THE USE OF GRAMMAR TRANSLATION METHOD TO IMPROVE

THE MASTERY OF CAUSATIVE FORM OF THE TENTH GRADE

STUDENTS OF SMA NU AL MA’RUF KUDUS

IN ACADEMIC YEAR 2014/2015

By:

Rismanto

2010-32-236

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2015

ii

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THE USE OF GRAMMAR TRANSLATION METHOD TO IMPROVE

THE MASTERY OF CAUSATIVE FORM OF THE TENTH GRADE

STUDENTS OF SMA NU AL MA’RUF KUDUS IN ACADEMIC YEAR

2014/2015

SKRIPSI

Presented to Muria Kudus University

in Partial Fulfilment of the Requirements for Completing the Sarjana Program

in the English Education

By

RISMANTO

201032236

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2015

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MOTTO AND DEDICATION

MOTTO:

Good is not enough if better is possible.

And without trying we can not find something new.

This skripsi is dedicated to:

Allah the almighty

My beloved parents

My personal guide and beloved sister

brothers,

Arin setyowati, Dian Aristyawan, Reza

Helfian Saputra

My beloved friends from KUMAN

BARIS

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ADVISORS' APPROVAL

This is to certify that the Skripsi of Rismanto (2010 32 236)has been approved by

the advisors to further approval by the examining committee.

Kudus, February 2015

Acknoledged by

Head The Faculty of Teacher Training and Education

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EXAMINER’S APPROVAL

This is to certify the Skripsi of Rismanto (2010-32-236) has been approved by the

Examining Committee as a requirenment for the Sarjana Degree in English

Education.

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ACKNOWLEDGEMENT

Alhamdulillah, glory to Allah SWT the Almighty, the Lord of Universe

that blesses me with health and patience in accomplishing the skripsi entitled “The

Use Of Grammar Translation Method To Improve The Mastery Of Causative

Form Of Tenth Grade Students Of SMA NU Al Ma’ruf Kudus In Academic Year

2014/2015”.

However, the completion of this skripsi could not be achieved without

assistance of others. In this opportunity, I would like to express my gratitude to:

1. Allah SWT the Almighty one.

2. Dr. SlametUtomo, M.Pd as the Dean of Teacher Training and Education

Faculty of Muria Kudus University.

3. DiahKurniati, S.Pd, M.Pd as the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

4. Agung Dwi Nurcahyo,SS,M.Pd as the first advisor for the valuable

guidance and advice. His willingness to motivate his contributed

tremendously to this skripsi.

5. Fitri Budi Suryani,SS,M.Pd as the second advisor who already gives his

valuable input and suggestion in writing this skripsi.

6. All lecturers and staffs of English Education Department of Teacher

Training and Education Faculty Muria Kudus University who have been

untiringly supporting me to finish this skripsi.

7. The writer’s parents, who always support and pray the success, give

viii

material and spiritual aid and lots of motivation for the writer.

8. The writer’s brother who never be tired to give a guidance and support to

the writer.

9. All my friends who always support the accomplishment of the skripsi.

Finally, thanks are also due to those whose names could not be mentioned

here, their contribution have enabled his completing this final project. The writer

hopes that skripsi will be useful especially for those who are in the field of

education.

Kudus, February 2015

Rismanto

2010 32 236

ix

ABSTRACT

Rismanto. 2015. The Use Of Grammar Translation Method To Improve The

Mastery Of Causative Form Of The Tenth Grade Students Of SMA NU

Al Ma’ruf Kudus in Academic Year 2014/2015. Skripsi. English

Education Departmen. Teacher Training and Education Faculty. Muria

Kudus University. Advisor: (1) Agung Dwi Nurcahyo,SS,M.Pd., (2) Fitri

Budi Suryani,SS,M.Pd.

Key words: Causative Form ,Grammar Translation Method, Classroom Action

Research.

There are many ways how the teaching and learning processes happen in

the classroom conducted by the teacher. In 2013 Curriculum, English became the

main material which should teach by the teacher. Not only in the class that the

students should have good communication each other but also in outside they

have to practice their English. In SMA NU Al Ma’ruf Kudus the students should

use English as daily communication. So, English became the main point in this

school to be mastered by the students. But, most of the students in X-II Class

could not speak English well. They also could not arrange and express what they

want to say because they felt difficult to explore their ideas and arranging the

word to be sentences. They felt bored in the class and felt nervous when practice

speaking. For the reasons above, the writer is inspired to apply GTM in order to

improve the X-II students’ mastery of Causative Form.

The objective of this research is to find out whether GTM can improve the

students ’mastery of causative form of the X-II students of SMA NU Al Ma’ruf

Kudus in Academic Year 2014/2015. Meanwhile, the writer intends to improve

the students’ mastery of causative form by using GTM as a method in writing

class.

