Regarding the result of post test 1, it can be seen that there was an

improvement on the students’ ability in using Simple Present Tense. The students’

mean score was 64 and according to The criteria of the students’ level of mastery

was insufficient. Most of the students still had problems in using two aspects of

Simple Present Tense that covered the use of Subject-Verb agreement and the

usage of Simple Present Tense. Below are the details of each aspect of Simple

Present Tense.


From the result of the pre-test, the mean score of this aspect was 5.5

(insufficient). There were 3 students who got score up to 7 and the

others got score less than 7. The significant problem faced by the

students was that the students still did not understand how to add

correct suffixes –s or –ess to the verbs. They also still found it difficult

to differentiate which subject should be added suffixes s or –es and

which subject should not.

1. Adverb

The mean score of this aspect was 8.0 (good). There were 14 students

who got score up to 7. Regarding this mean score, it can be known that

the students had already understood the use of the appropriate

adverbials of frequency and time in Simple Present sentences. The

researcher found that the students did not ignore about the significance

of time indicator in the sentences anymore.

64

2. Usage

There was also an important in this aspect though it was not

satisfactory yet. The students’ mean score of this aspect in this cycle

was 5.8 (insufficient) and it was improved 25 points from the result of

pre test. The students’ problem was still basic. They did not understand

the right rules for constructing Simple Present Tense yet. Some of them

were still difficult in differentiating verbal from nominal sentences.

4.2.3.4 The Result of the Questionnaire

There were 10 items in the questionnaire. It was concerned with the

students’ feeling about the Simple Present Tense learned by applying Climbing

Grammar Mountain Game. The result of the questionnaire can be seen in the

following table.

Tabel 4.4 The Result of the Questionnaire

Number

of Items

Result

A B

Total

Number

% Total

Number

%

1 19 90% 2 10%

2 19 90% 2 10%

3 15 71% 6 29%

4 6 29% 15 71%

5 19 90% 2 10%

6 19 90% 2 10%

7 8 38% 13 62%

8 11 52% 10 48%

9 15 71% 6 29%

10 17 81% 4 19%

65

From the table the students’ feeling about their grammar lesson after

Climbing Grammar Mountain Game was applied can be described. From the first

item, it can be seen that 90% students liked the game applied by the researcher.

The results on the second items showed that 90% students liked studying grammar

in that situation. The third items showed that 71% students felt that the game

helped them in learning Simple Present Tense. Moreover, from the students’

answers on the forth item, it can be seen that 29% students found no difficulties in

learning Simple Present Tense by using Climbing Grammar Mountain Game.

Furthermore, the fifth item showed that 90% students liked learning Simple

Present Tense by using the game. Seen from the sixth item, it can be known that

90% students liked their English teacher’s technique in teaching Simple Present

Tense. Then from the seventh item, it can be known that 38% students felt the

sentences used by the teacher were difficult to be understood. The eight item

showed that 52% students understood the use of auxiliaries ‘do’ and ‘does’ in

Simple Present Sentences and 48% students still did not. In the mean time, the

ninth item showed that 71% students understood the use of adverbial of frequency

and time in Simple Present Sentences and 29% students did not. The last item

showed that 81% students were motivated learning Simple Present Tense by using

the game. From the description of the questionnaire it can be concluded that the

students were motivated and attracted in learning Simple Present Tense since

Climbing Grammar Mountain Game was applied in the classroom process.

66

4.2.4 The Reflection of the First Cycle

Based on the observation, the result of the students’ achievement in using

Simple Present Tense in class VII B SMP Satu Atap 2 Batukandik, Nusa Penida

had improved, that was, from 42 (poor) pre-test became 64 (insufficient) on post

test 1. The improvement was caused by the implementation of Climbing Grammar

Mountain Game in teaching Simple Present Tense. It was supported by the result

of questionnaire, interview, and teacher’s diary. The questionnaire showed that

81% students were motivated in learning Simple Present Tense though the

implementation of the game, and 71% students said that the game could improve

their understanding of the use of Simple Present Tense.

Moreover, this game was not successful in reaching the passing score. It can

be seen from the mean score achieved by the students on post test 1 that was still

under the criteria of success. The students’ mean score was 64 (insufficient) while

the passing score was 70. After analyzing the data, there were two factors that

influenced the failure of this game. The first problem was not all the members of

the groups were active. Only one or two students listened to the researcher when

she explained each sentence in the discussion session. Because the students’

achievement in the first cycle was not satisfactory yet, the researcher then decided

to conduct the second cycle. In order to get a better result in the second cycle, the

researcher tried to find the solutions to overcome the two problems above. The

researcher tried to make each student active during the lesson. In order to do so,

before playing the game the researcher would ask each student to make their own

correct Simple Present Sentences. Since not all sentences made by the students

67

were correct, the researcher would choose 16 of them to be identified as correct or

wrong sentences during the game and in order the students paid more attention.

In the discussion session the researcher would give a chance to the students to

explain the mistakes of the sentences. The students who were able to explain the

sentences well would be given 20 points on their group scheme. Each student

would listen to their friends’ explanation and the groups who were noisy during

the explanation would be reduced 10 points.

4.3 Findings in the Second Cycle

This part analyzed the data which were collected on the action at second cycle.

It also described the planning, action, observation, and reflection as on first cycle .

4.3.1 Planning of the Second Cycle

In the first cycle failed, the researcher then continued to conduct second

cycle by reflecting the weaknesses found on the first cycle. The researcher

prepared the things which were needed such as the teaching scenario, caption,

teacher’s diary, post test II and questionnaire. As the first cycle, second cycle was

made by revising the weaknesses of the teaching scenario on the first cycle. In this

teaching scenario, the sentences that would be identified by the students were no

longer prepared by the researcher, but the researcher would ask the students to

make up the sentences by themselves in order to improve the students’

understanding of Simple Present Tense and also to make all the students

participate during the application of the game. Moreover, during the discussion

session, the researcher would ask one member in group randomly to explain their

68

answer in front of the class so that the students did not only keep the knowledge to

themselves but also would learn to share it with their friends.

In order to record the activities conducted during the second cycle , the

researcher prepared a diary which was in the form of a note book. The caption of

students’ score during the game which would be presented in the form of interval

schemes as the students’ mountains was also prepared by the researcher. From

this scheme the students would be able to identify how high they had climbed the

mountain. Furthermore, the researcher also prepared post test II and questionnaire

which would be conducted on the third session of this cycle. The same as post test

1, post test II consisted of 30 items which involved 10 items of Subject-Verb

agreement, 10 items of adverb, and 10 items of the usage of Simple Present

Tense. The questionnaire itself consisted of 10 items that was aimed at knowing

the students’ feeling of the application of Climbing Grammar Mountain Game in

their Simple Present Tense learning process.

4.3.2 Action of the Second Cycle

Since everything had already been prepared, the researcher moved to the

second step that was the action. In this step the researcher conducted Climbing

Grammar Mountain Game with some improvements on the weaknesses found on

the first cycle. The activities were as follows.

1. The First Session of Second Cycle

This session was conducted on Monday, February 21st 2011. The topic

was still Shopping. It took 90 minutes. The activities were as follows.

69

Pre-activities

- Greeting


- Asking about the last lesson that the students had learnt on the

last meeting



identify Simple Present Tense sentences.

While activities

- Asking the students to make three simple present sentences that

were related to the topic which would contain the use of Simple

Present Tense. The researcher gave example of sentences on the

blackboard.

- Collecting the students’ works and then they chose 16 sentences

that would be identified during Climbing Grammar Mountain

Game.

- Asking the students to make groups consisting of five and six

people per group

- Explaining the rule and Climbing Grammar Mountain Chart was

hung on the whiteboard.


- Giving one sentence of the text to a group and asking the group

to identify it as wrong or correct sentences.

70


the sentence (maximum 20 points). If the group’s answer is







right, the other group will be given the chance.

- Asking one member of the group to explain their answer in front

of the class. Before the students explained it, the researcher

asked the other students to listen and pay attention to their

friend’s explanation. The group whose members did not pay

attention would be punished by reducing 10 points out of their

score.



Post Activities


- Giving homework

- Saying good bye

71

2. The Second Session of Second Cycle

This session was conducted on Monday, February 28th

2011. The same as

the first session, the topic of this session was still shopping, and the

students were still asked to make three sentences of Simple Present Tense

to be identified during the game. This session took 80 minutes. The

activities were as follows.

Pre-activities

- Greeting


- Asking about the last lesson that the students had learnt on the

last meeting

- Telling the students that that day they would learn about

Shopping and they would play Climbing Grammar Mountain

Game to identify Simple Present Tense sentences.

While activities

- Asking the students to make three simple present sentences that

were related to the topic which would contain the use of Simple

Present Tense. The researcher gave example of sentences on the

Whiteboard.

- Collecting the students’ works and then 16 sentences were

chosen to be the sentences that would be identified during

Climbing Grammar Mountain Game.

72

- Asking the students to make groups consisting of five and six

people per group

- Explaining the rule and Climbing Grammar Mountain Chart was

hung on the whiteboard.



identify it as the wrong or correct sentence.









right, the other group would be given the chance.

- Asking one member of the group to explain their answer in front

of the class. Before the student explained it, the researcher asked

the other students to listen and pay attention to their friend’s

explanation. The group whose members did not pay attention

would be punished by reducing 10 points out of their score.



73

Post Activities


- Giving homework

- Saying good bye

3. The Third Session of Second Session

The third session was done by giving post test II and questionnaire to the

students in order to know the improvement of the students’ ability in using

Simple Present Tense after the game had been implemented. This session

was done on Monday, March 7th

2011. The students had to answer 30

questions in 60 minutes. And after that they had to answer the

questionnaire which consisted of 10 items.

4.3.3 Observation of the Second Cycle

4.3.3.1 The Researcher’s Diary

This instrument helped the researcher to record the activities during cycle

II. It was focused on the activities in each session.

1. The First Session of Second Cycle

This session was conducted on Monday, February 21st 2011. The topic

was still about Shopping. It took 80 minutes. The students were very

happy when they saw the researcher coming to their class. They

greeted and smiled at the researcher. Some of them spoke loudly about

the last test they had. They were eager to know how much score they

got during the test. The researcher said that there was an improvement

74

on the students’ score but it was not satisfactory yet, so the researcher

decided to play Climbing Grammar Mountain Game again when the

students learned Simple Present Tense and the game would be a

slightly improved. After the students were calm, the researcher

reviewed the aspects of Simple Present Tense that the students had

learnt on the last session and asked them to make three sentences

which involved the use of Simple Present Tense in a piece of paper.

After the students finished, the researcher then collected the students’

works. The researcher explained that the students would be used to

play the game. Some students said they were afraid their sentences

were false and some students were happy because they would know

whether their sentences were true or false. The researcher asked the

students to sit with their own groups. After the students had been

divided into their groups which consisted of 5 and 6 students, the

researcher hang a caption of a scheme in front of the class and told the

students that there were 4 schemes on the caption which would

describe the students score during the game. The researcher explained

the rule that each group would be given on the caption which would

describe the students score during the game. The researcher explained

the rule that each group would be given one sentence in turn and had to

identify it as correct or not. Before deciding the answer, the groups had

to decide the points they were willing to give on their scheme. The

maximum score that the groups could decide was 20 points and before

75

the game was played, each group would be given 10 points. If the

group’s answers was correct their score on the scheme would be

moved up as many points they were willing to it, but if their answer

was not correct their score on the scheme would be reduced as many

points they said. When the groups were able to identify sentences as

incorrect sentences, they were given a chance to make the sentences

correct for 5 points extra. If they were not able to correct the sentences,

the chance would be given to the other closest groups until the students

could revise the sentences into correct sentences. Moreover, to make

all the members of the groups participate actively during the group

discussion, the researcher would choose randomly one explanation,

and as a consequence, the group score was reduced 10 points. This was

the way of the researcher to show the students that they had to obey the

rules. In this session, the researcher chose 16 sentences which involved

5 sentences of Subject-Verb agreement, 5 sentences of adverbs, and 6

sentences of the usage of Simple Present Tense. In this session, there

were still no groups reaching the top of the mountain, so that the

winner was decided from the highest score which was achieved by the

third group with 90 points. The students seemed to enjoy the game,

and most of them said that they understood more about Simple Present

Tense since they were asked to explain their answer and the sentences

that they identified were their own sentences. In the end of the session,

76

the researcher asked the students to learn more so that there would be a

group who could reach the top of the mountain.

2. The Second Session of Second Cycle

The second session was held on Monday, February 28th

2011. The

topic was still the same as the first session, that was Shopping. This

session was held for 80 minutes. Before starting the class, the

researcher greeted the students and checked the students’ presence list.

The researcher warmed up the students by asking about their last

meeting. The researcher then told the students that they would play the

same game again to identify Simple Present sentences. The researcher

then asked the students to make 5 Simple Present Tense sentences.

After the students finished, the researcher then collected the students’

works. The researcher explained that the students’ sentences would be

used to play the game. Then the researcher asked the students to sit

with their own groups. After the students had been divided into their

groups, which consisted of 5 and 6 students, the researcher hang a

caption of a scheme in front of the class and told the students that there

were 4 schemes on the caption which would describe the students’

score during the game. The researcher explained the rule that each

group would be given one sentence in turn and had to identify it as

correct or not. Before deciding the answer, the groups had to decide

the points they were willing to give on their scheme. The maximum

score that the groups could decide was 20 points. And before the game

77

was played, each group would be given 10 points. If the group’s

answers was correct their score on the scheme would be moved up as

many points they were willing to it, but if their answer was not correct

their score on the scheme would be reduced as many points they said.

