DEDUCTIVE TECHNIQUE IN TEACHING PRESENT

CONTINUOUS TENSE

THESIS

Submitted as Partial Fulfilment of the Requirement

for the Degree of Sarjana Pendidikan (S.Pd.)

By

Name : Anna Unzia

NIM : 2011850049

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATIONAL SCIENCES

MUHAMMADIYAH UNIVERSITY OF JAKARTA

2018

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MUHAMMADIYAH UNIVERSITY OF JAKARTA FACULTY OF EDUCATIONAL SCIENCES ENGLISH EDUCATION STUDY PROGRAM Thesis July 2018 Anna Unzia (2011850049) DEDUCTIVE TECHNIQUE IN TEACHING PRESENT CONTINUOUS TENSE xvii + 55 pages, 7 tables, 2 charts, 11 appendices

ABSTRACT

The purpose of this study is to determine the effectiveness of the use deductive technique in teaching present continuous tense to improve students‟ grammar score in MTs Daruttafsir Al Husaini Sawangan Depok. This research uses quantitative of method with quasi experimental design by applying pre-test and post-test as the instruments. In this study, the writer used one eksperimental class. This research involved 19 students of 8th grad as the sample of the study. The data were analyze by using t-test. The result of the analysis revealed that the average value of pre-test is equal to 53.157 and the average value of post test is 76.315 with an increasing point of reaches 46.3. In conclusion, it is said that deductive teaching present continuouse tense improve student grammar score. Keywords: Deductive Technique, Present Continuous Tense, Grammar

REFERENCES 11 (2010 – 2015)

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UNIVERSITAS MUHAMMADIYAH JAKARTA FAKULTAS ILMU PENDIDIKAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS Skripsi Juli 2018 Anna Unzia (2011850049) TEKNIK DEDUKTIF DALAM MENGAJAR PRESENT CONTINOUS TENSE xvii + 55 halaman, 7 tabel, 4 diagram, 11 lampiran

ABSTRAK

Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan teknik deduktif dalam pembelajaran present continuous tense untuk meningkatkan nilai grammar siswa di MTs Daruttafsir Al Husaini Sawangan Depok. Penelitian ini menggunakan metode kuantitatif dengan rancangan percobaan kuasi dengan menerapkan pre-test dan post-test sebagai instrumen. Dalam penelitian ini, penulis menggunakan satu kelas eksperimental. Penelitian ini melibatkan 19 siswa kelas 8 sebagai sampel penelitian. Data dianalisis dengan menggunakan uji-t. Hasil analisis menunjukkan bahwa nilai rata-rata pre-test adalah sebesar 53,157 dan nilai rata-rata post test adalah 76.315 dengan titik peningkatan mencapai 46,3. Kesimpulannya, dikatakan bahwa pengajaran deduktif yang ada saat ini meningkatkan nilai tata bahasa siswa. Kata kunci : Deduktif teknik, Present continuous tense, grammar

DAFTAR PUSTAKA 12 (2010 – 2015)

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DEDICATION

I dedicated this thesis to all people who always ask me, “kapan lulus?”.

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MOTTO

Don’t blame the situation you are in, but do the better one.

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ACKNOWLEDGEMENTS

In the name of Allah, The Beneficent an The Merciful

All praises be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assigment in her study. Peace and blessing be upon to the prophet Muhammad SAW, is family, his companion, and adherence.

This paper is presented to the Education Faculty, Muhammadiyah University of Jakarta as a partial fulfilment of the requirement for degree of strata 1 (Sarjana Pendidikan).

It is an honour that the writer could finally accomplish a thesis entitled “DEDUCTIVE TECHNIQUE IN TEACHING PRESENT CONTINUOUS TENSE”. She dedicated this thesis to her belove families for eternal love, pray and support. Furthemore, the writer particularly thanks to her advisor Dr. M. Sofian Hadi, M.Pd for the guidence, patience, knowledge, and motivation in helping the writer to accomplish this thesis. In this occassion, the writer would like to give the deepest gratitude and salute to :

1. Beloved family, H. Ismail Kholidi, BA (alm), Hj. Yet Haryati, S. Pd, Ismalia Pratiwi, S. Pd, Dea Lazwardiah, S. Km, and Muhammad Reza Farhan.

2. Dr. Iswan, M.Si. as the Dean of Education Faculty of Muhammadiyah University of Jakarta.

3. Zaitun, M. Pd as the Head of English Education Department. 4. Dr. M. Sofian Hadi, M. Pd as thesis advisor who always patient to

guide the writer, all of lectures of English Education Department who have taught the writer valuable knowledge, skill and motivation during this study.

5. MTs Druttafsir Al Husaini, Mad Budi, M.Pd.I as the Headmaster, Hermawan, S. Pd as classroom teacher, an all students in 8th grade of Mts Daruttafsir Al Husaini.

6. My beloved, Anton Cahyo Nugroho who always be my support system to helped me in accomplish this thesis.

7. Havida Aprilia, S. Pd as my little sister to always remind me all about my study.

8. Aulia Rahman, S. Pd, Panji Wahyu Utomo, S. Pd, Muhammad Ikhsannudin, Imam Azkia, Fadani Arfah, S. Pd, Viennanda Nur Ikhwalfi, S. Pd, Isna Karunia and all my beloved member in Kita Bahagia, thankyou for being my family.

9. Linda Winingsih, SE, Keke Apriani, SE (soon), Modie Maulida Utami, S. Kom (coming up next), and Herlita Widia Sari, S. Pd as my beloved unbiologis sister, i love you.

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10. All those who have helped her in accomplishing this thesis, although this thesis is still far from perfect. Any suggestion for the development of this study are welcomme. May Allah SWT, the almighty bless them all, Amin.

Finally the writer realizes that thesis cannot be considered as a perfect masterpiece. Thus, she would be grateful to accept any suggestions and corrections from anyone for better writing.