This research belongs to Classroom Action Research (CAR). This research

is conducted by the teacher and the writer as an observer. This research is done in

two cycles which consists of Planning, Acting, Observing and Reflecting. There

were two instruments that the writer used in this research. The used of observation

sheet to know the activity among the teacher and students in classroom and test to

measure the students’ mastery of causative form.

The research findings showed that there was an improvement in every

cycle. In the first cycle, the average score of the students’ mastery of causative

form was 56,7%. It showed that the category was Sufficient. However, in the

second cycle the average score of the students’ mastery of causative form of

recount text was 77%. It means that the category is good and more than the KKM.

Regarding the fact above, the writer suggest to the English teacher to

choose the appropriate way to teach in English class. In this case, their students’

thinking will relate with things in their daily lives. The students will facilitate and

feel comfortable in learning process in class by using GTM. Therefore, the

English teacher should try to use GTM as a Method in teaching and learning

process. Mainly, the GTM could improve the students’ mastery of causative form.

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ABSTRAK

Rismanto. 2015. Penggunaan Grammar Translation Method Untuk Meningkatkan

Kemampuan Tentang Causative Form Dari Murid Kelas Sepuluh SMA

NU Al Ma’ruf Kudus Pada Tahun Ajaran 20014/2015. Skripsi.

Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan.

Universitas Muria Kudus. Pembimbing: (1) Agung Dwi

Nurcahyo,SS,M.Pd., (2) Fitri Budi Suryani,SS,M.Pd.

Kata Kunci: Causative form, Grammar Translation Method, Penelitian Tindakan

Kelas.

Ada banyak cara bagaimana proses belajar mengajar yang dilakukan oleh

guru di dalam kelas dapat terjadi. Di Kurikulum 2013 ini, Bahasa Inggris menjadi

materi pembelajarn utama yang harus diajarkan oleh guru. Tidak hanya di dalam

kelas siswa harus mempunyai komunikasi yang baik antara satu sama lain tetapi

juga di luar mereka harus melatih Bahasa Inggris mereka. Di SMA NU Al Ma’ruf

Kudus siswa harus menggunakan bahasa Inggris sebagai bahasa sehari-hari.

Bahasa Inggris menjadi poin utama yang harus dikuasai oleh siswa. Tetapi, tidak

banyak siswa di kelas X-II yang mampu berbicara bahasa Inggris dengan baik dan

benar. Mereka juga tidak dapat merangkai dan mengekspresikan kalimat yang

ingin mereka utarakan didalam kelas karena mereka kesulitan untuk merangkai

kata menjadi kalimat. Mereka merasa bosan dan tidak percaya diri ketika harus

praktek berbicara didalam kelas. Karena alasan tersebut, penulis bermaksud untuk

mengaplikasikan Grammar Translation Method Pendekatan Kontekstual dalam

proses pembelajaran dikelas X-II agar bisa meningkat kemampuan siswa tentang

Causative Form.

Tujuan utama diadakan penelitian ini adalah untuk menemukan apakah

Grammar Translation Method mampu meningkatkan kemampuan tentang

Causative Form bahasa siswa kelas X-II di SMA NU Ma’arif Kudus pada tahun

ajaran 2014/2015. Sementara itu, penulis bermaksud meningkatkan kemampuan

siswa tentang Causative Form dengan menggunakan GTM sebagai metode di

kelas writing.

Penelian ini adalah penelitian tindakan kelas (PTK). Penelitian ini

dilakukan oleh guru dan penulis sebagai peneliti yang mengobservasi jalannya

aktifitas di dalam kelas. Terdapat dua siklus yang terdiri dari Perencanaan,

Tindakan, Observasi dan Refleksi. Ada dua cara yang digunakan oleh penulis

yaitu observation sheet untuk mengetahui aktifitas belajar mengajar didalam kelas

dan tes untuk mengukur kemampuan siswa tentang Causative Form..

Hasil penelitian menunjukkan bahwa adanya peningkatan disetiap siklus.

Siklus pertama, hasil rata-rata nilai kemampuan siswa tentang Causative Form

adalah 56,7%. Yang menunjukkan bahwa masuk kedalam kategori cukup.

Sedangkan di siklus kedua mengalami peningkatan yang signifikan yaitu rata-rata

77% yang menunjukkan kategori baik dan telah melampaui KKM.

Mengenai hasil diatas, penulis menyarankan kepada guru untuk

menggunakan Pendekatan Kontekstual dalam proses belajar mengajar. Pada kasus

ini, kemampuan berfikir siswa akan dikaitkan dengan keadaan di dunia nyata.

Siswa akan mudah dan nyaman dalam proses pembelajaran di dalam kelas dari

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penggunaan GTM. Oleh karena itu, guru bahasa inggris harus mengguanakan GTM sebagai

metode di dalam proses belajar mengajar. Sebagian besar ,GTM bisa meningkatkan

kemampuan siswa tentang Causative Form.