When the groups were able to identify sentences as incorrect

sentences, they were given a chance to make the sentences correct for

5 points extra. If they were not able to correct the sentences, thechance

would be given to the other closest groups until the students could

revise the sentences into correct sentences.Moreover, to make all the

members of the groups participate actively during the group

discussion, the researcher would choose randomly one member of the

group to explain their answer in front of the class. And a good

explanation would be given 10 points extra. The scheme would be the

mountains that the groups climbed. The first group who reached the

top of the mountain would be the winner. Or in another case, if there

were no group who could reach the top of the mountain, the winner

would be the group who got the highest point on the scheme.Different

from the first session, in this session the students were not surprised to

hear that one of them would be chosen to explain their answer in front

of the class. Some students even said that they hoped the researcher

would choose them to explain their group’s answer. To begin the

game, the researcher delivered one sentence to the first group. They

were only given 1 minute to discuss. After discussing, one student in

78

the group told their decision of the points and then answered whether

the sentence was correct or not. After each sentence was delivered, the

researcher discussed the sentence in front of the class by asking one

member of the group to explain their answer in front of the class. This

made the students understand more about correct Simple Present

Sentences. Again before the students explained their answer, the

researcher told one rule that all students had to listen and pay attention

to their explanation. If there was a member of a group who broke the

rule, the researcher would reduce the score of the group 10 points.In

this session, there were no students who did not pay attention because

they were afraid that their group’ score would be reduced. In this

session, the researcher chose 16 sentences which involved 5 sentences

of Subject-Verb agreement, 5 sentences of adverbs, and 6 sentences of

the usage of Simple Present Tense. Different from the other session, in

this session, the fourth group was able to reach the top of the

mountain. The students seemed happy with the game. In the end of the

session, the researcher asked the students to learn at home and prepare

themselves with the test which would be held in the next meeting.

3. The Third Session of Second Cycle

This session was conducted on Monday, March 7th

2011. In this

session, the researcher conducted post test II to the students in order to

know the improvement of the students’ ability in using Simple Present

Tense after Climbing Grammar Mountain Game had been

79

implemented during the learning process. The test consisted of 30

items which involved 10 items of Subject-Verb agreement, 10 items of

adverb, and 10 items of the usage of Simple Present Tense. The

students were given 60 minutes to do the test and the students were not

allowed to cheat. After finishing the test, the researcher collected the

students’ work and then asked the students to answer the questionnaire

which consisted of 10 items.


The interview on this cycle was conducted by the researcher in informal

way. From the interview with the students, it was found that the students

understood more about Simple Present Tense since they were asked to make the

sentences by themselves. They also said that they prepared themselves at home to

explain their understanding of Simple Present Tense. Moreover, from the

interview after post test II had been conducted, the researcher found that most of

the students said that the test was not difficult.

80

4.3.3.3 The Result of Post Test II

Post Test II was conducted on Monday, March 7th

2011. From the result of

the second post test, it could be seen that the students achieved a good

improvement. The result of post test II can be seen in the following table.

Table 4.5 The Result of Post Test 2

Aspects of Simple

No Subject Present Tense answered Total Score % Level of

Correctly Mastery

S-V Adverb Usage

1 AGUS GUNAWAN, I GEDE 9 10 9 28 93 93% Very good

2 ASTINI, NI KETUT 7 8 10 25 83 83% Good

3

BUDIARTINIANTI, NI

KADEK 8 10 9 27 90 90% Very good

4 KARNI,NI KETUT 7 7 7 21 70 70% Sufficient

5 LINDRA, I KOMANG 7 9 7 23 77 77% Sufficient

6 MANDRA, I WAYAN 7 10 7 24 80 80% Good

7 OKA WIDANA, I GEDE 7 8 6 21 70 70% Sufficient

8 PRADIKA, I KADEK 10 10 9 29 97 97% Very good

9 SANTI MARTINI, NI PUTU 8 9 9 26 87 87% Good

10 SARI, I KETUT 7 9 7 23 77 77% Sufficient

11 SATIA, I KADEK 7 7 7 21 70 70% Sufficient

12 SIDAN, I KOMANG 7 8 7 22 73 73% Sufficient

13 SUKADANA, I KADEK 7 7 7 21 70 70% Sufficient

14 SUKRA, I KETUT 10 10 8 28 93 93% Very good

15 SULASTRINI, I KADEK 7 8 7 22 73 73% Sufficient

16

SUMARNI PUTRI, I

KADEK 7 9 7 23 77 77% Sufficient

17 TISU BALIANI, I KADEK 7 8 7 22 73 73% Sufficient

18 TRESNAYASA, I KADEK 8 7 7 22 73 73% Sufficient

19 WARDA, I NENGAH 7 9 8 24 80 80% Good

20 WASTI, NI WAYAN 7 8 8 23 77 77% Sufficient

21 YUDIANTINIASIH, NI LUH 9 8 7 24 80 80% Good


79 79% Sufficient

81

The table above shows that the mean score was 79 (sufficient). There were

no students in poor and complete failure level of mastery. There were 4 students

who were categorized as verry good level of mastery, 5 students at good level of

mastery, and 12 students in sufficient level of mastery. It shows a satisfactory

result. Below are the details of each aspect of Simple Present Tense.


From the result of post test II, the mean score of this aspect was 7,6

(sufficient). The students had understood how to add correct suffixes –

s or –es to the verbs. They had also been able to differentiate which

subject should be added suffixes s or es and which subject should not.

2. Adverb

The mean score of this aspect was 8,5 (good). It can be known that the

students had already understood the use of appropriate adverbials of

frequency and time in Simple Present sentences. The researcher also

found that the students did not ignore the significance of time indicator

in the sentences anymore.

3. Usage

There was also a great improvement in this aspect. The students’ mean

score of this aspect in this cycle was 7.6 (sufficient) and it improved 18

points from the result of post test I. The students had understood the

right rules for constructing Simple Present Tense.

82

4.3.3.4 The Result of Questionnaire

There were 10 items in the questionnaire. It was concerned with the

students’ feeling about the Simple Present Tense teaching conducted by the

researcher. The result of the questionnaire can be seen in the following table.

Table 4.6 The Result of the Questionnaire

Number of

Items

Result

A B

Total

Number

% Total

Number

%

1 20 95% 1 5%

2 20 95% 1 5%

3 21 100% 0

4 1 5% 20 95%

5 20 95% 1 5%

6 20 95% 1 5%

7 2 10% 19 90%

8 19 90% 2 10%

9 19 90% 2 10%

10 21 100% 0

From the table the students’ feeling about their grammar lesson after

Climbing Grammar Mountain Game applied can be described. From the first item

it can be seen that 95% students liked the game applied by the researcher. The

results on the second items showed that 95% students liked studying grammar in

that situation. The third item showed that 100% students felt that the game helped

them in learning Simple Present Tense. From the students’ answers on the forth

item, it can be seen that 95% students found no difficulties in learning Simple

Present Tense by using Climbing Grammar Mountain Game. Moreover, the fifth

83

item showed the 95% students liked learning Simple Present Tense by using the

game. From the sixth item, it can be known that 95% students liked their English

teacher’s technique in teaching Simple Present Tense. Then from the seventh

item, it can be known that 10% students felt that the sentences used by the teacher

were difficult to be understood. The eighth item showed that 90% students

understood the use of auxiliaries ‘do’ and ‘does’ in Simple Present Sentences and

10% students still did not. The ninth item showed that 90% students understood

the use of adverbial of frequency and time in Simple Present Sentences and 10%

students did not. The last item showed that 100% students were motivated in

learning Simple Present Tense using the game. From the description of the

questionnaire it can be concluded that the students were motivated and attracted in

learning Simple Present Tense since Climbing Grammar Mountain Game was

applied in their classroom process.

4.3.4 Reflection of the Second Cycle

The students’ ability in using Simple Present Tense improved through the

application of Climbing Grammar Mountain Game. It can be seen from the

students’ mean score in Cycle II which was 79 (sufficient). This score had passed

the passing score that was 70. It improved 15 points from the students’ mean

score on the first cycle, that was from 64 (insufficient) on the first cycle to 79

(sufficient) on the second cycle. This information was also supported by the result

of questionnaire, teacher’s diary, and interview. The students said that they liked

the game and it helped them to understand Simple Present Tense easily. The

success of this cycle was caused by the implementation of Climbing Grammar

84

Mountain Game after the researcher reflected the weaknesses of the application of

this game on the first cycle and then revised it with some solution.

Since the application of Climbing Grammar Mountain Game in this study

had made an improvement on the students’ achievement on Simple Present Tense

and had reached the target of passing score, then the study was accomplished only

until the second cycle. It can be concluded that Climbing Grammar Mountain

Game was good to be applied in teaching Simple Present Tense.

4.4 Discussion

As stated in previous chapter, the aim of this study was to improve the ability

of the students of grade seven of SMP Satu Atap 2 Batukandik, Nusa Penida in

Simple Present Tense by using Climbing Grammar Mountain Game. This study

was formulated after conducting the preliminary observation in the teaching

learning process, after observing the class activities and teacher’s preparation.

Then the result was the students had some problems in using simple present tense

especially in using subject-verb agreement, adverb and usage. In using subject-

verb agreement, the students could not differentiate when they used verb added

by s or es. They added s or es in the third plural person, indeed, it did not need

added by s or es. We use the verb added by s or es, if the subject is the third

singular person (she, he, it) and if the subject is the first singular person (I), first

plural person (we), the second singular and plural person (you), third plural

person(they) ,it is not added by s or es. In using adverbial of time, the students

could not use the appropriate adverb of frequency to make how often an action

85

took place clear , for example the sentences : Nita….eats fried rice because she

hates it (see in the pre test). In this sentence, most of students put the adverb of

frequency ‘always’ instead of ‘never’. It indicated that the students did not

understand the meaning of adverbial of frequency, so the students must find in

Indonesian the meaning of adverbial of frequency which was often used. On one

hand, they could put appropriate adverbial of frequency in simple present

sentences. In the other hand, the students could not use the appropriate of

adverbial of time either starting with ‘When?’. For example, ‘Those men play

tennis…’(see in the pre test). Most of students answered ‘tomorrow’ instead of

‘every Sunday’. They did not know the adverbial of time used in Simple Present

Tense and Future Tense. The students did know the pattern of question in Simple

Present Tense. For example, ’Do …like bananas.? (see in the pre test). Most of

students answered ‘Mita’ instead of Andra and Tono’. Do is used when the

subject is the first person, second person, or third person plural and Does is used

when the subject is the third person singular. Based on the result of pre- test, the

mark of subject- verb agreement and usage aspects were lower than adverbial

aspects. It indicated that students had low ability in using Simple Present tense.

The second problem was feeling bored of following the lesson because of the

monotonous teaching and learning process. Those problems were also supported

by the result of pre-test in which the main score was 42. It was because of the

teacher’s technique was less appropriate which made the class became bored and

less motivated.

86

Regarding the problem above, the teachers had important role in helping

the students to be able to improve grammar specially Simple Present Tense. In

teaching Simple Present Tense to junior high school students, the English teachers

were expected to be active, creative and innovative in using different strategies,

methods, and techniques. The purpose was only to make their teaching interesting,

challenging, motivating, and at the same time enjoyable, which could create

students’ participation. Teaching English Grammar especially Simple Present

Tense trough game was for good for young learner. Moreover, teaching English

using games address these problems (http;//teachingenglishgames.com /4-12.htm);

1. Games make learning fun so the class and children are willing participants

and not just there because they have to be.

2. Playing a game has a purpose to it, an outcome, and in order to play

students have to say things – they have a reason to communicate rather

than just repeat things back mindlessly. Therefore, they want to know and

learn more.

3. Games stimulate and motivate children to new levels.

4. Students get to use the language all the time during the games.

5. The games lend themselves perfectly to quick bursts of revision. By using

some of the games it can revise a massive amount of vocabulary and

grammar in a few minutes.

There are a great number of language games that can be used in teaching

learning processes. It can offer some choices for the teacher to decide which game

can be used and appropriate for their students’ level. However, in deciding which

87

game to use in a particular class and which games will be most appropriate and

most successful with their students, teacher must take many factors.

Games involve many factors, such as : rules, competition, relaxation, and

learning in particular. The main focus using games in class is to help students

learn and have fun. It is important that before playing, the rules of the games need

to be clearly explained and well understood by students. For examples,

demonstrations can also be very helpful because it can help students understand

the game and help them follow the rules. It is noteworthy that, in playing games,

competition is very important because it can stimulate and encourage students to

participate in the activity since naturally they want beat the other teams. One of

the interesting and effective games to use was Climbing Grammar Mountain

Game. It was one of some games which was appropriate to be used in teaching

grammar specially Simple Present Tense because it was an easy game that was

prepared and adapted to the unique needs of different classrooms. The game

promoted learning opportunity and enthusiasm for the learners. In implementing

Climbing Grammar Mountain Game in the classroom process, the teachers

focused on attaining two main objectives (Gunn and McCallum, 2005). They

were:

1. Improving students’ understanding of the fundamentals of effective

written communication, especially grammatical usage and sentence

construction.

2. Helping the students learn from others through such activities as peer

review, team work, and group discussion.

88

Here are the steps of the implementation of Climbing Grammar

Mountain in the classroom in teaching Simple Present Tense (Gunn and

MacCallum, 2005) :

1. Draw some vertical climbing lines on the board or on an overhead

transparency. The amount of the vertical climbing lines depended on how

many teams were in the classroom. Leave space on the bottom of the

transparency to show one sentence at a time.

2. Divide each line into 10 segments to represent vertical feet.

3. As in the example, mark the segments 10, 20, 30, 40, etc.

Climbing Grammar Mountain

4. Prepare a series of sentences. Before starting the game, ask the students to

get into teams of five or six people depending on how many students

were in the class. Let the students choose a name for their team. And then

start by playing a practice, round of the game.

5. Provide the whole class with a correct sentence that was fairly easy to

identify as correct. Ask each team how many vertical feet (up to a

100

90

80

70

60

50

40

30

20

10

0

Team 1

100

90

80

70

60

50

40

30

20

10

0

Team 2

100

90

80

70

60

50

40

30

20

10

0

Team 3

100

90

80

70

60

50

40

30

20

10

0

Team 4

89

maximum of 20) they were willing to award to it. And then show how the

team would be moved up the mountain by that many vertical feet.

6. Next, provide a sentence that was incorrect. If the students could not

recognize it as incorrect and they awarded some vertical distance to it,

they must go back down the mountain that many feet. If students

recognized the sentence as incorrect and did not wager any vertical feet

on it, they could stay where they were.