Jakarta, July 2018

The writer

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TABLE OF CONTENTS

ABSTRACT ...................................................................................... i

ABSTRAK ...................................................................................... ii

APPROVAL SHEET ............................................................................ iii

BOARD OF EXAMINERS APPROVAL ............................................... iv

ENDORSEMENT SHEET .................................................................... v

PAKTA INTEGRITAS .......................................................................... vi

PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH ....................... vii

DEDICATION ...................................................................................... viii

MOTTO ...................................................................................... ix

ACKNOWLEDGEMENTS ................................................................... x

TABLE OF CONTENTS ...................................................................... xiii

LIST OF TABLES ................................................................................ xv

LIST OF FIGURES .............................................................................. xvi

LIST OF APPENDICES ....................................................................... xvii

CHAPTER I INTRODUCTION

A. Background of the Study ......................................... 1

B. Identification of the Problem .................................... 8

C. Limitation of the Problem ......................................... 9

D. Problem of the Study ............................................... 9

E. The Objective of the Study ...................................... 9

F. Significance of the Study ......................................... 10

CHAPTER II LITERATURE REVIEW

A. The Description of Theories .................................... 11

1. Writing ................................................................ 11

a. Definition of Writing .................................... 11

b. Importance of Writing ................................. 14

c. Process of Writing ...................................... 17

d. Purpose of Writing ..................................... 22

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e. Teaching Writing ....................................... 23

2. Grammar ............................................................ 24

a. Definition of Grammar .................................. 24

b. Importance of Grammar ............................... 29

c. Grammar Mastery ........................................ 30

3. Deductive Technique ........................................ 31

a. Definition of Deductive Techniques ............. 31

4. Present Continous tense ................................... 32

B. Theoretical Framework ............................................ 34

C. Hypothesis............................................................... 34

CHAPTER III METHOD AND RESEARCH

A. Time and Place of the Study .................................. 35

B. Method of the Study ............................................... 35

C. Operational Definition of Variables ......................... 36

D. Population and Sample .......................................... 37

E. Techniques of Collecting the Data .......................... 38

F. Techniques of Analyzing the Data .......................... 39

CHAPTER IV FINDING AND INTERPRETATIONS

A. Description of the Data .......................................... 40

1. The Results of Students‟ Pre-Test .................... 41

2. The Result of Students‟ Post-Test .................... 41

3. The Analysis of The Data ................................. 48

4. Interpretation of The Data ................................ 50

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusion............................................................... 52

B. Suggestions ............................................................. 53

REFERENCES .................................................................................... 55

APPENDICES

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LIST OF TABLES

Table 3.1 Design of The Research ................................................. 36

Table 4.1 Students‟ Pre-Test Scores .............................................. 40

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Table 4.2 The Frequency Distribution of Pre-Test of

Experimental Class ........................................................ 43

Table 4.3 Students‟ Post-Test Scores ............................................. 44

Table 4.4 The Frequency of Post-test of Experimental Class ......... 46

Table 4.5 The Average Scores of Students‟ Pre-Test and

Post-Test Result ............................................................. 47

Table 4.6 Statistical Analysis of Both Students‟

Pre-Test and Post-Test .................................................. 48

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CHAPTER I

INTRODUCTION

A. Background of the Study

Human is a social creature. It means that no one can live by

him self only; he needs someone else for sure. Because of that,

humans need an instrument to understand and communicate with

each other. In this case language is one of instruments of human

communications. English is one of the major language of the world. As

an International language. Most people in the world speak English

now.

Nowaday, global competition becomes more intense presence

in Indonesia even in the world. Foreign companies that invest in

Indonesia become more and more, and of course they also recruit

foreigners who are good in speaking English. With the employment of

foreign labor-power, the population must strive harder in order to

compete with the expatriats.

Thus, currently English education plays an important role in

the life of the global community. English has now been publicly

recognized as an international language that has been domiciled in

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various fields of industries, politics economics, or arts and culture.

English has invaded all sectors and dominated the pop culture society.

It is stated in Al-Qur‟an verse 22 as follows:

(Ar-Rum: 22)

“And among Allah signs is the creation of the heavens and the

earth, and the difference of your languages and colors. Verily, in that

are indeed signs for men of sound knowledge”.

The verse explains that even though people are from different

tribes, languages and others, in that are indeed signs for men of

sound knowledge. This verse also fully supports the importance of

English Education as unifying world and as initial capital to compete in

modern era.

According to Lems, et al. (2010:1) language is an important part

of humans use to comunicate with each other. As one of international

language, English is very useful and helpful for every people to

communicate. Today, English is also the second language of many

countries. Language is the principle means for human to comunicate,

to transmission formation or share idea. English language is important

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language to developculture, science and as a means of comunication

with nations in the world.

According to Cody (2016: 8) if there is a subject of really

universal interest and utility, it is the art of writing and speaking one‟s

own language efectively. It is the basic of culture, as we all know; but it

is infinitely more than that: it is the basic of business. Remembering

writing could be tool to comunicate around the world, students in the

early middle school have to needed to more understanding writing in

English.

All languages of the world consist of 4 basic principles. It does

not matter what type of language it is, where it comes from and how its

structure is all made up of four main elements, namely reading,

writing, speaking, and listening. These four elements are of course

interconnected, but have significant differences in the process. In

order to master the English language, we must also carry out these

four basic principles.

Those who want to be proficient in English should adopt these

four basic principles as a whole learning process, but keep in mind

that these four basics have different characteristics, and of course with

different methods. Keep in mind, however, that there will be little

chance of mastering English if someone learns English in only one

principle, and abandons the other three principles. Then, here's the

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best method of learning 4 basic English skills for beginners in the

quickest and most effective way.

On this occasion writer will explain about anything 4 skills in

mastering English that is, Listening, Speaking, Reading and Writing.

First skill is listening, listening is probably the most difficult

principle to master for a beginner compared to the above three

principles. Listening is a subject that interprets like Reading but is also

different from reading, because reading does not have time to reread

the word and check it again. Listening is also similar to speaking, but

in Listening you can‟t control the word to be mentioned and you are

required to understand the meaning of the word. But even if you are

able to listen to and follow the flow of words and stories of a

conversation in English, it does not guarantee you will be truly

proficient in the language, beside listening skill in consuming a english

language there are a reading skill.

Reading is the process for a person in understanding every

writing. Which by nature Reading will bring an interest in a person, so

that the impulse to write, reading is the main lesson that must be met

as a primary requirement for a beginner who wants to learn the

language. See the words on paper, be it in banners, posters, stickers,

and so forth. it is often the first experience that a person sees

language even if he does not understand, but at least he knows that it

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is a language. After we consuming a language we can producing a

language with speaking and writing skill.

Speaking is a major aspect of the language most commonly

used by most people. Unfortunately, it's also pretty difficult to master.

A person speaking in a foreign language does not have time to correct

themselves - once the word is spoken it comes out, it does not matter

whether it is right or wrong.