7. After the practice round, the actual play by using the sentences were

prepared. Draw one sentence at a time. Show one sentence to the first

team. If the sentence was incorrect, give the playing team the first chance

to correct the sentence for 5 bonus feet. If that team could not correct the

sentence, give chance to another group and gave the answering team an

extra 5 bonus feet. Then, move on to the next team, drawing a new

sentence. The game continued until all the sentences were used.There

were two advantages that could be gained through the use of Climbing

Grammar Mountain Game in teaching Simple Present Tense. They were:

1. Its adaptability

The Climbing Grammar Mountain Game was its adaptability. It could

be implemented to young learner.

2. It provided sense of satisfaction to the students during their learning

grammar process. The sense of satisfaction for the students came

from the fact that they could work and climb the mountain together.

Like in the real climbing mountain, in this game the students were

90

given sentences that were not too easy for them. It aimed at

motivating the students to use all their ability, knowledge and

understanding of Simple Present Tense.

After conducting the action through the application of Climbing Grammar

Mountain Game in two cycles, the students’ ability in Simple Present Tense

improved. It can be seen by comparing the students’ mean score on the pre-test,

post test I and post test II. The students’ improvement could also be seen from the

students’ mean score on each aspect of Simple Present Tense such as Subject-

Verb agreement, the use of adverbial time and frequency, and the usage. The

following table shows the detailed mean scores of the students in using each

aspect of Simple Present Tense.

Table 4.7 General mean score of the students’ ability in using each

aspect of Simple Present Tense

No Aspect of Simple

Present Tense Pre-Test Post Test I Post Test II

1 Subject-Verb agreement 3,7 5,5 7,6

2 Adverbial of time and

frequency

5,6 8,0 8,5

3 Usage 3,3 5,8 7,6

Mean Score 42 64 79

The table above shows clearly that there was a gradual improvement of the

post tests that had been done. The students’ mean score on pre-test that was 42

(poor) gradually improved into 64 (insufficient) in cycle I. Nevertheless, the mean

91

score that the students gained on cycle I had been satisfactory yet and still did not

fulfill the standard of passing score. In cycle 1 (First and second Session), the

students’ ability to use Simple Present Tense specially subject – verb agreement

and usage were lower than adverbial. The students were still confused about

when verb used s or es and the verb did not use s or es; in other words, they were

still confused about the subject, so they felt difficult to match the subject and verb.

For example, the sentence ‘However, people does not like to buy their daily needs

there because the things are expensive’(First Session). The students told that this

sentence was true indeed the answer was ‘do not’. The students did not know that

‘people’ was the third plural person. In usage, the student did not distinguish the

nominal sentence from verbal sentence. For example, the sentence ‘The sellers are

put their things in good order’. The student said that it was true; indeed it was not

true. The correct sentence was ‘The sellers put their things in good order’, indeed

this sentence needn’t the linking verb ’are’. If it was added by ‘are’, it would

change as passive voice and the verb would also change into verb 3. In the second

session, the aspects as subject – verb agreement and usage were also lower than

adverbial. After conducting the implementation of Climbing Grammar Mountain

Game in the first session and second session, the researcher gave test as post – test

1 to know how far the ability of students during learning process. The result of

post test 1, the ability of students was still low especially in aspects of subject –

verb agreement and usage. For example, in the aspect of subject – verb agreement,

in the sentence ‘My parents….to go shopping very much. Most of students’

92

answer matched the verb ‘likes’ instead of ‘like’ because ‘the parents’ is third

plural person.

With regard to the usage, in sentence ‘What…your father’s job? most

students answered ‘does” instead of ‘is’. It indicated that the students did not

distinguish verb from noun; the word ‘job’ is noun, so it must be added by linking

verb ‘is’ because the demonstrative pronoun indicates the singular thing and the

distance of thing is near as ’this’. Based on the problem, the researcher must be

patient to face this problem and find out the alternative way. In cycle 2, the

researcher asked the students to explain clearly the sentence of simple present

tense related to the aspects as subject- verb agreement, adverb, usage, in order that

the students could concentrated better and if the students made noise in the

implementation of Climbing Grammar Mountain Game, the score would be

reduced 10 points. In this cycle, the students concentrated better and got

motivated, the students could use the subject – verb agreement, and adverb. It can

be seen from the score of the winner, in the first session, that the third group could

reach the score 90 and second session, the fourth group could reach the top score.

The result of cycle II showed significant improvement. It could also be seen from

the result of post test II that the students’ mean score was 79 (sufficient) and

passed the standard of passing score. In other words, the mean score of post test I

improved 15 points into 79 (sufficient) in post test II. The improvement of the

students’ mean score can be seen from the following graph.

93

Graph 4.1 The Students’ Mean Score in Every Cycle

The average score in the pre-test was 42 (poor), and then it improved to 64

(insufficient) in post test I and in post test II became 79 (sufficient). This

phenomenon shows that the students’ ability in using Simple Present Tense

improved significantly. Moreover, the students’ achievement in each aspect of

Simple Present Tense also improved as can be seen from the graph below.

0

10

20

30

40

50

60

70

80

Pre-test Post Test I Post Test II

94

Graph 4.2 The Students’ Mean Score in Each Aspect of Simple Present Tense

From the graph, it can be seen that the students’ achievement in each

aspect of Simple Present Tense improved gradually. First, for the Subject-Verb

agreement the students’ mean score was 3,7 (poor) in pre-test, then it improved to

5,5 (insufficient) in post test I, and finally reached score 7,6 (sufficient) in post

test II. Moreover, the students’ mean score in using adverbial of time and

frequency also improved, that was, from score 5,6 (poor) in pre-test became 8,0

(sufficient) in post test I, and reached score 8,5 (good) in post test II. The same as

the other aspect, the students’ mean score in using the right usage of Simple

Present Tense also satisfactorily improved. The students’ mean score on pre-test,

that was, 33 (poor) improved 25 points in post test I and became 58 (insufficient).

And on post test II, it reached score 76 (sufficient). Regarding this, it can be said

that the application of Climbing Grammar Mountain Game could improve the

ability to use Simple Present Tense in aspects of subject – verb agreement, the use

0

10

20

30

40

50

60

70

80

Pre-test Post Test I Post Test II

90

S-V Agreement

Adverb

Usage

95

of adverbial time and frequency and the usage of simple present tense through the

steps of Climbing Grammar Mountain Game. So, the students participated in

learning process and students felt the meaning of studies. In the Climbing

Grammar Mountain Game, the students got more practice to use Simple Present

Tense specially subject-verb agreement, adverb, and usage. In the implementation

of Climbing Grammar Mountain Game, the teacher could give explanation while

they were playing game. But, there was a weakness found in this game, if we only

used the steps according to this game, the students would be bored, Therefore, the

implementation of Climbing Grammar Mountain Game were combined with other

technique as asking the students to explain the sentence of Simple Present Tense

in front of the class and the student was chosen by the teacher in that group at

random. Based on the implementation of Climbing Grammar Mountain Game

done by students of VIIB of SMP Satu Atap 2 Batukandik, Nusapenida, they

could improve the ability to use Simple Present Tense specially subject-verb

agreement, the use of adverbial time and frequency, and the usage of Simple

Present Tense. It can be seen from the result of post test II; they reached score 76

(sufficient) and it was in accordance with criteria of this study. Based on the

questionnaire and interview in the last session, the students understood Simple

Present Tense better since they were asked to make the sentences by themselves.

They also said that they had prepared themselves at home to explain their

understanding of Simple Present Tense in front of the class orally. So, the

Climbing Grammar Mountain Game could make the students motivated and

enthusiasm in receiving the material especially Simple Present Tense .

96

CHAPTER V

CURRICULUM, SYLLABUS, MATERIAL LESSON PLAN,

EVALUATION

5.1 CURRICULUM

Penny (1996: 35) stated that curriculum is a package of planning and rules

about the goal, content, materials for teaching and some ways used as a basic of

the teacher to make lesson plan and syllabus. The curriculum is a set of plans and

arrangements on the objectives, content and teaching materials and methods used

to guide the implementation of instructional activities to achieve certain

educational goals (Nasution, http://WWW.afieqcute.blogspot. Com/2010/05/level

of education curriculum unit.html). Objectives include the national education

goals as well as conformance to specification, state and regional potential,

education unit and learners. Therefore, the curriculum prepared by the educational

unit to allow adjustment of educational programs to the needs and potential in

region. There are few curricula which have been developed today, such as:

1. Curriculum 1994

2. Curriculum 2004

3. Competency-Based Curriculum (CBC)

4. Level of Education curriculum unit (KTSP)

The development Education Unit Level Curriculum (KTSP), which is based

on the National Education Standards (SNP), has been intended to ensure the

achievement of national education goals such as the National Standards of

96

http://afieqcute.blogspot.com/2010/05/learning-styles.html

http://afieqcute.blogspot.com/2010/05/level-of-education-curriculum-unit-ktsp.html

97

Education Content Standard, Standard Process, Competency standards Passed,

Education Workforce Standards, Standards for Infrastructure, Standards

Management, Financing Standards, Assessment Standards. Two of the eight

standards, which are national education and Competency Standards are the main

references for the education unit in developing curriculum.

Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003)

concerning the System of National Education and the Indonesian Government

Regulation Number 19 Year 2005 (PP 19/2005) concerning the National Standard

of Education has mandated curriculum unit of primary and secondary levels of

education to prepare educational unit based on the content standard and the

competence test standard and directed by the guidelines established by the BSNP.

KTSP is an operational curriculum developed and implemented by

eacheducationalunit(Sutrisno,hhtp.//WWW.budisutrisnompd.blogspot.com/2010/0

6/ktsp. html.). The development of the SBC is done by each group or the

education unit and school committee / madrasah under the coordination and

supervision of Department of Education / Ministry of Religious Affairs office for

Secondary Education and Special Education.

KTSP emphasizes on developing the ability to do (competence) and tasks

with specific performance standard so the results can be felt by students in the

form of mastery of a set of specific competencies. This educational program

standard device should be able to deliver students to have a competence of

knowledge, and values used in various fields of life. Indeed, KTSP is a curriculum

that reflects the knowledge, skills and attitudes which refer to the concept of

http://www.budisutrisnompd.blogspot.com/2010/06/ktsp

http://www.budisutrisnompd.blogspot.com/2010/06/ktsp

98

education as suggested by Bloom, which in turn can improve students' potentials

optimally. Accordingly, the curriculum is prepared to foster the learning process

in schools oriented toward mastery of competencies determined by integrative

curriculum developed to be able to adapt to various changes (containing the basic

principles, flexible in accordance with the times) and its development through the

accreditation process that allows the subjects to be modified within their growing

demands. Thus, this curriculum is the development of knowledge, understanding,

abilities, values, attitudes and interests to perform a skill or task in the form of

skills and sense of responsibility. Furthermore, this curriculum is a curriculum

design developed based on a number of specific competencies so that after

completing a certain educational level, students are expected to master a series of

competencies and apply them to their later lives.

KTSP implementation in Indonesian education system does not just change

the curriculum, but it involves fundamental changes in the education system. The

application of KTSP requires a paradigm shift in teaching and schooling, because

the application of KTSP does not only cause changes in concepts, methods and

strategies of teachers in teaching, but also the pattern of thought to carry away,

philosophically, the commitment of teachers, schools and education stakeholders.

In KTSP teachers are placed as facilitators and mediators who help keep students'

learning process going well. The main attention is to students’ learning, not to

discipline or the teacher. The function of a facilitator or mediator are: (1) to

provide learning experiences that enable students to be responsible for making

design and process; (2) to provide activities that stimulate students' curiosity and

99

help them to express ideas, provide the means that stimulate students to think

productively, provide opportunities and experiences of conflict, (3) to monitor,

evaluate, and indicate whether students think about the road or not. Teachers

show and question whether students apply knowledge to deal with new problems.

Teachers help students evaluate hypotheses and conclusions.

Curriculum of SMP consists of compulsary subjects, elective subjects and self

help. One of the compulsary subjects is English. Language has a central role in

intelectual, social, and emotional of students and it supports the success in

studying all of subjects. Language learning is hoped to help the learners to know

themselves, their culture, and other culture. On the other hand, language learning

also helps the learners to express their thoughts and feeling, participate in society ,

find and use their anlytic and imaginative ability.

English is a spoken and written media of communication. Communication

understands and expresses information, thought, feeling, and develops science,

technology and culture. Communication must be realized in four skills such as

listening, speaking, reading, and writting. Therefore, English is aimed to develop

the sklills above in order that the learners are be able to communicate using

English.

The aims of English taught at Junior High School (Departemen Pendidikan

dan kebudayaan, 1997) are :

1. To develop spoken and written communication .

2. The learners are aware of the reality and the importance English to

improve themselves in the global era.

100

3. To develop the learners’ understanding of the related language and

culture.

To achieve those aims, it must be supported by other competences such as

linguistic competence. Crystal (1971: 3) stated that linguistics is the study of the

nature, structure and variation of language, including phonetic, morphology,

semantics, sociolinguistic and pragmatics. According to Corder (1973:81)

linguistics is the study of language. Linguistics had its autonomy or independence

of other disciplines. There are the other terms in field of linguistics such as

theoritical linguistics and applied linguistics. Applied Linguistic provides the

theoretical and descriptive foundations for the investigation and solution of

language-related problems, especially those of language education (first language,

second language and foreign language teaching and learning), but also problems

of translation and interpretation, lexicography, forensic linguistic. Applied

linguistic is coursed in language teaching by providing comprehensive description

about basic process and using the appropriate teaching method (Hudson,http://

WWW.phon.ucl.ac.uk/home/dick/1998/AL.html). According to Brown (1994 :

14) that today language teaching is not easily categorized into method and trends..

This approach is a principled basis upon which the teacher can choose particular

designs and techniques for teaching a foreign language in a particular context.

According to Richards and Rodgers (1986: 16), approach refers to theories about

the nature of language and language learning that serves as the sources of

practices and principles in language teaching. The linguistic competence problem

which was faced by the students of VII B of SMP Satu Atap 2 Batukandik, Nusa

http://www.phon.ucl.ac.uk/home/dick/1998/AL.html

101

Penida was grammar, specially Simple Present Tense. The Simple Present Tense

was given in this grade because it is often used in daily life, it is is used to talk

about something in general. It is used to say that something happens all the time

repeatedly or something which is true in general. On one hand, it is easy for the

first grade students to study but the students of grade of VII B was still weak in

using Simple Present Tense because studying grammar specially Simple Present

Tense was difficult to them and it made the students feel bored. So, the teacher

must be able to motivate the students by choosing the appropriate teaching

approach. The teaching approach which is appropriate to teach the grammar

especially Simple Present Tense is Climbing Grammar Mountain Game. Most of

students felt difficult to study grammar as tenses because Indonesian does not

have tenses. So, English and Indonesian have different rules of language. In

studying tenses, it is mostly related to structure. The teacher must know more

about the rules of tenses especially Simple Present Tense, so before applying it to

teaching language, the teacher must do preparation to make the materials given

can be understood by the students easier specially for young learner . It must be

related to the ability of the students, specially the choice of functional skill of the

material must be related to theme. The same function was expressed in different

communicative expressions to help the students’ learning process; the teacher

introduced easier communicative expressions rather than the difficult ones in the

same of function. On the other hand, the learning activity should vary so that the

learners would not get bored. So, the researcher chose the game of Climbing

Grammar Mountain game to teach the Simple Present Tense because it could

102

motivate the students in the learning process and it was in accordance with KTSP

which paid attention to students’ learning process rather than to the teacher; in

addition, KTSP develops knowledge, understanding, and the ability to use Simple

Present Tense. The effective, efficient and systematic learning was the goal;

therefore, before its implementation we must design syllabus. It consists of

competence standard, basic competence, materials, learning activity, indicator,

evaluation, time allotment and sources of materials.

5.2 Syllabus

Penny (1996:176) defined that syllabus is a document which consists,

essentially, of the list of all of the courses in particular contexts regardless the

actual materials used. The second definition of syllabus proposed by from Richard

and Rodger (1986:21) is that it is used to refer to the form in which linguistic

content is specified in a course or method. The syllabus design is concerned with

the selection of items to be learnt and the grading of those items into an

appropriate sequence.

The syllabus was design before the implementing of Climbing Grammar

Mountain Game, but before the formation of syllabus was made, the researcher

must know the learners’ profile, target analisis and the need analysis. The

learner’s profile , target analysis and needs analysis can be drawn below.

1. Learners’ Profile

The learners were students of VII B of SMP Satu Atap 2 Batukandik,

Nusa Penida are from Batukandik village and their parents are farmers.

103

The students of VIIB had studied english since they were elementry

school but their abilities in english were still low, specially they had

low abilities in grammar. Based on the information of the other english

teacher and the result of students’ scores were low and it means that

the students had low abilities in using Simple Present Tense because it

was important in order they have strong basic in grammar especially

Simple Present Tense to identfy and make the texts as procedure,

report and descriptive text or it is used in daily life in communication.

2. Target Analysis

Based on the information, the students must be able to improve the use

of Simple Present Tense in written and spoken. So, the students can

use it in indetifying and make the texts as procedure, report and

descriptive text or it is used to communicate in daily life.

3. Needs Analysis

Need analysis is the analysis process related to learners’needs in

learning english. English is the compulsary subject in the junior high

school. So, the students must be able to communicate english in

written and spoken.The students liked english although they felt bored

to get grammar. The problem was faced by students of VIIB of SMP

Satu Atap 2 Batukandik, Nusa Penida related to grammar especially

Simple Present Tense. They felt bored to get the Simple Present Tense

and this influenced their concentration to study it. Thefore, the teacher

must be able to motivate the students by choosing the appropriate

104

teaching approach and this approach was a principled which the

teacher can choose particular designs and techniques in teaching

Simple Present Tense, in order the students were not bored and

motivated in learning grammar especially Simple Present Tense as a

basic because it is needed to produce the sentences that used in

communication with their friend and froreigners or it is a basic for

them if they want to continue to SMK (Sekolah Menengah Kejuruan).

Based on the analysis above, The syllabus was made and the formation of

syllabus was used in teaching Simple Present Tense of this research was taken

based on curriculum had been determined by BSNP (Badan Standard National

Pendidikan) and it was developed by educational institution in narrative or table

which consists of identity: competence standard, basic competence, indicators,

materials, learning activity, evaluation, time allotment and material sources, The

learners’ profil The competence standard and basic competence were related to

material. The standard of competence in this learning used reading and speaking

but it was combined with other skills as listening and writting because this

learning used a game as Climbing Grammar Mountain Game to motivate students

to learn Simple Present Tense specially three aspects such as subject – verb

agreement, adverb and usage in order that they could make and express sentences

using simple present tense and use it in daily life to communicate with foreigners

or others . The problem was faced in this learning process using Climbing

Grammar Mountain Game was not all of students could understand simple present

tense because only few of students actived in the their group. So, the researcher

105

added the technique in the second cycle that all of the students made sentences or

the speaking skill was combined with writting skill and the teacher choosed the

students who explained their group answer in front of the class. They enthusiasm

and were not affraid of studying grammar specially simple present tense and; they

were brave to express their opinions. The students was in the center in this

learning process. The third item was the indicator which showed the change in

attitude as behaviour, knowledge and skill. The indicator could be developed

according to the characteristics of students, or as a basis for making evaluation.

The time allotment of this syllabus was made based on the efective days and time

allotment of subject in a week. Time allotment was put in syllabus to guess the

time needed to understand the basic competence needed by the students. The

material sources of this syllabus were based on standard competence, basic

competence, materials and indicators. The material sources used in this learning

process were books of English VII,Climbing Grammar Mountain Chart, text and

chart. Based on the analysis of chapter 4, the syllabus ccoud be drawn according

to the profil of students, target analysis and need analysis as below.

106

5.2.The formation of English syllabus

Standard competence

Basic competence

Indicator

Reduction

Learning materials

Learning activity

Time allotment

Material sources

Analyses of materials assessement

107

The Syllabus of Semester II

School Unit : SMP Satu Atap 2 Batukandik , Nusa Penida Class : VII ( Tujuh ) Subject Material : English Semester : 2 (dua) Unit : Shopping

Competence Standard: 1. Reading

Understanding meanings in oral functional text and short simple

monologue in form of descriptive and procedural texts in order to

interact with the closest environment.

Basic

Competency

Material

Learning Activity Indicator

Assesement Time

allotment

Source

Material Technique Instrument

form

Example of

Inst rumen

To read a

loud functional

written text

and essay descriptively

that can be

accepted in around

environment

They are beautiful. I like all. How much are these paintings?

Descriptive Text

Vocabulary:

Shopping

Go, goes,buy

Normatif form:

Positive form S + To

be+noun/

adj Negative

form

S + To be + not +

noun/adj

Interrogativ

e form:

To be + subject +

noun/adj

Verb Form

: Positive

form

S+ Verb 1(s/es) Negative form

S + Do/ Does

+not + Verb 1

Interrogative form

Do /Does + Subject +

Verb 1

.

-To discuss

vocabulary

related to the text

-The students listen to the

teacher read the

text. -The students to

intimate it.

-The students read aloud the

text by

themselves -The students

make a group to

play the Climbing Grammar

Mountain Game

The

students

are able

to read

words, phrase,

sentences

right and correctly

The

students are able

to

respond the text.

Oral test

True or

false

Read the

sentences

and to

determine

true or false and

change it

to right sentence

2 x 40

minutes

a. English

In Focus

for grade

VII

Jumior High

School

(Artono Wardiman

,2006)

b.Climbing

Grammar

Mountain Chart by

(Gunn and

Mc Callum ,2005)

c.English Grammar

( Leech,

1996)

108

Standard Competence: 2. Speaking Expressing meanings in oral functional text and short simple

Monologue in the form of descriptive and procedure texts in order to

interact in the closest environment.

:

Basic

Competence

Material

Learning

Activity Indicator

Assessment Time

allotment

Source


form

Example of

Instrument

To interact

involving the

speech act using

Simple Present Tense in around

environment.

Simple Present

Tense.

Subject-Verb

Agreement -Good Morning,

Sir. What can I

does for you? -Do you has any?

Adverbs

-. I always buy some paintings

every week

because I like to collect them

-He is the most

popular painters in Bali. People

rarely like his

paintings Usage

- Yes, I a

collector of beautiful painting

- Who does

the painter?

- Ask the

students to

make

groups of four.

-The

teacher explains the

rule and

hung Climbing

Grammar

Mountain Chart on

the

whiteboard. -the teacher

gives one

sentence of the text to a

group and

asks the group to

identify it

as wrong or correct

sentence. Ask the

students to express the

expressions

of dialogue -Ask the

students to

act the dialogue

out with

their pairs in front of

the class.

The

students

are able to

express their

opinion

related simple

present

tense

Oral test

True or

false

to determine

true or false

and change

it to right sentence

2 x 40

minutes

a. English In

Focus for

grade VII

Jumior High School

(Artono

Wardiman ,2006)

b.Climbing Grammar

Mountain

Chart ( Gunn and Mc

Callum,

2005)

109

Standard Competence: 3 Reading


monologue in form of descriptive and procedure texts in order to


Basic

Competence

Material

Learning

Activity Indicator

Assessment

Time

allotment

Source


form

Example

of Inst-

rument To respond

meaning involved in

simple

monologue accurately and

fluently in form

of descriptive and procedure

texts to interact

with the closest

environment

Simple Present

Tense ( Subject- verb agreement,

adverb, usage)

Post test I and questionnaire.

-Distribute the

test and answer sheets to the

students.

-ask to students answer the

question

-Collect the students’

answers.

-Distribute the questionnaire

and ask the students to fill it.

-Collect the

students’ questionnaire.

- The students

are able to respond the

question

related simple present tense

Written test

Multiple

Choice

To read the

sentences and

determine it

into correct answer

2 x 40

minutes a.Simpati

LKS

(Creative

Team of

Simpati

LKS

,2006)

110

Standard Competence: 4. Speaking

Expressing meanings in oral functional text and short simple

monologue in descriptive and procedure texts in order to interact

with the closest environment.

Basic Competency

Material

Learning

Activity

Indica

tor

Assesement Time

allotm

ent

Source

Material Techni

que

Instru

ment

form

Example

of Inst

rumen .

To interact involving the

speech act using Simple

Present Tense around environment.

Simple Present Tense :

Subject-Verb

Agreement - Shinta and Ratih

is my friends.

Adverbs - I rarely drink

milk because I like

it.

Usage

- My father is work as a teacher

- Ask the students

to make three

simple present sentences that were

related to the topic

which would contain the use of

the three aspects of

Simple Present Tense

-Collect the

students’ works and then choose 16

sentences

-Give one sentence of the text to a

group and ask the

group to identify it as wrong or correct

sentences

The students

are able

to express

their

opinion related

tosimple

present tense

oral test

true and

false

to determine true or false

and change it

to right sentence

and explain it

2 x 40 minutes

a. Book of English VII

(Joko Priyana

2008)

b.Climbing

Grammar Mountain

Chart ( Gunn

and Mc Callum,

2005)

111

Standard Competence : 5. Speaking

Expressing meanings in oral functional text and short simple monologue

in form descriptive and procedure texts in order to interact around

environment.

.

Basic

Competency

Material

Learning Activity Indica

tor

Assesement

Time

allotment

Source

Material

Techni

que

Instrum

ent form

Example

of Inst

rumen To interact

involving the

speech act using Simple Present

Tense around

environment

Simple Present

Tense :

Subject-Verb

Agreement

- Mira and Mita doesn’t like fried

rice.

. Adverbs

- I seldom read

book because my hobby is reading.

- My mother

seldom goes to market every

morning because

she is a seller.

Usage

- I am go to school every day

- Ask the students to

make three simple

present sentences that were related to the topic

which would contain the

use of the three aspects of Simple Present Tense

-Collect the students’ works and then choose

16 sentences

-Give one sentence of the

text to a group and ask

the group to identify it as wrong or correct

sentence

The

students

are able to

express

their opinion

related

to simple

present

tense

oral test

To make

sentences

true and false

To

determine

true or false and change

it to right

sentence and explain

it

2 x 40

minutes

a. Book of

English VII

(Joko Priyana,

2008)

b.Climbing

Grammar

Mountain Chart

(Gunn and

Mc Callum, 2005)

112

Standard Competence : 6. Reading


monologue in form of descriptive and procedure texts in order to


Basic

Competency

Material

Learning

Activity Indicator

Assesement

Time

allotment

Source

Material

Technique Instrument

form

Example

of Inst

rumen To respond

meaning

involved in simple

monologue

accurately and fluently in form

of descriptive

and procedure texts to interact

with the closest

environment

Simple Present

Tense ( Subject-

verb agreement, adverb, usage)

Post test I and

questionnaire.

-Distribute the

test and answer

sheets to the students.

-ask students to

answer the question

-Collect the

students’ answers.

-Distribute the

questionnaire and ask the

students to fill it. -Collect the

students’

questionnaire.

- The students

are able to

respond to the questions

related to

simple present tense

Written test

Multiple

Choice

To read the

sentences

and determine

the correct

answer

2 x 40

minutes

a.Mentari

LKS

(Creative Team of

Mentari

LKS ,2008)

5.3 Material

According to Richard (1986: 79), there are three kinds of material in teaching,

those are:

1. Text- based Material

The material of the lesson consists of a theme, the task analysis for

thematic development are understanding the massage, taking note,

ordering and presenting information.

2. Task- based material

The material consists a variety of games, role plays, simulations, and the

task- based communication activities prepared to support the teaching in

the class.

113

3. Reality

Reality is the material in the teaching that uses some magazines, signs,

advertisements, news papers, or graph and the visual sources around

which communicative activities can be built, such as maps, pictures,

symbols, graph, and charts.

Based on the analysis of chapter 4, the researcher used the Task- based

material to stimulate the students learned grammar as simple present tense

because it was difficult for the students and they felt bored if the teacher taught

monotounes. The material in this learning process was simple present tense

specially subject – verb agreement, adverb and usage so that the students had the

basis for making sentences using simple present tense and could use them in

daily life. Besides, the students could identify and make a descriptive text,

report, procedure text related to standard competence and basic competence if

they had linguistic competence such as grammar specially simple present tense.