The last English skill you really have to master is the ability to

write. Writing is a situation where a language learner usually begins to

create their own language. It can be written on paper or on sheets

given by their teacher direct direction. But when the learners start

putting their pens on paper with their will, they start using their own

language as far as their understanding of what they have read.

English to be taught as a first foreign language starting from

elementary level up to the university but with different status. In the

elementary level, it become a part of local-content curriculum is certain

district. But in the junior or senior high schools, it becomes a

compulsory subject in curriculum that has to be taught in every district

in this nation. While in university level, it is one of the complementary

subject. The aim is to enable student to communicate in English.

In teaching writing early middle school the teacher have to

make a good material and method to make students interest with

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writing and include hobbies or activities that students prefer to develop

their ideas in learning to write in English. Students can begin to

understand the significance of writing by becoming aware that writng

takes particular conventional forms in different contexts Routledge

(2015: 19).

When teaching students to write in English, it is important for

the teacher and students to havr a basic understanding of how english

operates and function as writing and the ways in wich writing is

substantially different from spech Peter and Megan (2015: 15). Basef

that steatement in teaching writing the teacher and students first must

understanding about English material in teaching and learning writing

and must understanding every function material writing in teaching

and learning Englisj. The perspective on language as social process,

however, allows us to explain and analyse arrangements of language

(text) as gramatical structures or constructions that are formed by

individuals in social contexts to serve specifix social needs and

requirements Knapp and Watkinss (2015: 16).

A view to the language will affect the method and technique of

teaching, differences in language theory affect language teaching in

two ways. They many affect the analysis of the language on which a

method is based, and they many affect the classroom techniques of

language teaching, it‟s means that a view of language and approach

will effect both the method and technique of language teaching.

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Beside those four basic language skill, the student has also to master

the language components such as grammar and vocabulary properly.

Particular theories of grammar has to be taught appropriately.

Without the proper knowlage of grammar, the students will find many

problems to make up sentences to communicate and interact with

other people.

Based on interview observation on MTs Daruttatfsir Al Husaini

Depok, 40% of student in 8th grade are still weak in writing skill

especially in grammatical.

Students who learn English meet a number of problems,

especially with the grammar. Students think of grammar as rather

boring subject. When they learn English they try to avoid the grammar

that is confusing and hard to understand for them. The present

continous tense as a part of grammar rules also make students

confused. The effect is they cannot properly use and understand it.

They often make some mistake on it, for example in the made by the

student; “she are riding the bicycle”, where the acquisition of riding is

for present continous tense.

Mastering grammar can give self confidence for students to

communicate and interact in th target language. Knowing that they can

use right expression will reduce the scare and embarrassment when

they talk. However, mastering grammar does not mean mastering the

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entri language. Mastering grammar needs to be integrated with the

four basic language skill and also other language component in order

to make student easier to understand the language during

communication and interaction with other people.

In Indonesia, it is not easy to teach English as well to teach

Indonesiaan language. There are many differences between English

language system and Indonesian language system. This fact often

becomes problem for the teacher to teach English.

Like teaching other sciences which need suitable techniques

and methods, teaching language also needs suitable techniques and

methods. There many techniques and method of language teaching

that can be selected or teaching English grammar. Based on the

background above the writer is interested to do a research by the title

“DEDUCTIVE TECHNIQUE IN TEACHING PRESENT CONTINOUS

TENSE”.

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B. Identification of the Problem

The writer investigates the problem and intersed in answering

the following question :

How is deductive technique in teaching present continous tense?

1. What is advantage and disadvanteg using deductive technique

in teaching present continous tense?

2. Is using deductive technique in teaching present continous

tense effectively?

C. Limitation of the Problem

There are three limitation of problem. They are the deductive

technique in teaching present continous tense, The effectiveness of

using deductive technique in teaching present continous tense and the

achievement of learing objectives.

D. Problem oF the Study

Problem of the study is formulated as follows : to improve student

writing skill in grammar used deductive technique in teaching in present

continuous tense.

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E. Objective of the Study

Hopefully, this study will contribute many advantage to the

english teacher in implementing the teaching grammar especially

present continous tense. The result of study hopefully can also assist

student in learning grammar in an interesting way. Subsequently, it will

assist the student in upgrading their ability to communicate in English.

F. Significance of the Study

The result of this study is expected to be used theoritically, and

practically :

1. Theoretically

Theoritically the significance of this study is to introduce technique

to improve present continuous tense. Beside, this study also

signified to find out advanteges and disadvantages of Deductive

technique in teaching present continuous tense. The research

findings will also enrich the previous theories and research findings

about teaching technique, especially for teaching writing.

2. Practically

The outcome of study will be beneficial for the teachers, the

students, and school. The result of study is expected to assist the

teacher to overcome the problems in teaching English especially in

teaching present continuous tense, moreover this study is expected

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as guidance for teachers in improving the students abillity in writing

present continuous tense and expected to beneficial technique in

teaching and learning especially for hose who teach to 8th grade

students. This study is also expected to motivate and stimulate he

students to improve their writing present continuous tense ability

and it can help them to get easy to erite. Furthermore, ddeductive

technique also can to be applied in the school.

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CHAPTER II

LITERATURE REVIEW

A. The Description of Theories

1. Writing

a. Definition of Writing

In learning English, there are four skills that should be

mastered by the students, such as listening, speaking, reading

and writing. Writing is one of the important skills in learning and

teaching English Academically, writing is main point for

developing ideas, feeling and others by considering some

important components. Besides to Nation (2010: 126) stated that

writing is an activity that can usefully be prepared for by work in

other skill of listeni, speaking, and reading. Writing requires

preparation to fit the appropriate stage. Minden and Roth (2012:

4) stated that writing is how to do sonething takes carefull

planing. Writing is ability important plants to improved writing sikll

by using patterns. According to mark (2011: 6) good writing

expresses what you want to say, meets the readers‟ needs, and

uses the appropriates style and format. Writing is complex

involves thinking expresses what they want to say. Beside to,

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Harper (2013:40) stated that writng more observational creative

nonfiction appeals to writers for whom the connection to the

social world and to the world outside are particulary strong it

make conected the world throught strong word. According to

Darren and Dawn (2013: 18) writing is an act of creation, which

makes writing instruction uniquely different from many other kind

of teaching. On the other hand, is directed at developing the

students‟ skills as writers. In other words, the main purpose for

activities of this type is that students should become better in

writing, all of kinds of writing to be mastered. There are good

reasons for getting students to write such things as emails,

letters and reports.