So, the materials used as descriptive text , incorrect sentences related to simple

present tense which they identified in the game a Climbing Grammar Mountain

Game. So , the students did not feel bored and they got more practices. The topic

of this material was shopping related to the source material as book of english VII

but some of incorrect sentences were made by the students. The students were

interested to this topic because they wanted to have more knowledge about

shopping. The students be difficult to identify the materials that given because

their basic of grammar related to simple present tense were not strong. So, the

researcher also gave the sheets of simple present tense pattern so that the students

114

could read it clearly while the researcher were explaning the simple present tense

The game and role play was prepared to support the teaching in the class in which

communicative activities can be built, such as using charts in Climbing Grammar

Mountain Game. The materials can be seen as follows :

I.The Material in First Cycle (First Session)

Descriptive text

Mrs. Frida like go to shopping to a traditional market near her house.

Yesterday she goes there to buy fruits, vegetables and meets for her family. The

market are the biggest traditional market in her town. It does a big building which

is located in the center of the town. Like other traditional markets, this market is

never reek and dirty. There many sellers in that market. They sells different kinds

of things. Many people never buy daily needs in the market because they can

bargain there. Moreover, there is also many small shops near the market. Unlike

the traditional market, these shops clean and neat. The sellers are put their things

in good order. It make the market neat. However, people does not like to buy their

daily needs there because the things are expensive. There is also many rubbishes

there. In spite of that, many people never go there because it sells complete things.

Those advantages are the reasons why Mrs. Frida seldom buys her daily life in

that traditional market.

115

The Sentences Identified in the First Cycle (First Session)

Subject-Verb Agreement

1. Mrs. Frida like to go shopping to a traditional market near her house.

2. They sells different kinds of things

3. Moreover, there is also many small shops near the market

4. It make the market neat

5. However, people does not like to buy their daily needs there because the things

are expensive

Adverbs

6. Yesterday she goes there to buy fruits, vegetables and meets for her family

7. Like other traditional markets, this market is never reek and dirty

8. Many people never buy daily needs in the market because they can bargain

there

9. In spite of that, many people never go there because it sells complete things

10. Those advantages are the reasons why Mrs. Frida seldom buys her daily life in

that traditional market

Usage

11. The market does the biggest traditional market in her town

12. It does a big building which is located in the center of the town

13. There many sellers in that market

14. Unlike the traditional market, these shops clean and neat

15. The sellers are put their things in good order

16. There also many rubbishes there.

116

I. Usage of Simple Present Tense

According in Murphy (1993:4), Simple present Tense is used to talk about

something in general. It is used to say that something happens all the time

repeatedly or something which is true in general. On the other hand, simple

present tense expresses an action or state of being in the present

How do we make the Simple Present Tense?

subject + auxiliary verb + main verb

Do Base

There are three important exceptions:

1. For positive sentences, we do not normally use the auxiliary.

2. For the 3rd person singular (he, she, it), we add s or es to the main

verb and es to the auxiliary ( in the negative and question form)

3. For the verb to be, we do not use an auxiliary, even for questions and

negatives.

Look at these examples with the main verb like:

Subject auxiliary verb main verb

+ I, you, we, they like coffee.

He, she, it likes coffee.

- I, you, we, they do not like coffee.

He, she, it does not like coffee.

? Do i, you, we, they like coffee?

Does he, she, it like coffee?

117

Look at these examples with the main verb be. Notice that there is no

auxiliary:

Subject main verb

+

I am French.

You, we, they are French.

He, she, it is French.

-

I am not old.

You, we, they are not old.

He, she, it is not old.

?

Am i late?

Are you, we, they late?

Is he, she, it late?

II. The Pattern of Simple Present Tense

Verbal Form

Subject + Verb1 + Object + Modifier

Verb1 Verb1 + es Translationof indonesian

Go

do

box

watch

pinch

punch

study

cry

fly

try

Goes

does

boxes

watches

pinches

punches

studies

cries

flies

tries

Pergi

melakukan/mengerjakan

bertinju

menonton

mencubit

memukul

belajar

menangis

terbang

mencoba

118

press

pass

smash

brush

bath

sooth

wash

presses

passes

smashes

brushes

bathes

soothes

washes

menekan, tindis

lulus, meloloskan

memukul

menyikat

mandi

menenangkan

mencuci

Negative Form

The forms of negative simple present tense are added with auxiliary verb

‘do’ and ‘does’ ( it depends on subject) and not.

Subject + (does/do) + not + Verb1 + Object + Modifier

Yes/No Questions

Yes/No Questions of Simple Present Tense is made to place auxiliary verb

does/ do or is/ am/ are before subject.

Negative Form

Does/Do + Subject + Verb1 + Object + Modifier?

Nominal form

1. Subject + linking verb + adjective

For examples: Annie is fat.

Rob and Juan are clever.

I am beautiful.

2. Subject + linking verb + noun phrase

For examples: Boy is my favorite actor

Via and Olive are poor students

I am a student

119

III. Subject – Verb agreement

Moreover Leech (1996:418) stated that the –s form of the verb is used only with

the 3rd

person pronoun or noun phrases which are singular. For the 2nd

person

pronoun, that is, you which can be singular or plural, the first singular person (I),

first plural person (we), third plural person (they), the verb does not have an –s.

For example: You (singular) always do the work well

You (plural) always do the work well.

She always does the work well.

IV. Adverbs used in Simple Present Tense

There are two kinds of adverbial usually used in Simple Present Tense. They are

adverbial of frequency and adverbial of time.

1. Adverbial of frequency

We often use the simple present tense with adverb of frequency to make

how often an action takes place clear. The following adverbs of frequency

are often used in Simple Present Tense (Werner, 2003:43):

Always

Usually

Often

Frequently

Normally

Sometimes

120

Occasionally

Seldom, rarely

Hardly ever

Almost never

Never

2. Adverbial of time

The term adverbial of time is restricted to answer the questions ‘When?’ (Hornby,

1975:166). Here are some adverbials of time used in constructing Simple Present

Tense (Werner, 2003:43).

a. On Monday (Sunday, Wednesday, etc)

b. Every day (week, month, year, etc)

c. In the morning (afternoon)

d. Nowadays

e. At night (noon)

f. Today, tonight, etc.

The position of adverbial of time in Simple Present Tense sentences can be at the

beginning or in the end of the sentence (Hornby, 1975:1969).

For examples: Ann writes a letter every week.

Every morning Mom makes fried rice for me.

121

2. Material of First Cycle ( Second Session )

The Sentences Identified in the First Cycle (Second Session)


1. Good Morning, Sir. What can I does for you?

2. Do you has any?

3. How about these, Sir? These is the most beautiful paintings here

4. The painter is Wayan Leonardo who have Arca Gallery

5. How much is these paintings?

6. Ok. I takes them.

Adverbs

7. I always buy some paintings every week because I like to collect them

8. He is the most popular painters in Bali. People rarely like his paintings

9. He is famous since all of his paintings are often bad

10. I’m sorry, Sir. The customers occasionally bargain here because it is fix

price.

Usage

11. Yes, I a collector of beautiful painting

12. Who does the painter?

13. They beautiful

122

14. I am like all these paintings.

15. They Rp 765.000.

16. They too expensive for me. Can I bargain?

Dialogue

A : Good Morning, Sir. Can I help you?

B : Yes, I am a collector of beautiful paintings.

I always buy some paintings every week.

Do you have any ?

A : How about these, Sir?

These are the most beautiful paintings here.

The painter is Wayan Leonardo who has Arca Gallery.

B : They are beautiful. I like all. How much are these paintings?

A : They are Rp 765.000

B : Can I bargain ?

A : I’m sorry, Sir. It is fix price.

B : Ok. My servant will take it.

123

The Sentences Identified in the Second Cycle (First Session)


1. Anton eats fruits every day.

2. Shinta and Ratih is my friends.

3. The cats likes meat.

4. Mrs. Anita buy vegetables in the market everyday.

5. My parents is sellers.

6. My brother drink milk every day.

Adverb

7. I rarely drink milk because I like it.

8. I seldom help Albert because he is my friend.

9. Ade often goes to school by bemo because her house is near

Usage

10. My father is work as a teacher

11. I am like milk

12. The market near my school dirty

13. My house big and beautiful

14. I am have three brothers.

15. Manda does not likes meatball.

16. I like Rado because he handsome.

124

The Sentences Identified in the Second Cycle (Second Session)


1. Mira and Mita doesn’t like fried rice.

2. Dolly and Sinyo is my dogs.

3. I don’t like Spiderman 3 because it bad.

4. My father and my mother is a seller.

5. The markets in Singaraja is big.

6. I like to eat meatball and soto because it is nice.

Adverbs

7. I seldom read book because my hobby is reading.

8. My mother seldom goes to market every morning because she is a seller.

9. I often buy ice cream because I don’t like it.

10. The market is rarely dirty.

Usage

11. I am go to school every day

12. I never like milk because I am not like it.

13. My mother don’t buys vegetables everyday.

14. I am not like to go to market.

15. Yuli doesn’t like bread.

16. I am always help my mother.

125

5.4 Lesson Plan

Penny (1996: 56), defined that lesson plan is set of rule that the teacher has to

be prepare before the class is done to make the class run effectively. Besides,

Susanto (2007: 168), defines a lesson plan as a teacher’s detailed description of

the course of instruction for an individual lesson. He states that there are some

elements of the lesson plan; they are:

1.The title of the lesson

2.The amount of time to complete the lesson

3. A list of materials

4. A list of objectives. These may be stated as behavioral objective (what the

student is expected to able to do upon the completion of the lesson) or as

the knowledge objective (what the student is expected to know upon the

completion of the lesson).

5. The set or led in to the lesson. This is design to focus the student on the

skill or the concept about what to be instructed. Common sets include

showing pictures or models, asking leading question, or reviewing the

previously taught lesson.

6. The instructional component. This describes the sequence of events will

take place as the lesson is delivered. It includes the instructional input –

what the teacher plan to do and say, and guided practice – an opportunity

for the students to try the new skills or express the new idea with the

modeling and guidance of the teacher.

126

7. The independent practice. This component allows the student to practice

the skill or extend the knowledge on their own.

8. Evaluation. Some but not all of lesson have an evaluative component

where the teacher can check for the mastery of the instructed skill or

concepts. This may take the form of a set of question to be answered or a

set of instructions to be followed. The evaluation may be formative; that

is to say, used to guide subsequent learning, or summative; that is to say,

used to determine a grade or other achievement criteria.

The lesson plan was made to guide the researcher in the learning process.

The lesson plans were made before the researcher started the learning process and

always saw the condition of learning process before so that the lesson plans could

be made better than before to aim at improving the use the simple present tense of

students by Climbing Grammar Mountain Game. There were six lesson plans

used in this study. The content of lesson plan in this study consists of unit of

education, standard competence, basic competence, indicator, learning objective,

material, learning activity , sources of material and assesement. The content of

these compenents is based on the syllabus but we developed it again in the lesson

plan specially in the learning activity. In the learning activity, there were three

activities which consisted of pre activity, while activity and post activity. The

activies were done in the while activities and used the Climbing Grammar

Mountain Game to improve the use of simple present tense.in the first cycle (first

session) used reading skill but it was combined with other skills and the

researcher gave the descriptive text, the students also read it and identified the

127

incorrect sentences in the Climbing Grammar Mountain Game. In the first cycle (

the second session) used speaking skill but it was combined with other skills and

the researcher gave incorrect sentences, the students identified it in the Climbing

Grammar Mountain Game then arranged it into a good dialogue and the students

practised it in pair. In the while activity, the teacher could give the explanation

about simple present tense while the students were implementating the Climbing

Grammar Mountain Game. In the third session, the students were given a test and

the mean score of students got 64 ( insuffient). In the second cycle, the researcher

did the change so that the students were not bored. The researcher asked the

students to make sentences and the recercher chose the students’ works which

were then used as the material through Climbing Grammar Mountain Game. In

the first session and second session speaking skill was used; the researcher asked

the students to explain the reason of their answer but the researcher chosed the

person who explained it in front of the class. The students were happy and

entusiastic in the while activities and the result of this study were mentioned in the

previous chapter that it could get the target score in the second cycle ( third

session), the mean score of the students was 79 (sufficient). So, the study was

stopped in the second cycle . Based on the analysis on chapter IV, it could be

drawn a lesson plan in other make the students motivated to study simple present

tense as describe below.

128

LESSON PLAN FORMATION

TEACHING SCENARIO FOR THE FIRST CYCLE

(First Session)

Subject : English

Topic : Shopping

Language component : Grammar (Simple Present Tense)

Education Unit : Junior High School

Class : VII

Time : 2 x 40 minutes

Standard Competency: Reading

Understanding meanings in oral functional text and short simple monologue

in form of descriptive and procedure texts in order to interact with the closest

environment.

Basic Competency:

To read loud functional written text and essay descriptively that can be

accepted in environment.

Indicator: -The students are able to read words, phrase, sentences right and

correctly

-The students are able to respond the text.

1. Learning Objective

At the end of this lesson the students are hoped to be able:

- to read words, phrase, sentences right and correctly

- to respond to the text.

2. Material

I. The rules of Simple Present Tense:

Normative form:

Positive form

S + to be + noun/ adj

Negative form

S + to be + not + noun/adj

Interrogative form:

To be + subject + noun/adj

129

Verb Form:

Positive form

S+ Verb 1(s/es)

Negative form

S + Do/ Does +not + Verb 1

Interrogative form

Do /Does + Subject + Verb 1

II. Descriptive text

Mrs. Frida like go to shopping to a traditional market near her house.

Yesterday she goes there to buy fruits, vegetables and meets for her family. The

market are the biggest traditional market in her town. It does a big building which

is located in the center of the town. Like other traditional markets, this market is

never reek and dirty. There many sellers in that market. They sells different kinds

of things. Many people never buy daily needs in the market because they can

bargain there. Moreover, there is also many small shops near the market. Unlike

the traditional market, these shops clean and neat. The sellers are put their things

in good order. It make the market neat. However, people does not like to buy their

daily needs there because the things are expensive. There is also many rubbishes

there. In spite of that, many people never go there because it sells complete things.

Those advantages are the reasons why Mrs. Frida seldom buys her daily life in

that traditional market.

III. Incorrect sentences of Simple Present Tense (Subject-Verb Agreement,

adverbial of frequency and time, and Usage) that taken in descriptive text.

Subject – Verb Agreement

1. Mrs. Frida like to go shopping to a traditional market near her house.

Adverbs

1. Yesterday she goes there to buy fruits, vegetables and meets for her family

Usage

11. The market does the biggest traditional market in her town

3. Learning method

Discussion Method

130

4.Teaching Learning Activities

Teacher’s activity Students’ activity Time allotment

Pre activities

-Greeting

-Check the attendant list

-Ask about the last lesson

that the students had learnt

-Tell the student that today

they will learn about

Shopping and they will play

Climbing Grammar

Mountain Game to identify


sentences that are involved

in a descriptive text ( see

the descriptive text and the

topic about shopping)

Greeting

Respond to the teacher

Answer the teacher’s

questions


15 minutes

While activities

-Give a descriptive text about

shopping to the students and

read it together.

- To discuss vocabulary

related to the text

- The teacher read the text.

-Ask the students to make

groups consists of four groups

-Explain the rule and hang



-Give all groups 10 points.

The students listen to; the

teacher read the text.

The students intimate it.

The students read aloud

the text by themselves

Make groups consists of

five and six people per

group

Listen to the teacher

60 minutes

131

-Give one sentence of the text

to a group and ask the group to

identify it as wrong or correct

sentences.

-Ask the group how many

points they are willing to

award to the sentence

(maximum 20 points). If the

group’s answer is correct, they

will be given the points in their

chart, but if they are wrong,

their points in the chart will be

reduced as many points they

award to the sentence. If the

group identifies the sentence

as a wrong sentence, they are

given a chance to correct the

sentence into a good Simple

Present Tense sentence and

will be given extra 5 points. If

they can’t make it right, the

other group will be given the

chance.

-The game is continued until

all sentences are used. And --

the group which has the

highest points will be the

winner.

Play the game

Post activities

-Conclude the lesson

-Give homework

-Say good bye

Conclude the lesson


Say good bye

5 minutes

5.Sources of Material

a. English In Focus for grade VII Jumior High School

(Artono Wardiman, 2006)

b. Climbing Grammar Mountain Chart (Gunn and Mc Callum, 2005)

c. English Grammar (Leech, 1996)

132

6. Assesement

a. oral test

b. Instrument form

True and false

c.Example of instrument: Read the sentences to determine true or false and

change them to the right ones


(Second Session)

Subject : English

Topic : Shopping



Class : VII


Standard Competency: Speaking

Expressing meanings in oral functional text and short simple monologue in

form of descriptive and procedure texts in order to interact with the closest

environment.

Basic Competency

To interact involving the speech act using Simple Present Tense around

environment.

Indicator: - The students are able to express their opinion related to simple

present tense


At the end of this lesson the students are hoped to be able to express their

opinions related to simple present tense.

2.Material

I.Incorrect sentences


1. Good Morning, Sir. What can I does for you?

2. Do you has any?

3. How about these, Sir? These is the most beautiful paintings here

4. The painter is Wayan Leonardo who have Arca Gallery

5. How much is these paintings?

6. Ok. I takes them.

133

Adverbs

7 . I always buy some paintings every week because I like to collect them

8. He is the most popular painters in Bali. People rarely like his paintings

9. He is famous since all of his paintings are often bad

10. I’m sorry, Sir. The customers occasionally bargain here because it is fix

price.

Usage

11. Yes, I a collector of beautiful painting

12. Who does the painter?

13. They beautiful

14. I am like all these paintings.

15. They Rp 765.000.

16. They too expensive for me. Can I bargain?

II. Dialogue

A : Good Morning, Sir. Can I help you?

B : Yes, I am a collector of beautiful paintings.

I always buy some paintings every week.

Do you have any ?

A : How about these, Sir?

These are the most beautiful paintings here.

The painter is Wayan Leonardo who has Arca Gallery.

B : They are beautiful. I like all. How much are these paintings?

A : They are Rp 765.000

B : Can I bargain ?

A : I’m sorry, Sir. It is fix price.

B : Ok. My servant will take it.

3.Learning Method

Communicative Method

Discussion Method

4. Teaching Learning Activities


Pre activities

-Greeting




Greeting



Questions

15 minutes

134




Climbing Grammar

Mountain


While activities


groups consisting of four

groups





-Give one sentence of the text

to a group and ask the group to

identify it as wrong or correct

sentences.





group’s answer is correct, they

will be given the points in their

chart, but if they are wrong,

their points in the chart will be

reduced as many points they

award to the sentence. If the

group identifies the sentence

as a wrong sentence, they are

given a chance to correct the

sentence into a good Simple

Present Tense sentence and

will be given extra 5 points. If

they can’t make it right, the

other group will be given the

chance.

-The game is continued until

all sentences are used. And the

group which has the highest

points will be the winner.

-Ask the students to arrange in

a good dialogue

-ask the students to express the

Make groups consisting of

five and six people per

group


Play the game

60 minutes

135

expressions of dialogue

-Ask the students to act the

dialogue out with their pairs in

front of the class.

Act the dialogue out in

front of class in pairs.

Post activities


-Say good bye

Conclude the lesson


Say good bye

5 Minutes


a.English In Focus for grade VII Jumior High School

( Artono Wardiman, 2006)

b. Climbing Grammar Mountain Chart (Gunn and Mc Callum, 2005)

6. Assesement

a.Oral Test

b. Instrument form

True and False

c.Example of instrument: to determine true or false and change it into right

sentence

136


(Third Session)

Subject : English

Topic : Shopping



Class : VII





environment.

Basic Competency

To respond meaning involved in simple monologue accurately and fluently in

the form of descriptive and procedure texts to interact with the closest

environment.

Indicator: - The students are able to respond the questions related to simple

present tense.

1.Learning Objective


-To respond to the questions related to simple present tense

2. Material


3. Learning Method

Discussion Method



Pre activities

-Greeting



Greeting



5 minutes

137


Tell the student that today

they will have a test related

to Simple Present Tense

they had learnt.

questions


While activities

-Tell the students to do the

test individually.

-Distribute the test and

answer sheets to the

students.


answers.

-Distribute the

questionnaire and ask the

students to fill it.


questionnaire.


Do the test individually

Collect the answers

Fill in the questionnaire

Collect the

questionnaire

70 minutes

Post activities


-Say good bye

Conclude the lesson

Say good bye

5 Minutes

5. Source of Material

a. Simpati LKS (Creative Team of Simpati LKS ,2006)

6. Assesement

a. Reading test

b. Instrument Form

Multiple Choice

c. Example of instrument: To read the sentences and determine the correct

answer

138

TEACHING SCENARIO FOR THE SECOND CYCLE

(First Session)

Subject : English

Topic : Shopping



Class : VII




in form of descriptive and procedure texts in order to interact with the

closest environment.

Basic Competency

To interact involving the speech act using Simple Present Tense in around

environment


present tense



- to express their opinion related to simple present tense

2.Material

Incorrect sentences were taken from student’s works :


1.Shinta and Ratih is my friends.

2. The cats likes meat.

Adverbs

1. I rarely drink milk because I like it.

2.I seldom help Albert because he is my friend.

Usage

1.My father is work as a teacher

2. I am like milk

139

3. Learning Method


Discussions Method



Pre activities

-Greeting






Shopping and they will

play Climbing Grammar

Mountain Game

Greeting



questions


15 minutes

While activities


three simple present

sentences related to the

topic which would contain

the use of the three aspects

of Simple Present Tense.

The researcher gives

example of the sentences

on the blackboard.


works and then choose 16

sentences of them to be the

sentences that will be

identified during Climbing

Grammar Mountain Game.


groups consisting of five

and six people per group


Climbing Grammar

Mountain Chart on the

Make groups of four


60 minutes

140

whiteboard.



text to a group and ask the

group to identify it as

wrong or correct

sentences.




(maximum 20 points). If

the group’s answer is

correct, they will be given

the points in their chart,

but if they are wrong, their

points in the chart will be

reduced as many points

they award to the sentence.

If the group identifies the

sentence as a wrong

sentence, they are given a

chance to correct the

sentence into a good


sentence and will be given

extra 5 points. If they can’t

make it right, the other

group will be given the

chance.

-Ask one member of the

group to explain their

answer in front of the

class. Before the student

explains it, the researcher

asks the other students to

listen and pay attention to

their friends’ explanation.

The group who do not pay

attention will be reduced

10 points.

The game is continued

until all sentences are

used. And the group who

has the highest points will

be the winner.

Play the game

141

Post activities


-Say good bye

Conclude the lesson


Say good bye

5 Minutes

5. Sources of Material

a.Book of English VII (Joko Priyana ,2008)

b.Climbing Grammar Mountain Chart (Gunn and Mc Callum ,2005)

6. Assessement

a. Oral test

b. Instrument form

True or false

c. Example of instrument: to determine true or false and change it to right

sentence and explain it


(Second Session)

Subject : English

Topic : Shopping



Class : VII




in form of descriptive and procedure texts in order to interact with the

closest environment.

Basic Competency

To interact involving the speech act using Simple Present Tense around

environment


present tense

142



- to express their opinion related to simple present tense

2. Material

Incorrect sentences were taken from the student’s works :


1. Mira and Mita doesn’t like fried rice.

2. Dolly and Sinyo is my dogs.

Adverbs

1. I seldom read book because my hobby is reading.

2. My mother seldom goes to market every morning because she is a seller.

Usage

1. I am go to school every day

2. I never like milk because I am not like it.

3.Learning Method


Discussion Method

4.Teaching Learning Activities


Pre activities

-Greeting




on the last meeting.




Climbing Grammar



sentences.

Greeting



questions


15 minutes

143

While activities



sentences related to the

topic which would contain

the use of the three aspect

of Simple Present Tense.

The researcher gives

example of the sentences on

the blackboard.

-Collect the students’ works

and then choose 16

sentences to be the ones

that will be identified

during Climbing Grammar

Mountain Game.

Ask the students to make

four groups.


Climbing Grammar


whiteboard.





wrong or correct sentences.





group’s answer is correct,

they will be given the

points in their chart, but if

they are wrong, their points

in the chart will be reduced

as many points they award

to the sentence. If the group

identifies the sentence as a

wrong sentence, they are

given a chance to correct

the sentence into a good




Make the sentences

Collect the works

Make four groups


Play the game

60 minutes

144



chance.

-Ask one member of the


answer in front of the class.

Before the student explains

it, the researcher asks the

other students to listen and

pay attention to their

friends’ explanation. The

group which does not pay

attention will be reduced 10

points.

-The game is continued

until all sentences are used.

And the group which has

the highest points will be

the winner.

Explain their answer in

front of the class

Post activities


-Say good bye

Conclude the lesson


Say good bye

5 Minutes


a.Book of English VII (Joko Priyana ,2008)

b.Climbing Grammar Mountain Chart (Gunn and Mc Callum ,2005)

6.Assesement

a. Oral test

b.Instrument form

True or false

c.Example of instrument: to determine true or false and change it into right

sentence and explain it.

145


(Third Session)

Subject : English

Topic : Shopping



Class : VII





environment.

Basic Competency

To respond to meaning involved in simple monologue accurately and fluently

in the form of descriptive and procedure texts to interact with the closest

environment.

Indicator: - The students are able to respond the questions related to simple

present tense



- To respond the questions related to simple present tense

2. Material


3. Learning Method

Discussions Method

146



Pre activities

-Greeting





they will have a test related

to Simple Present Tense

they had learnt.

Greeting



questions


5 minutes

While activities

-Tell the students to do the

test individually.

-Distribute the test and


students.


answers.

-Distributing questionnaire

and ask the students to fill

it.


questionnaire.


Do the test individually

Collect the answers.

Fill in the

questionnaire

Collect the

Questionnaire.

70 minutes

Post activities


-Say good bye

Conclude the lesson

Say good bye

5 minutes

5. Source of Material

a. Mentari LKS ( Creative Team of Mentari LKS, 2008)

6.Assesement a. Reading test

b. Instrument form and Multiple choice

c.Example of instrument : To read the sentences and determine the correct

answer

147

5.5 Evaluation

Evaluation is the process of examining a subject and rating it based on its

important features. We determine how much or how little we value something,

arriving at our judgment on the basis of criteria that we can define

(Kiefer,http.//WWW.evaluationwiki.org/index.php/evaluation.html.). Stufflebeam

(2007:736) stated that evaluation is the assessment something is worth of merit.

Evaluation related to assessment. In literature on education, a distinction is

sometimes made between assessment (of learner performance), evaluation (of

innovation or change in, for example, school organization or a course syllabus).

Most of the feedback we give our learners is ongoing correction and assessment,

directed at specific bits of learner-produced language with the aim of bringing

about improvement. Distinct from this is the evaluation usually termed as

‘summative’, where the teacher evaluates an overall aspect of the learner’s

knowledge in order to summarize the situation: how much he or she has

progressed during a particular course. The instrument for assessing it is not only

the test but also non test such as absent, the participation of students in the class,

etc. According to Hammer (1988; 321) there are four main reasons for testing

which give rise to four categories of test:

1. Placement test

Placing new students in the right class in a school is facilitated with the

use of placement tests.

148

2. Diagnostic tests

Diagnostic tests can be used to expose learner’s difficulties, gaps in their

knowledge and skill deficiencies during a course.

3. Progress or achievement tests

These tests are designed to measure learners’ language and skill progress

in relation to the syllabus they have been following.

4. Proficiency tests

Proficiency tests give a general picture of a student’s knowledge and

ability. They are frequently used as stages people have to reach if they

want to be admitted to a foreign university, get a job, or obtain some

kinds of certificates.

According to Hammer (1988; 322), there are two types of test items such as

direct and indirect test items. A test item is direct if it asks candidates to perform

the communicative skill which is being tested. Indirect test items, on the other

hand, try to measure a student's knowledge and ability by getting at what lies

beneath their receptive and productive skills. Whereas direct test items try to be as

much like real-life language use as possible; indirect items try to find out about a

student's language knowledge through more controlled items, such as multiple

choice questions or grammar transformation items. Although there is a wide range

of indirect test possibilities, certain types are in common use:

149

1. Multiple choice questions (MCQs)

A traditional vocabulary multiple choice question looks like this: For many

years MCQs were considered to be ideal test instruments, for measuring

students' knowledge of grammar and vocabulary.