Writing can build students‟ skill as writer, students can write

their experiences, poems, articles, and etc. in their paper. Students

know about writing since they are learning in the school. In elementary

school, the teachers teach how to write sentence, the students get

knowledge about writing from their teachers. In junior high school, the

teachers teach the students how to make a good paragraph. In this

section, the teachers teach about the text in writing skill, and students

will know the types of text. Beside that, in senior high school, the

students learn about types of text and they can make the text and

organize ideas well. Until in university, writing must be taught to the

students.

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Writing is a task with its own organizational pattern and format.

The organizational pattern and format of writing are dictated by the

purpose of the type of writing. For instance, the way letter writing is

structured is different from essay and reports of writing. Though each

type of writing is means to put down thoughts, ideas and information,

such done procedurally. Writing is a process of formulating and

organizing ideas in right words to deliver the aim and present them on

a piece of paper. Writing is language skills used to communication

indirectly. Writing is an activity thse are productive and expressive that

the author should be able to harness the power using the blackboard,

the grammmar and vocabulry. It is train to enrich their vocabulary and

developed language. The practice is distributing a variety of ideas in

writing this to be the primary key. It can be train throught the media.

Students can deliver a fantastic idea throught writing is the mentally

connect ideas and opinions. Writing is one of critical thinking in

conveying the ideas of message and also information.

Writing is an activity expressing ideas, feelings and

creativity thinking of students. It help the student to be creative

and critical in delivered an idea or opinions. Writing with creative

and innovative can reflect one‟s personal that is able to develop

a language. Writing is the birth of their thoughts or feelings bt

writing. Writing is an cativity had a positive impact to students.

According to Graham and Hebert (2010: 32) writing about text

activities had a positive impact on struggling students‟

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understand. Writing is private and personal acts, it is challenging

to find in teaching strategy that intervernes at the point of writing.

The students are interest to read something and fun throught

writing. Ann and Sullivan (2012: 96) stated thatbwriting is more

interesting and fun to read when it shows the writer‟s personality

and emotion. Writing is effective tool for improve the students

skill.

b. Importance of Writing

Learning goals are similarly stated explicitly for Anchor

Standars for Writing in later years of education CCSS (2010: 41)

cited by Hinkel (2015: 24) “For student, writing is a key means of

asserting and defending claims, showing what they know about

subject, and conveying what they have experienced, imagined,

thought, and felt. To be college- and career-ready writers.

Students must take task, purposen, and audiences, and formats

deliberately”.

As the point above that the students need to kniw how to

combine elements of different kinds of writing-for example, to use

narative startegies within argument and explanation within

narrative-to produce complex and nuanced writing. They need to

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be able to use technology strategy when creating, refining, and

collaborating on writing.

They have to become adept at gathering information,

evaluating sources, and citing material accurately, reporting

findings from thir research and analysis of sources in a clear and

cogent manner. They must have the flexibility, concentration, and

fluency to produce high-quality first-draft text under a tight

deadlibe as well as th capacity to revisit and make improvements

to a piece of writing over multiple drafts when circumstances

encourage of require it.

Writing is part of expression, every heart impression,

eithers mind, feeling or desires can be created by the written

form. In other words, what people think or wish can be realized

on a piece of paper.

In the smaller scope of educational setting, i.e. at schools,

most of examinations require students to use their writing skill.

Students‟ success at school is partly determined by their writing

skills. Furthermore, it is commonly known that good writing will

foster good thinking. When students are trying to write, they

should automatically think because they develop their ideas and

sometimes revise what they have written. On the other hand, it

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needs good thinking, if all of them are applied, so it can called

good writing.

The fact of writing skill clearly give many advantages to

the writer, it suggests that having good writing skill will give many

benefits to the writer. In addition, being able to take part in

today‟s information culture, writer can express themselves well

through writing. The writer can communicate their idea, thoughts,

feelings and experiences at the same time.

The purpose of writing into three categories; informative

writing, expressive/narrative writing, and persuasive writing.

Informative writing is commonly used if the researchers want to

share knowledge and give information, directions or ideas.

1) Informative writing includes describing events or experience,

analyzing concepts, speculating on causes and effects, and

developing new ideas or relationships. This type of writing can

include a biography about a well-known person or someone

from the researcher‟s life.

2) Expressive/narrative writing is a personal or imaginative

expression in which the researcher produces stories or

essays. This type of writing is often based on observations of

people, objects, and places and may include creative

speculation and interpretations. It may include an

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autobiographical incident or a reflection in which a researcher

describes an occurrence in her or his own life. This type of

writing is often used for entertainment, pleasure, and

discovery or, simply, as “fun” writing and can include poems

and short plays.

3) In persuasive writing, researchers attempt to influence others

and initiate action or change. This type of writing is often

based on background information, facts, and examples the

researcher uses to support the view expressed. Researchers

use higher-level cognitive skills in this type of writing, such as

analysis and evaluation, to argue a particular point of view in a

convincing way. This type of writing may include evaluation of

a book, movie, a consumer product, or a controversial issue or

problem. Researchers can also use personal experience or

emotional appeals to argue in support of their view.

c. Process of Writing

Teaching writing not only focus on a product of writing

itself but also on the process of writing. Writing process is a

process which writer begins to write down their ideas on the paper

which is valuable aid to the whole learning process. According to

Hedge writing process is seen as thinking, as discovery. Writing is

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result of employing strategies to manage the composing process,

which is one of gradually developing a text. It involves a number of

activities; setting goals, generating ideas, organizing information,

selecting appropriate, making a draft, reading and revising it, then

revising and editing. Writing process as mention above is a

complicated activity not only needs language skill but also

creativity to arrange a set of words, sentence becomes a readable

and understandable text. In addition, writing basically of making a

point and provide the evidence to support or develop that point to

make clearer.

When we will produce a text, we must follow some steps

which help the writer to write a text become easier. Those

processes are: prewriting, first draft, responding, revising, editing,

evaluating, and post-writing. Each step have function to make the

writing become a good writing. Langan (2011: 24-47) divide writing

process into four types, they are:

1) Prewriting

In pre writing there are five types technique that will help the

writer to think about develop a topic and words on paper. This

technique help the writer to write in the first time to start write

something.

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2) Free writing technique

Free writing means jotting down in rough sentence or phrase

everything that comes to mind about a possible topic. In this

time, the writer can write anything in mind without worried

about the mistake, the writer can focus on discovering what the

writer want to say about subject.

3) Questioning technique

In questioning, the writer generate ideas and details by asking

question about the subject. By asking the question the writer

can get the ideas and think about the subject. The question

such as: Why? Where? When? Who and How?

4) Making a list

Making a list is also known as brainstorming. In this technique

writer can collect ideas and details that relate to the subject.

The writer can pile ideas without trying to sort major detail.

The purpose is just to make a list of everything about the

subject that occurs to the writer.

5) Clustering or Mapping

Clustering is another strategy that can be used to generate

material for a paper. This method is helpful for people who like

to do their thinking in a visual way. In this technique the writer

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can use lines, circle or arrows to show the relationship

between the ideas and details that were made.

a) Preparing a starch outline

A starch outline is an excellent sequel to the first for pre

writing technique. In a starch outline, the writer think

carefully about the point that the writers are making, the

supporting items, arrange those items. The starch outline

is a plan to help to achieve a unified, supported and well

organized.

b) Writing a first draft

In this time, be prepared to put in additional thoughts and

details that did not emerge during prewriting. The writer

can write and don‟t worry about the grammar, punctuation

or spelling.

c) Revising

Revising means rewrite a paper, building on what has

already been done, in order to make idea clearly. Revising

is as much stage in the writing process as prewriting,

outlining and doing the first draft. In revising, the writer can

arrange the writing to put things in the right place. Finally,

22

after do all the things, writer can write in paper. There are

three stages to revising process: revising contents,

revising sentences and editing.

d) Editing

After have revised paper for content and style, the writers

are ready to check or check errors in grammar,

punctuation and spelling. Don‟t forget to eliminate

sentence and skill mistake. The writing is better after

finished this step :

(1) Pre writing

In the prewriting stage, student may use graphic

organizers as an aid to clarify the concept they will use

in writing.

(2) Writing

During the writing process, student can edit and revise

their works; share ideas with other students on how

improve their writing.

(3) Post writing

23

Students share their writing with other, read aloud

what they have written or exchange writing with other

student.

d. Purpose of Writing

According to Mattix (2010: 7-8), purpose refers to a

writer‟s reason for writng, wich can be stated or implied. In order

to be clear, writing shoud have both a general purpose and a

specific purpose. Identifying the purpose early can help the

writers keep their draft on track and select organizational to fit

ideas;

1) The General Purpose, writing has general purpose:

a) Informing: most writing is intended to inform, to convince

the reader that it is factual and reliable

b) Persuading: other writing is primaly persuasive, designed

to argue a point and secure agreement, it is also

imformative. The degree of persuasion varies according to

the occasion, purpose, audience, and voice.

c) Expressing: some writing is primaly expressive, allowng

writer to reveal feelings and opinions, often by recalling

experience. Expressive writing may take the form of

24

personal essays, journal writing, diaries, poetry, fiction, or

plays.

d) Entertainig: although some humorous writing seems

intended merely to entertain, it may also male serious

point. The clever use of humor can advance a point.

2) The Spesific Purpose may be implied or stated. In literature

the purpose is invariably in a theme that pemeates the piece.

In writing, the purpose is usually stated sirectly for clarity,

either in a topic sentences or in the thesis.

Additionaly, the purpose of writing are to help the

writers to „harvest‟ what they know, to make the writers to be a

more confident (they may not have anticipated and find that

writng can be a rich and productve axperience, (Hairston;

1986: 23)

In conclusion, every purpose of writing will tell the

readers the reason of writing depends on the form in writing

purpose.

25

e. Teaching Writing

Teaching writing in Junior High School needs a lot of

strategy in delivered material that will be taught. In the age of

JHS, the students still less of concentrate of material wich will

be taught in class. The tacher should have several strategies

and make the students fun during the learning process.

Teaching writing can be difficult in any reachers, the apporach

will be different for almos in every student.

Writing is not only complex but also hard to teach where

we need to master the grammatical and other components of

writing. Negari (2011: 299) said that teaching writing is a

complicated process which involves a number of cognitive and

metacognitive, for instance; brainstroming, planing, outling,

organizing, drafting, and revising.

2. Grammar

a. Definition Of Grammar

In the context of education especially in the learning and

teaching of a foreign language, grammar is usually considered

one of the language components beside the vocabulary and

sound system or pronounciation which students should acquire.

26

Knowing grammar means understanding what the text means

correctly.

Grammar is essentially about the systems and patterns

we use to select and combine words. In order to communicate

we must share a common system, which is why people who

speak different languages cannot understand one another – they

are using different systems. For people to communicate through

language there must be common systems and grammar is one of

the essential systems.

The rules of grammar as the dictionary suggest, are about

how words and how they are put together into sentences. For

example, our knowledge of grammar tell us that the word walk

changes to walked in the past tense. This is an example of the

word changing its form. Grammar then is the way in which words

change themselves and group together to make sentences. The

grammar of the language is what happens to words when they

become plural or negative, or what word order in used when we

make question or join two clauses to make one sentence.

Further, grammar is thought to complete the basis for a

set of language skill: listening, speaking, reading and writing. In

listening and speaking, grammar plays a crucial part in grasping

and expressing spoken language (e.g. expressions) since

27

learning the grammar of a language is considered necessary to

acquire the capability of producing grammatically acceptable

utterances in the language, Corder in Widodo (2011:122).

In reading, grammar enables learners to comprehend

sentence interrelationship in a text, a passage and a text. In the

context of writing, grammar allows the learners to put their ideas

into intelligible sentences so that they can successfully

communicate in a written form. Lastly, in the case of vocabulary,

grammar provides a pathway to learners how some lexical items

should be combined into a good sentence so that meaningful and

communicative statements or expressions can be formed.

Considering those definitions and explanation, the

researcher showed that Grammar is a set of rules derived from a

language that enable people to understand what they read or

what they construct in sentences or expressions when they

communicate. Grammar is the way of word are used, classified

and structured together to form coherent written and spoken

communication. It is concerned with the order of word groups,

clauses and sentences and morphemes in words. It is closely

related to generic structure.

Based on Goddard (2002: 6) defines that grammar is

system of rule governing the conventional arrangement and

28

relationship of word in a sentence. Grammar is a scientific

statement of the principles of good usage which concerns with

the relation of words in the sentence. It means that grammar is a

simplest logical is rule of combining words to make a sentence,

that explains Grammar is a study of language by specialist, made

in order to establish the rules and principles which underline the

correct speech and writing, rules and principles which are

followed more or less unconsciously by the native speakers..