2. Cloze procedures

Cloze procedures seem to offer us the ideal indirect but integrative testing

item. Cloze, in its purest form, is the deletion of every word in a text

(somewhere between every fifth or tenth word

3. Transformation and paraphrase

A common test item asks candidates to rewrite sentences in a slightly

different form, retaining the exact meaning of the original. For example,

the following item tests the candidates' knowledge of verb and clause

patterns that are triggered by the use of I wish:

I'm sorry that I didn't get her an anniversary present.

I wish

Based on the discussion in the previous discussions, the researcher gave the

test in the pre test ,first cycle (third session) and second cycle (third session)

used the achievement test; these tests were designed to measure learners' language

and skill progress in relation to the syllabus they have been following, and the

types of test were multiple choice consisting of 30 questions in the pre test, first

cycle and second cycle. The language skill in this evaluation was reading skill to

read and determine the appropriate answer of Simple Present Tense in involving

three aspects such as subject-verb agreement, adverb, usage.The multiple choice

150

tests macthed to the level of students than essay, it was not difficult, it did not

need much time, and the students could practice to do multiple choice test to face

the final examination. The results of mean score of students in the post test 1 is 64

(insuffient) and in the post test 2 the mean score of students is 79 (sufficient). In

second cycle ( third session) the score is according to criteria. The design of post

tense 1 and 2 can be seen below:

Subject : English

Material : Simple Present Tense

Semester : 2

Time : 60 minutes

The Design of Post Test 1 and Post Test 2

The pass competency

standard (SKL)

Instrument The total of test

Reading

to understand the

meaning in transactional

interpersonal text and

short functional text

related to environment.

Multiple choice

To read and determine

the appropriate answer in


related to three aspects

such as subject-verb

agreement, adverb, usage

30 questions

151

The Evaluation

PRE-TEST

Choose the appropriate correct answer a, b, c, or d below !

1. The students of class IA ….. English every Sunday.

a. study b. studies c. studied d. studying

2. I ….. a funny cat at home.

a. having b. has c. have d. had

3. Do …. like bananas?

a. Mita b. your monkey c. Andra and Tono d. Andrew

4.Choose the right sentence below!

a.I waters the flowers every afternoon.

b. Mira water the flowers every afternoon

c.Andre and Mita water the flowers every afternoon

d.They waters the flowers every afternoon

5. My family and I ….. in a small house.

a. live b. lives c. living d. lived

6. Ana ….. to school every day.

a. go b. goes c. going d. went

7. Mita and Anton sometimes ….. homework together.

a. do b. does c. did d. doing

8. Her parents …. Vivian very much.

a. love b. loves c. loved d. loving

9.The cats …. fish

a. eat b. eats c. eating d. ate

10. My mother usually …… Intan in television every night.

a. watch b. watches c. watched d. watching

11. I ….. meet my uncle because he lives so far from my house.

a. usually b. always c. rarely d. often

152

12. Mita and her family go to church ….

a. everyday b. every Sunday c. every morning d. every Saturday

13. Nita ….. eats fried rice because she hates it.

a. always b. usually c. never d. often

14.Wahyu ….. walks to the office because it is near her house.

a. always b. rarely c. seldom d. never

15. Those men play tennis ….

a. every Sunday b. tomorrow c. yesterday d. two days ago

16. Ratna goes to market …..

a. every morning b. last year c. next week d. now

17. Anita …. drinks milk because it makes her healthy.

a. never b. usually c. rarely d. seldom

18. My father …. gives me some stamps.

a. sometimes b. yesterday c. tomorrow d. now

19. Yudi ….. goes to the hospital because he works there.

a. just now b. always c. two days ago d. next month

20. Budi writes a letter to his girlfriend ….

a. every month b. next month c. last month d. now

21. Sandra and I …. best friends now.

a. is b. are c. was d. were

22. Anna, Bobby, and Jones …. brothers and sisters.

a. do b. does c. is d. are

23. Santi ….. not like stamps collecting.


24.….. these books yours?

a. does b. do c. are d. is

25. My father and my mother …. not like ice cream.

a. is b. are c. do d. does

26. Where …. your father work?

a. is b. are c. does d. do

153

27. Where …. Santi live?


28. Mira and Anton …. not like milk.

a. does b. do c. is d. are

29. Ann …. a smart girl.

a. does b. do c. is d. are

30….. you a student?

a. are b. is c. does d. do

Post Test 1

Choose the appropriate correct answer a, b, c, or d below!

1. Mr. Smith ….. fruits every day.

a. buy b. buys c. bought d. buying

2. I ….. a shop in the town.


3. Do …. like this shirt?

a. Mita b. your mother c. Mira and Tono d. Andrew

4. Choose the right sentence below!

a. I goes to the market every morning.

b. Mira go to market every morning.

c. Andre and Mita go to the market every morning.

d. They goes to the market every morning.

5. Mita and her family ….. in a small house near the market.


6. Mrs. Anita ….. to market every day.


7. Mita and Anton sometimes ….. newspapers in the main road.

a. sell b. sells c. sold d. selling

8. My parents …. to go shopping very much.

a. like b. likes c. liked d.liking

154

9. The cat …. the butcher’s meat.

a. eat b. eats c. eating d. ate

10. My mother usually …… when he buys things in traditional markets.

a. bargain b. bargains c. bargained d. bargaining

11. I ….. go to supermarket because it is so far from my house.

a. usually b. always c. rarely d. often

12. Mother goes to market ….

a. everyday b. yesterday c. tomorrow d. now

13. Nita ….. goes to bookshop because she likes to read many books.

a. always b. rarely c. never d. seldom

14. Wahyu ….. goes shopping to the market because it is near her house.

a. always b. rarely c. seldom d. never

15. Those women sell fruits ….

a. every Sunday b. tomorrow c. yesterday d. two days ago

16. Ratna buys food ….

a. every morning b. last year c. next week d. now

17. Anita …. buys milk because she hates to drink it.

a. never b. usually c. often d. seldom

18. My father …. buys me some books.


19. Yudi ….. goes to the restaurant to have breakfast.


20. Budi buys a rose to his girlfriend …..

a. every Saturday b. next month c. last month d. now

21. Mrs. Sandra …. a seller.


22. Anna, Bobby, and Jones …. the cashier of the supermarket.


23. Santi ….. not like shopping.


155

24. Where …. your father sell the vegetables?


25. ….this luggage yours?


26. My father and my mother …. not like to bargain when they go shopping.


27. A : What ….. your father’s job?


28. The fruits and vegetables …. Rp 12.500,-


29. Mira and Santi …. not like fruits.


30. ….. the cats eat the butcher’s meat?


POST TEST II

Choose the appropriate correct answer a, b, c, or d below !

1. Sinta ….. a bookshop near her house.


2. Does …. like to bargain?

a. your sisters b. your mother c. Mira and Tono d. you

3. Choose the right sentence below!

a. They sells fruits in the market

b. We buys meat in the market

c. Febry sells stationaries in her shop

d. Stephen do not like to go shopping

4. Billy ….. clothes every month.

a. buy b. buys c. bought d. buying

5. Mita …. in an apartment near the supermarket.


156

6. Ferdinand ….. newspapers everyday.

a. sell b. sells c. sold d. selling

7. Shinta …. to go shopping very much.

a. like b. likes c. liked d.liking

8. Budi’s wife …. to market every day.


9. The dogs always …. meat in the market.

a. steal b. steals c. stealing d. stole

10. Mrs. Smith never …… when she buys things in supermarket.

a. bargain b. bargains c. bargained d. bargaining

11. Mother buys vegetables ….

a. everyday b. yesterday c. tomorrow d. now

12. I ….. buy daily needs in supermarket because it is near my house.

a. seldom b. always c. never d. rarely

13. Anita …. buys a bag of tea because she likes to drink it.

a. never b. rarely c. seldom d. always

14. Firman …. buys meat because he is a vegetarian.

a. always b. usually c. never d. often

15. Ratna buys a story book ….

a. every month b. last year c. next week d. now

16. Wahyu …. goes shopping to the market because it is dirty and smelly.

a. always b. usually c. often d. never

17 My father buys fruits and vegetables ….

a. everyday b. tomorrow c. yesterday d. two days ago

18. Yudi ….. goes to McDonald to have lunch.


19. My uncle …. buys me some candies.


20. Budi buys stationaries ….

a. every month b. next month c. last month d. now

157

21. Where …. your father buy meat?

a. is b. does c. are d. do

22. Mrs. Sheila ….. a fruit seller.


23. My brothers …. not like shopping.


24. Mr. Robert and Mr. Stephen …. the securities of the supermarket.


25. How much …. the mangoes cost?


26. How many apples …. your mother buy every week ?


27.….. this your restaurant?


28. What …. your father sell in the market?


29. My friends ….. not like shopping in traditional markets.


30. The supermarkets …. big and clean.


158

CHAPTER VI

CONCLUSION AND SUGGESTIONS

6.1 Conclusion

This study was designed to improve the ability of students in class VII B

of SMP Satu Atap 2 Batukandik, Nusa Penida in using Simple Present Tense by

involving the use of Climbing Grammar Mountain Game in the teaching of

Simple Present Tense. Based on the result of the observation and the pre-test done

in class VII B of SMP Satu Atap 2 Batukandik, Nusa Penida on the pre

observation, it was known that the ability of the students in using Simple Present

Tense was low. The students’ mean score on the pre test was only 42 which was

categorized as poor. This result lead the researcher to do a research by applying

Climbing Grammar Mountain Game in the teaching of Simple Present Tense to

improve the students’ ability in using Simple Present Tense which included two

cycles. In the first cycle, this game was able to improve the students’ mean score

from 42(poor) into 64 (insufficient). Since the result of post test I had not been

satisfactory yet, the researcher then continued to the second cycle in which the

game was modified by asking the students to make the sentences used in the game

by themselves and to give explanation in the class discussion. The result of post

test II done in the end of this cycle was satisfactory. The students’ mean score

improved 37 points from the pre test becoming 79 (sufficient) in the post test II, it

was more than criteria of the students mean score which were determined in this

study and it was significant because it proved that the students entusiasm to study

simple present tense, it mean that the students liked and were not bored again so

158

159

this was a motivation for them to more concetrate to study simple present tense

and they could use it in daily life for communication. Automatically, they will

councious that simple present tense is important in learning english because we

use it in daily life in writting and spoken. From this result, it could be concluded

that Climbing Grammar Mountain Game could improve the ability of the students

in class VII B of SMP Satu Atap 2 Batukandik, Nusa Penida in using Simple

Present Tense.

6.2 Suggestions

There are some suggestions that can be made by the researcher in the end

of this study:

6.2.1 To the teachers

It is expected that the teacher should use Climbing Grammar Mountain

Game as an effective game in improving the students’ ability in using Simple

Present Tense, specifically in using subject-verb agreement, adverbs, and usage of

Simple Present Tense. The teachers can choose sentences from the students’

works or the teachers can also make the sentences by themselves that are related

to topic being discussed in the classroom. And in the discussion session, the

teacher can give chance to the students to give detailed explanation about aspects

of Simple Present Tense involved in the sentences being identified.

160

6.2.2 To the students

It is suggested that the students should practice more in using Simple

Present Tense more intensively not only in written form but also in daily

communication. The students can start from making simple sentences and then

transform them into another form such as into negative or interrogative form, so

that they can improve their proficiency in grammar.

6.2.3 To other researcher

It is suggested that another researcher should develop the use of Climbing

Grammar Mountain Game to improve the other tenses or even combine this game

with other games so that it can make the students more interested in learning

grammar.

161

BIBLIOGRAPHY

Arikunto, Suharsimi. 2002. Prosedur Penelitian : Suatu Pendekatan Praktek Edisi

Revisi Ke 5. Jakarta : PT. Rineka Cipta.

Arikunto, Suharsimi.1998. Prosedur Penelitian. Jakarta : PT. Rineka Cipta.

Azar, B.S. 1989. Understanding and Using English Grammar. New Jersey:

Prentice-Hall, Inc.

Saricoban, Arif and Esen Metin. "Songs, Verse and Games for Teaching

Grammar." iteslj.org/Techniques/Saricoban-Songs.htm

Collins, Peter. 1998. English Grammar. London: Longman.

Corder, S. Pit.1973.Introducing Applied Linguistics.penguin.

Evans, Virginia. 1995. Round Up : English Grammar Practice 3. London:

Longman.

Ersoz, Aydan. Six Games for the ESL/EFL Classroom. iteslj.org/Lessons/

Ersoz-Games.html

Giri, Darmawan, 2003. Improving the Use of Simple Present Tense of the

Students in Class IC of SLTPN 1 Sukasada Through EGRU Strategy in Small

Group Discussion in the Academic Year of 2002/2003. IKIP NegeriSingaraja.

Unpublished Thesis.

Gunn, Cindy and McCallum, Ann. 2005. Climbing Grammar Mountain : An

Interactive Learning Experience. http://exchanges.state.gov/forum/vols/vol45

Hammer, Jeremy. 1988. The Practice of English Language Teaching. Cambridge :

Longman.

Hong, Lin. Using Games in Teaching English to Young Learner

iteslj.org/Lessons/LinUsingGames.html.

Hornby, A.S. 1975. New English Grammar. London: Oxford University Press.

Hornby, A.S. 1995. Oxford Advance Learner’s Dictionary. London : Oxford

University Press.

Kemmis, Stephen. Bill Atweh. 1998. Action Research In Practice. New York :

Routledge

162

Kim, Lee Suu. 1995. Creative games for the language class. English Teaching

Forum, Vol.XXXIII, No. 1, Janury- March 1995, http://exchanges.state.gov/

forum/vols/vol33/nol/p35.htm.

Leech, Geoffrey. 1996. A-Z of English Grammar and Usage. London: Longman.

Masidjo, Ign. 1995. Penilaian Pencapaian Hasil Belajar Siswa di Sekolah.

Yogyakarta: Kanisius.

Murphy, Raymond. 1993. English Grammar in Use: A Self Study Reference and

Practice Book for Intermediate Students. New York : Cambridge UniversityPress.

Murphy, R. and Altman R. 1993. Grammar in Use. New York : Cambridge

University Press.

Nunan, David. 2005. Practical English Language Teaching Grammar. New York:

McGraw-Hill Companies, Inc.

Rinvoluery. 1985. Games for Teaching Grammar. London : Longman.

Quirk, Randolph. 1972. A Grammar Of Contemporary English. London:

Longman.