Dealing with Haira (2017: 10) states that grammar is the

description in which word can change their form and can be

combined into sentence in that language. In addition James

(2012: 17) explain that grammar is an attempt to develop a

human concept, principle and rule relating usage and to the

structure of language) in learning language, the teaching of

language component seems to be the important thing.

Grammar is taught as a tool for describing language a tool

that can help student understand the nature of a dialect and how

another while maintaining a core integrity. From the statement

above we know that grammar can be rule to make sentence.

Clearly all language has rules, which are very important because

by using the rules the communication can be directed two or

more speaker. Grammar is partly study of what form or structures

are possible in a language Traditional, grammar has been

29

concerned almost exclusively with analysis at the level of the

sentence. Thus a grammar is a description of the rule that govern

how a language‟s sentence is formed.

Grammar has many function and purposes, grammar has

its own basic function which is to make meaning clear between

the speaker and audiences. Sometimes people misunderstood

when they are having conversation and it happens because there

are lacks of function of the grammar. the speaker tries to make

sense of the words and grammar, but sometimes the listener is

out the context, so grammar is need to make the meaning of

sentence clear between the speaker and receiver

Any generalization about the best way to teach grammar

(who kinds of teaching procedures should be used, and in what

order) will have to take into account both the wide range of

knowledge and skills that need to be taught, and variety of

different kinds of structures subsumend under the heading

grammar. In this case, Penny Ur in her book. suggested four

stages: Presentation, Isolation and Explenation, Practice, and

Test. The aim of presentation is to get the student to perceive the

structure (its form and meaning) in both speech and writing and

to take it into short-term memory. The aim of isolation and

explanation is that the students should understand these various

aspects of the structure. The aim of practice is to cause the

30

students to absord the structure thoroughly; or to put another

way, to to transfer what they know from short-term to long term-

memory. The aim of test is to provide feedback. According to

panny Ur, of the four stages in grammar teaching, the practice is

the most important, in that it is through practice that the material

is most thoroughly and permanently learnt. In the same way of

this case, the writer found that the teachers who follow this

suggestion always complain about their student‟s ability. The

students cannot make sentences by using the form correctly or

they can produce correct sentences but they cannot use the form

in appropriate situations.

b. Importance of Grammar

When teaching a language, teachers actually have two

purposes; insure fluency and accuracy in all language skills.

Fluency is the ability to speak fluently whereas accuracy is ability

to speak with correct grammar structures, such as the using of

verb forms correctly, phrasal verbs, prepositions, etc. To

communicate intelligibly, to make sense with each sentence, a

learner should know the grammar of the target language.

According to Bill and Atena (2012: 112) Without good grammar,

clear communication is nearly impossible. Proper grammar

keeps you from being misunderstood while expressing your

thoughts and ideas. Writing and speaking correctly gives you the

31

appearance of credibility. If you're attempting to build a reputation

as an expert in your profession, this is extremely important. Other

people consider good grammar to be a mark of intelligence and

education. Don't allow strangers to form a negative impression of

you based on your poor communication skills.

A knowledge of grammar by a speaker or writer shifts language

use from the implicit and unconscious to a conscious manipulation of

language and choice of appropriate text". From that statement, it is

clear that grammar is one of the important things in English because it

is not just to make the sentence good but also it will refers to its

meaning. A knowledge of grammar in this sense is not just concerned

with rules for what can and can't be done with the organization and use

of words in English sentences, but also with the way written English

function. Therefore, to write or speak in a clearer and more effective

manner, people have to.

c. Grammar Mastery

Grammar is one of the components to develope skills, so

people who want to master the language skills, they have to

master the vocabulary and then grammar and pronunciation.

Grammar can be said as a complicated component of English.

Therefore, the students must do effort as well as to

increase their mastery especially on grammar. According to

Morenberg (2009) if the students had been good mastery of

32

gammar so that the students can manage words becoming

meaningful sentences. So, the mastery of grammar must be

developed by all learners if they want to mastery all skills in order

to make the sentences more structured.

3. Deductive techniques

a. Definition of Deductive techniques

As know deductive in the process of reasoning from

general principles to a particular case, Homby (2013: 303) in a

deductive teachnique, the rules, patterns, or generalization are

presented to the student, and then he or she is given ample

opportunity to practice the new feature of grammar.

In the deductive learning strategy the message is

processed from the general to the specific, from the abstract to

the real, from the concepts that astrak to concrete examples,

from a premise to a logical conclusion. The steps in the

deductive strategy include three stages. First, the teacher

chooses knowledge to be taught, second the teacher gives

knowledge to students, third the instructor provides examples

and proves it to students. For example, if an example is taken for

teaching about a single sentence, then the teacher starts with the

definition of a single sentence, examples of single sentences,

33

and continues with an explanation of the characteristics of a

single sentence. The lesson presentation technique that is

parallel to the strategy of deductive learning is the lecture

technique. The advantage of using deductive technique is :

1) The learning process starts from the definitions followed by

examples so that students can easily understand the lessons

given by the teacher.

2) Use of more efficient learning time

3) Is an easy way to convey the contents of the lesson

4) Enchant your time and energy, don't need to do a lot of

inventory.

5) Having an easy technique in teaching because it is only

parallel, namely lectures.

According to David Allen and Valetta (2014: 85). the

deductive presentation of grammar follows this general pattern:

statement of rule of pattern, sample sentences that student

repeat, ample opportunity for student to practice the new pattern.

34

4. Present Continous tense

Present Continuous tense is also known as present

progressive tense. Many linguistists give different meaning to

present continuous tense. Silvester (2016: 94) states, “The

present progressive expresses an activity that is in progress at

the moment of speaking. It began in the recent past, is continuing

at present, and will probably end at some point in the future.

Often the activity is of genral nature, something generally in

progress this week, this month, this year”.

Haira and Niswatin (2017: 36 ) to talk about an activity that

is happening or is being done at the moment, and the sentence

patterns is :

35

(+) S + to be (is, am, are) + Ving + (O)

i + am + Verb1 + -ing

You, we, they, + are + Verb1 + -ing

She, he, it, + is + Verb1 + -ing

(-) S + to be (is, am, are) + not + Ving + (O)

i + am + not + Verb1 + -ing

You, we , they + are + not + Verb1 + -ing

She, he, it, + is + not + Verb1 + -ing

(?) to be (is, am, are) S + Ving + (O)

Am + I + Verb1 + -ing

Are + you, we, they + Verb1 + -ing

Is + she, he, it + Verb + -ing

36

B. Theoretical Framework

Writing is considered the most difficult and complicated skill to be

learned by the most of the students every level of education, but this

skill can be learned throught paractice. One of successful writing

depemd o the correct grammatical. The students have to understand to

use grammatical structure in their writing. Present continous tense is

one of importand basice rule for students to make and use sentences to

comunication in express daily activities or habit.

Deductive technique is one of learning method to improve

student writing skill become good writer can effect to all aspect especilly

for student academic.

C. Hypothesis

Based on the problem previously identified, the hypothesis of the

writer seeks to answer the following statement:

1. (H1): Deductive technique in teaching present continouse tense is

effective to improve student mastery of English writing skill.

2. (H0): Deductive technique in teaching present continouse tense is

not effective to improve student mastery of English writing skill.

37

CHAPTER III

METHOD AND RESEARCH

This chapter presents the description of the research method used

in this study. It consists of time and place of the study, method of the

study, operational definition of variable, population and sample, technique

of data collection, technique of data analysis.

A. Time and Place of the Study

The writer conducted this study at one of the school in the

area of Depok, located in Jl. Masjid Ar Rahmat Duren Mekar

Bojongsari Depok. The School name is MTs Daruttafsir Al Husaini.

The research was done in the academic year of 2017/2018. The

time to do this research was about 5 months (March 2018- Juy

2018).

B. Method of the Study

In this study, writer used quantitative research. According to

Monica (2017.24) “Quantitative data is the systematic empirical

ivestigation of observable phenomena via statiscal, mathematical,

38

or computional technique” a quasi experimental is called when

individuals are not randamly assigned.

The study was limited on deductive technique in teaching

present continuous tense.

The following table show the design of this research:

Table 3.1

Design of the research

Subjects Pre-test Treatment Post-test

8th grade Students

T1

X1

T2

Where:

X1: Treatment was given to the group in which the 8th grade

students were taught by deductive technique

T1: Pre-test was given before the treatment

T2: Post-test was given after the treatment

39

C. Operational Definition of Variables

There are two types of variables in this study. First,

deductive technique for 8th grade students' learning as independent

variables (variable X).

Second, the mastery of students‟ present continuous

tense is dependent variable (variable Y).

In this study, deductive technique as a learning medium

was applied by the writer to teach 8th grade students in order to

increase their present continuous tense mastery.

While students present continuous tense mastery was the

result of present continuous tense test given to these students.

Their present continuous tense achievement was measured

through that test.

D. Population and Sample

1. Population

Before the sample is collected, the writer must determine

population. According to Malthus (2017: 231), population is all

cases, situation, or individuals who share one or more

characteristics. .

40

The population of this research was all 8th graders of 2017-

2018 academic year of MTs Daruttafsir Al Husaini.

2 Sample

Selection of the sample is very important step in conducting

a research study. Sample is a part of population which will to be

analyzed. Sample must be representatives of the population. Porte

(2012: 243) stated that a sample is a group of units selected from a

larger group (the population) to represent it, because the population

is too large to study in its entirety.

E. Techniques of Collecting the Data

Data collection was taken to determine the final result and

analysis of the study. In collecting the data, the writer conducted

pre-test and post-test as the instruments to collect the data.

1. Pre – test

Before the test begins, the writer gave pre-test to

measure students‟ present continuous tense mastery. The

test consisted of 10 questions in the form of multiple choice.

2. Treatment

41

The treatment was carried out for 6 meetings. It was

done by teaching deductive technique in teaching present

continuous tense.

3. The post - test

After giving treatment, the writer gave post test to see

if there was any significant improvement in present

continuous tense achievement by deductive technique

teaching after the treatment. The writer formulated post-test

which was composed by similar test components with the

pre-test questions.

F. Techniques of Analyzing the Data

In order to analyze the data, the writer used statistic

calculation of the t-test to determine the final calculation of students‟

present continuous tense mastery. It was done to measure the last

score of both experimental group and control group to see whether

there is any significant difference on students present continuous

tense mastery before and after the treatment.

Thomas (2013: 12) said that to analyze experiment results by

using pre-test and post-test of one group design (design 2), the

formula is as follows :

42

Remarks :

Md = The mean of pre-test with post-test different

Xd = each subject deviation

= sum of quadratic deviations

N = total subjects in the sample

d.b. = determined by N-1.

43

CHAPTER IV

FINDINGS AND INTEPRATATIONS

A. Description of the Data

In this chapter IV, the findings and interpretations of the data

were presented. Since the writer used both pre-test and post-test in

collecting the data, the results of the analysis can be seen in the

following sections.

1. The Results of Students’ Pre-Test

Students pre-test scores of presents continuous tense improvement

are presented in the following table 4.1.

Table 4.1 Students’ Pre-Test Scores

No. Students Score

1 HR 50

2 MZ 60

3 NM 40

4 NQS 50

44

5 RM 50

6 MH 40

7 AN 60

8 AW 70

9 AA 50

10 BY 40

11 TO 50

12 DA 70

13 ZK 50

14 ZH 40

15 MFZ 60

16 MA 50

17 LF 50

18 MK 70

19 RA 60

N=19 Total 1.010

45

Mean 53.157

Max 70

Min 40

The results of data analysis and statistical calculations

showed the empirical value of the students' present continous tense

in the experimental class. The highest pre-test score was 70,

earned by three students. Then the lowest result of the pre-test in

the experimental class was 40, obtained by 4 student. The average

score was 53.157 Spread of scores is presented in the frequency

distribution in table 4.2 below:

Table 4.2

The Frequency Distribution of Pre-test of Experimental Class

Class Interval

Frequency

Absolute Relative

31-40 4 21

41-50 8 42

51-60 4 21

46

61-70 3 16

Total 19 100

Diagram 4.1 Students’ Pre–Test Scores

It can be seen from the diagram above that four student

(21%) got 40 for their present continous tense score, eight student

(42%) got 50, four students (21%) got 60, and three students (60%)

got 70. The average score obtained by the students was 53.157 with

the highest score of 70 and the lowest score of 40.

2. The Result of Students’ Post-Test

0

5

10

15

20

25

30

35

40

45

31-40 41-50 51-60 61-70

Frequency Absolute

Frequency Relative

47

Students‟ post-test scores of present continous tense

improvement are presented in the following table 4.3.