Saricoban, A and Metin, E. 2000. Songs, Verse, and Games for Teaching

Grammar, http://iteslj.org/techniques/Saricoban-songs.html.

Stufflebbeam, Daniel C. 2007. Evaluation theory, Models, and Application.

Harbound

U. Penny. 1996. A Course in language Teaching. Cambridge: University Press

Wallace, M.J. 1998. Action Research for Language Teachers. New York :

Cambridge University Press.

Wiersma, William. 1986. Research Methods in Education : An Introduction.

Massachussets: Allyn and Bacon, Inc.Werner, 2003. Teaching Grammar for

Beginners. New York : Cambridge University Press.

http://exchanges.state.gov/

163

164

APPENDIX 1

THE LIST OF STUDENTS’ NAMES UNDER THIS STUDY

1.Agus Gunawan, I Gede

2.Astini, Ni Ketut

3.Budiartiniyanti, Ni Kadek

4.Karni, Ni Ketut

5.Lindra, I Komang

6.Mandra, I Wayan

7.Oka Widana, I Gede

8.Pradika, I Kadek

9Santi Martini, Ni Putu

10.Sari, Ni Ketut

11.Satia, I Kadek

12.Sidan, I Komang

13.Sukadana, I Kadek

14.Sukra, I Ketut A

15.Sulastrini, Ni Kadek

16.Sumarni Putri, Ni Kadek

17.Tisu Baliani, Ni Kadek

18.Tresnayasa, I Kadek

19.Warda, I Nengah

20.Wasti, Ni Wayan

21.Yudiantiniasih, Ni Luh

165

166

APPENDIX 2

Teacher’s Diary in the First Cycle

Teaching and Learning Activity in the First Session

No Teacher’s Activity Students’ Activity Time Students’

Response

Classroom

Situation Note

Pre-activities

1 Greeting Greeting 15’ Very good A bit noisy The students responded in chorus

immediately

2 Check the presence list Respond to the

teacher

Good A bit noisy No one was absent

3 Ask about the last lesson



questions

Very good Noisy Some students gave comment about

the pre-test that was held on the last

meeting.

4 Tell the student that today






sentences involved in a

descriptive text

Listen to the teacher Good Calm No students spoke.

167

Whilst activities

5 Give a descriptive text

about shopping to the

students and read it

together.

Red the descriptive

text

60’ Very good Noisy The students read in chorus the text

together based on the example given

by the teacher.

6 Ask the students to make

groups of five.

Make groups of five Good Very noisy Some students move their chair and

made circles with their groups and

some students were difficult to find

their groups.

7 Explain the rule and hang

Climbing Grammar


whiteboard.

Listen to the teacher Good A bit noisy Some students asked some rules that

they hadn’t understand yet.

8 Give all groups 10 points.

Play the game Good Noisy Some students commented that the

points given were too small.

9 Give one sentence of the




Calm Only the group who was given the

sentence discussed the answer.

10 Ask the group how many






the points in their chart, but

Tell the teacher the

point they wanted

and then identified

the sentences

Good A bit noisy The other groups provoked the

playing group to ask more points.

168

if they are wrong, their





sentence as a wrong









chance.

11 The game is continued until

all sentences are used. And

the group who has the


winner.

Post activities

12 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students were interested

to conclude the lesson

13 Give homework Listen to the teacher Good A bit noisy The students wrote down the

homework, and some of them were

dissapointed to be given homework.

14 Say good bye Say good bye Very good Very noisy The students said good bye in chorus

169

APPENDIX 3


Teaching and Learning Activity in the Second Session


Response

Classroom

Situation Note

Pre-activities


immediately


teacher





questions

Very good Noisy Some students said that they played a

game on the last session, some

students said they learnt about

Simple Present Tense.

4 Tell the student that day

they would learn about





sentences involved in a

dialogue.


170

Whilst activities


groups of five.

Make groups of five Good Very noisy Some students move their chair and

made circles with their groups.

6 Explain the rule and hang

Climbing Grammar


whiteboard.




Play the game Good Calm No students commented that the




group to identify it as a

wrong or correct sentence.

Good Calm Only the group who was given the

sentence discussed the answer.













sentence as a wrong



point they wanted

and then identified

the sentences



171








chance.

10 The game was continued

until all sentences are used.

And the group who has the


winner.

Respond to the

teacher’s

announcement about

the winner of the

game

Good Noisy The winning group was very happy,

and the other groups were

disappointed.

11 Ask the students to act the

dialogue out with their

pairs in front of the class.

Act the dialogue in

front of the class

Good Noisy Many students wanted to act the

dialogue and they became

disappointed when they were not

chosen.

Post activities





disappointed to be given homework.


172

APPENDIX 4


Teaching and Learning Activity in the Third Session


Response

Classroom

Situation Note

Pre-activities


immediately


teacher





questions


game on the last session and some






have a test related to


sentences they had learnt

Listen to the teacher Good A bit noisy Some students said that they weren’t

ready yet.

173

Whilst activities

5 Tell the students to do the

test individually.

Listen to the teacher 60’ Good Calm No students spoke.

6 Distribute the test and


students.

Do the test

individually

Good A bit noisy The students did the test individually

7 Collect the students’

answers

Collect the answers Good A bit noisy Some students said that the test were

difficult and some said they were

able to answer the test.

8 Distribute the questionnaire


it

Fill in the

questionnaire

Good A bit noisy Some students still discussed about

the test.

9 Collect the students

questionnaire

Collect the

questionnaire

Good A bit noisy The students said that it was much

easier to fill the questionnaire than to

answer the test.

Post activities

10 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students wanted the

teacher to give another test so that

their mark would be better.


174

APPENDIX 5

Teacher’s Diary in the Second Cycle

Teaching and Learning Activity in the First Session


Response

Classroom

Situation Note

Pre-activities


immediately


teacher





questions







Shopping and play

Climbing Grammar



sentences


175

Whilst activities



sentences that were related

with the topic which would

contain of the use of the

three aspects of Simple

Present Tense. The

researcher gives example of

the sentences on the

blackboard.

Write the sentences 60’ Good A bit noisy Some students said it was difficult to

make the sentences. Some asked the

teacher to reduce the number of

sentences. Some asked the teacher to

reduce the number of sentences they

had to make. Some said that the time

was too limited.

6 Collect the students’ works

and then choose 16





Collect their works Good A bit noisy Most students could make the

sentences within the time, but some

couldn’t finish it.


groups of five.

Make groups of five Good Very noisy Some students move their chair.

8 Explain the rule and hung

Climbing Grammar


whiteboard.




Play the game Good Calm No students commented that the


176






point they wanted

and then identified

the sentences


sentence discussed the answer













sentence as a wrong









chance.


point they wanted

and then identified

the sentences.



177

12 Ask one member of the







friends explanation. The

group who do not pay


points.

Explain their group’s

answer

Good Noisy Some students said that they were

not confident to explain their answer

in front of the class and some seemed

very enthusiastic.

The game is continued until

all sentence are used. And



winner.

Respond to the

teacher’s

announcement about

the winner of the

game



disappointed.

Post activities







178

APPENDIX 6


Teaching and Learning Activity in the Second Session


Response

Classroom

Situation Note

Pre-activities


immediately


teacher





questions

Good Noisy Some students said that they played a










sentences.


179

Whilst activities



sentences that were related

with the topic which would

contain of the use of the

three aspects of Simple

Present Tense. The

researcher gives example of

the sentences on the

blackboard.

Write the sentences 60’ Good Rather calm Most students had already prepared

themselves so only some of them

found difficulties in making the

sentences.

6 Collect the students’ works

and then choose 16





Collect their works Good Rather calm Almost all students could make the

sentences within the time.


groups of five.

Make groups five 60’ Good Very noisy Some students move their chair.

8 Explain the rule and hung

Climbing Grammar


whiteboard.



9 Give all groups 10 points. Play the game Good Calm No students commented that the


180






sentence discussed the answer













sentence as a wrong









chance.


point they wanted

and then identified

the sentences.



181

12 Ask one member of the







friends explanation. The

group who do not pay


points.

Explain their groups

answer

Good Noisy Most students were very enthusiastic

and half of them said directly that

they wanted to be chosen to give the

explanation.

13 The game is continued until

all sentence are used. And



winner.

Respond to the

teacher’s

announcement about

the winner of the

game.



disappointed.

Post activities







182

APPENDIX 7


Teaching and Learning Activity in the Third Session


Response

Classroom

Situation Note

Pre-activities


immediately


teacher





questions


game on the last session and some






have a test related to


sentences they had learnt

Listen to the teacher Good A bit noisy Most students said that they were

ready for the test.

183

Whilst activities

5 Tell the students to do the

test individually.

Listen to the teacher 60’ Good Calm No students spoke.

6 Distribute the test and


students.

Do the test

individually

Good Calm The students did the test individually

7 Collect the students’

answers

Collect the answers Good A bit noisy Some students said that the test was

easy and said they were able to

answer the test.

8 Distribute the questionnaire


it

Fill in the

questionnaire

Good A bit noisy Some students still discussed about

the test.

9 Collect the students

questionnaire

Collect the

questionnaire

Good A bit noisy The students said they only took

several minutes to fill the

questionnaire.

Post activities

10 Conclude the lesson Conclude the lesson 10’ Very good Noisy Most of the students eager to know

their mark on the test.


184

185

APPENDIX 8

The Result of Questionnaire in the Pre-Observation

1.Apa anda menyukai pelajaran Bahasa Inggris?

a. Ya (38 %)

b. Tidak (61,9%)

2.Apakah anda senang ketika guru anda memberikan Pelajaran Grammar

khususnya Simple Present Tense?

a. Ya (38%)

b. Tidak (61,9%)

3.Apakah menurut anda belajar grammar penting dalam menguasai Bahasa

Inggris ?

a. Ya (47,6 %)

b. Tidak (52%)

4.Apakah anda senang ketika guru anda menjelaskan tentang struktur kalimat

khususnya tentang Simple Present Tense ?

a. Ya (38%)

b. Tidak (61,9%)

a. Apakah jenis latihan yang biasa diberikan guru anda mengenai Simple Present

Tense mudah anda kerjakan ?

a. Ya (33%)

b. Tidak (52%)

b. Apakah anda senang dengan tehnik mengajar yang digunakan oleh guru anda

sebelumnya dalam mengajar grammar?

a. Ya (23,8%)

b. Tidak (76%)

c. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada

saat mengajar ataupun pada saat memberikan latihan mengenai Simple Present

Tense mudah anda mengerti ?

a. Ya (23,8%)

b. Tidak (76%)

d. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat

Simple Present Tense?

a. Ya (28,5%)

b. Tidak (71%)

186

e. Apakah anda mengetahui dan memahami penggunaan adverbial of requency

and time pada struktur kalimat Simple Present Tense ?

a. Ya (42,8%)

b. Tidak (57,8%)

f. Apakah guru anda sering menggunakan media pengajaran seperti gambar,

komik, atau realia dalam mengajar Simple Present Tense ?

a. Ya (0%%)

b. Tidak (100%)

187

APPENDIX 9

The Result of Questionnaire in the First Cycle

1. Apakah anda senang ketika diberikan pelajaran Simple Present Tense dengan

menggunakan tehnik yang diberikan oleh guru anda ?

a. Ya (90%%)

b. Tidak (10%)

2. Apakah anda senang selama proses belajar mengajar ?

a. Ya (90%)

b. Tidak (10%)

3. Apakah Climbing Grammar Mountain Game membantu anda dalam belajar


a. Ya (71%)

b. Tidak (29%)

4. Apakah anda mengalami kesulitan mempelajari Simple Present Tense dengan

menggunakan Climbing Grammar Mountain Game ?

a. Ya (29%)

b. Tidak (71%)

5. Apakah anda senang ketika guru anda menjelaskan tentang struktur Simple

Present Tense dengan menggunakan Climbing Grammar Mountain Game ?

a. Ya (%)

b. Tidak (%)

6. Apakah anda senang dengan tehnik yang digunakan guru anda dalam

mengajar Simple Present Tense ?

a. Ya (90%)

b. Tidak (10%)

7. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada


Tense mudah anda mengerti ?

a. Ya (90%)

b. Tidak (10%)

8. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat

Simple Present Tense ?

a. Ya (52%)

b. Tidak (48%)

188

9. Apakah anda mengetahui dan memahami penggunaan adverbial of requency


a. Ya (71%)

b. Tidak (29%)

10. Apakah anda termotivasi belajar Simple Present Tense dengan menggunakan

teknik ini ?

a. Ya (81%)

b. Tidak (19%)

189

APPENDIX 10

The Result of Questionnaire in the Second Cycle

1. Apakah anda senang ketika diberikan pelajaran Simple Present Tense dengan

menggunakan tehnik yang diberikan oleh guru anda ?

a. Ya (95%)

b. Tidak (95%)

2. Apakah anda senang selama proses belajar mengajar ?

a. Ya (95%)

b. Tidak (5%)

3. Apakah Climbing Grammar Mountain Game membantu anda dalam belajar


a. Ya (100%)

b. Tidak (0%)

4. Apakah anda mengalami kesulitan mempelajari Simple Present Tense dengan

menggunakan Climbing Grammar Mountain Game ?

a. Ya (5%)

b. Tidak (95%)

5. Apakah anda senang ketika guru anda menjelaskan tentang struktur Simple

Present Tense dengan menggunakan Climbing Grammar Mountain Game ?

a. Ya (95%)

b. Tidak (5%)

6. Apakah anda senang dengan tehnik yang digunakan guru anda dalam

mengajar Simple Present Tense ?

a. Ya (95%)

b. Tidak (5%)

7. Apakah kalimat-kalimat serta kata-kata yang digunakan oleh guru anda pada


Tense susah anda mengerti ?

a. Ya (10%)

b. Tidak (90%)

8. Apakah anda mengerti penggunaan auxiliaries ‘do/does’ dalam kalimat

Simple Present Tense ?

a. Ya (90%)

b. Tidak (10%)

190

9. Apakah anda mengetahui dan memahami penggunaan adverbial of requency


a. Ya (90%)

b. Tidak (10%)

10. Apakah anda termotivasi belajar Simple Present Tense dengan menggunakan

teknik ini ?

a. Ya (100%)

Documents

44 CHAPTER IV FINDINGS AND DISCUSSION There are two types