Table 4.3 Students’ Post-Test Scores

No. Students Score

1 HR 70

2 MZ 90

3 NM 60

4 NQS 70

5 RM 70

6 MH 60

7 AN 90

8 AW 90

9 AA 70

10 BY 70

11 TO 70

12 DA 90

48

The results of data analysis and statistical calculations

showed the empirical value of the students' present continous tense

in the experimental class. The highest post-test score was 90,

earned by six students. Then the lowest result of the pre-test in the

experimental class was 60, obtained by two student. The average

score was 76,315 The scatter spread was presented in the

frequency distribution in table 4.4 below:

13 ZK 70

14 ZH 70

15 MFZ 80

16 MA 70

17 LF 80

18 MK 90

19 RA 90

N=19

Total 1,450

Mean 76,315

Max 90

Min 60

49

Table 4.4

The Frequency of Post-test of Experimental Class

Class Interval

Frequency

Absolute Relative

51-60 2 11

61-70 9 47

71-80 2 11

81-90 6 31

Total 19 100

50

Figure 4.2

Diagram of Frequency of Post-Test

It can be seen from the diagram above that two students

(11%) got 60 for their present continous tense score, nine students

(47%) got 70, two students (11%) got 80, and six students (31%) got

90. The average score obtained by student was 76,315 with the

highest score of 90 and the lowest 60. In summary, the average

score gained by the students‟ in the pre-test and post-test can be

summarized as follows :

Table 4.5

0

5

10

15

20

25

30

35

40

45

50

51-60 61-70 71-80 81-90

Frequency Absolute

Frequency Relative

51

The Average Scores of Students’ Pre-Test and Post-Test Result

Score Pre-Test Post-Test

<50 21% -

>50 79% 100%

It can be seen from the table above that in the pre-test, four

students got score <50, and fifteen students got score >50. In the

post test, all students got score >50.

- Score

= 21%

- Score

= 79%

3. The analysis of the Data

52

The following table 4.6 is statistical analysis of both students‟

pre-test and post-test score :

No

Students

Pre-

Test

Xi

Post-

Test

Xj

X j –

Xi

(( )

)

(( )

)2

1 S1 50 70 20

23.15

-3.15 9.9225

2 S2 60 90 30 6.85 46.9925

3 S3 40 60 20 -3.15 9.9225

4 S4 50 70 20 -3.15 9.9225

5 S5 50 70 20 -3.15 9.9225

6 S6 40 60 20 -3.15 9.9225

7 S7 60 90 30 6.85 46.9925

8 S8 70 90 20 -3.15 9.9225

9 S9 50 70 20 -3.15 9.9225

10 S10 40 70 30 6.85 46.9925

11 S11 50 70 20 -3.15 9.9225

12 S12 70 90 20 -3.15 9.9225

53

13 S13 50 70 20 -3.15 9.9225

14 S14 40 70 30 6.85 46.9925

15 S15 60 80 20 -3.15 9.9225

16 S16 50 70 20 -3.15 9.9225

17 S17 50 80 30 6.85 46.9925

18 S18 70 90 20 -3.15 9.9225

19 S19 60 90 30 6.85 46.9925

Total 1.010 1,450 440 0.15 410.9475

Based on the result of pre-test and post test of the students above,

the writer analyzed the result to find out the effectiveness of deductive

technique in improving their present continous tense enrichment. The

writer calculated them based on the steps of the t-test formula as follows:

1. Determining MEAN of DIFFERENCE score of 1 and 2

=

= 23.15

2. Determining Degrees of freedom

df = N – 1

df = 19 – 1

df = 18

54

3. Determining VAR (S2)

Variance (S2) =

∑ (( ) )

2

=

(410.9475)

= 22.8304

4. Determining Standard Deviation

SD = √

= √

= 4.8

5. Determining tcalor t- Calculation

tcal =

√

=

√

= √

=

= 46.3

6. t – table → degree at significance 5% = 2.10092

The result was 46.3 > 2.10092

The result of the data analysis showed that by using the t-

test formula the result of towas 46.3 thantt. This result revealed that

deductive teaching technique is effective to improve present

continuous tense achievement of students.

55

4 Interpretation of the Data

From the result of test,it could be seen that students‟ score

from pre-test and post-test were improving. In the pre-test, the

mean score student before giving treatment was 53.157, and

student score post-test after given treatment by using deductive

technique the mean scoe is 76,315. The student that have the

highest mean score of post-testis 90. It also there is a significant

effect in diagram of experimental class. It proves by most of

students‟ got score between 41-50 in pre-test, after giving

treatment, most students‟ got score increased between 61-70 in

post test.

In analyzing the data, the writer analyzed by conducting t-test

formula, the calculation between the average score of students‟

before treatment and after treatment. On the results of the previous

t-test, the amount of 46.3 obtained at the level of freedom (df) 7,

(19-1 = 18), with a 5% significance level. These results showed that

t-observation of 46.3 > tt (t-table) 2.10092. Since the results are

higher, then the alternative hypothesis (Ha) was received and zero

hypothesis (Ho) was rejected.

56

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

57

The conclusions of this study is built up based on the

findings and analysis of the data presented in the previous chapter.

In the pre-test, the mean score student before giving treatment was

53.157, and student score post-test after given treatment by using

deductive technique the mean scoe is 76,315. Students‟ Score on

pre-test The result of to was 46.3. Comparing each score in the

degree of significance 5%, the calculations showed to (t-observation)

46.3> tt (t-table) 2.10092. Since the result of to was higher than tt, the

alternative hypothesis (Ha) was accepted and the null hypothesis (Ho)

was rejected.

Thus, it can be concluded that using deductive technique as a

teaching technique is very effective in improving students‟ present

continuous tense enrichment. This teaching technique contributes

positively and better results in the improvement of present

continuous enrichment students.

B. Suggestion

There are several suggestions that the author would like to

suggest in relation to the results of this study. The advice is as

follows:

58

1. For English teachers

a. Teachers must be creative in improving students' present

continuous tense enrichment;

b. Teachers should use appropriate technique teaching, such

as deductive technique in teaching present continuous

tense.

2. For students

a. Students should aware that learning English especially

grammar is their need;

b. Students should maximize learning using deductive

technique for grammar that can be mastered.

c. Students must learn English, especially how to improve

their grammar through effective techniques;

3. For other researchers

It is suggested to other researchers to conduct further

research related to improving grammar for students‟ using

deductive technique in teaching present continuous tense.

The writer hopes that other researchers who will conduct

research in the same field have various students from

59

different classes so that this technique can be measured

wider, especially in the process of learning English.

60

61

62

63

64

65

66

67

68

60

61

60

60