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TABLE OF CONTENTS

Page

COVER ....................................................................................................... i

LOGO.......................................................................................................... ii

TITLE ......................................................................................................... iii

MOTTO AND DEDICATION.................................................................. iv

ADVISORS' APPROVAL......................................................................... v

ACKNOWLEDGEMENT ......................................................................... vi

ABSTRACT ................................................................................................ viii

ABSTRAKSI .............................................................................................. ix

TABLE OF CONTENTS .......................................................................... x

LIST OF TABLES ..................................................................................... xiii

LIST OF APPENDICES ........................................................................... xiv

CHAPTER I INTRODUCTION

1.1 Background of the Research .................................................................. 1

1.2 Statement of the Problem ....................................................................... 3

1.3 Objectives of the Research ..................................................................... 4

1.4 Significance of the Research .................................................................. 4

1.5 Limitation of the Research ..................................................................... 5

1.6 Operational Definition ........................................................................... 5

CHAPTER II REVIEW TO RELATED LITERATURE

2.1 Teaching English in SMA NU Al Ma’ruf Kudus in

academic year 2013/2014 ................................................................ 7

2.1.1 Levels Curriculum of Teach3/2014 ................................................. 8

2.1.2 The Purpose of Teaching English in SMA NU Al Ma’ruf

Kudus in academic year 2013/2014 ................................................. 9

2.1.3 Material of Teaching English in SMA NU Al Ma’ruf Kudus in

academic year 2013/2014 ................................................................ 9

13

2.2 Causative Form ................................................................................ 10

2.3 Grammar Translation Method.......................................................... 11

2.3.1 Purpose of Grammar Translation Method ....................................... 12

2.3.2 Adventages using Grammar Translation Method ............................ 12

2.4 Steps of using Grammar Translation Method .................................. 13

2.5 The steps of teaching causative form by using grammar

translation method ............................................................................ 14

2.6 Previouse Research .......................................................................... 14

2.7 Theoritical Framework..................................................................... 17

CHAPTER III METHOD OF THE RESEARCH

3.1. Setting and Characteristic of the reseach subject ............................. 18

3.2. Variables of the research .................................................................. 19

3.3. Design of the Research .................................................................... 20

1.3.1. Planning ........................................................................................... 21

1.3.2. Action ............................................................................................... 22

1.3.3. Observation ...................................................................................... 22

1.3.4. Reflection ......................................................................................... 23

3.4. Procedure of the research ................................................................. 23

3.5. Data Analysis ................................................................................... 24

CHAPTER IV RESEARCH FINDING

4.1 Preliminary resarch .......................................................................... 28

4.2 The result of cycle I.…………….. .................................................. 29

4.2.1 The implementation of GTM in teaching causative form of the X-II SMA

NU Al Ma’ruf Kudus in the first meeting (cycle 1) ...................... 29

14

4.2.2 The students’ mastery of Causative Form of the X-II students of

SMA NU Al Ma’ruf Kudus by using Grammar Translation Method

.......................................................................................................... 33

4.3 The Result of Cycle 2 ...................................................................... 34

4.3.1 The implementation of GTM to Improve Students’ Mastery of

Causative Form of the X-II students of SMA NU Al Ma’ruf

Kudus In the first meeting (Cycle 2) .............................................. 35

4.3.2 The students’ mastery of Causative Form of the X-II students of

SMA NU Al Ma’ruf Kudus by using Grammar Translation Method in

Academic Year 2014/2015……………………….............. ............ 38

CHAPTER V DISCUSSION

5.1 The implementation of students’ mastery of Causative Form of

the X-II students of SMA NU Al Ma’ruf Kudus by using GTM

in academic year 2014/2015 ............................................................ 41

5.2 The Improvement of the students’ mastery of Causative Form of

the X-II students of SMA NU Al Ma’ruf Kudus by using GTM ...

in academic year 2014/2015 ........................................................... 43

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion ....................................................................................... 44

6.2 Suggestion ........................................................................................ 45

BIBLIOGRAPHY ...................................................................................... 46

APPENDICES ............................................................................................ 47

CURRICULUM VITAE ............................................................................

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LIST OF TABLES

Table Page

3.1 Criteria of Scoring Test .................................................................... 26

4.1 The Implementation of GTM in Teaching Causative Form of the X-II

Students of SMA NU Al Ma’ruf Kudus in The First Meeting (cycle 1)

.......................................................................................................... 29

4.2 The Implementation of GTM in Teaching Causative Form of the X-II

Students of SMA NU Al Ma’ruf Kudus in The Second Meeting (cycle 1)

.......................................................................................................... 31

4.3 The Mastery of Causative Form of the X-II Students of SMA NU Al

Ma’ruf Kudus By Using GTM in cycle 1 ........................................ 33

4.4 The Implementation of GTM to Improve Students’ Mastery of Causative

Form of X-II Students of SMA NU Al Ma’ruf Kudus in The First Meeting

(cycle 2) ........................................................................................... 35

4.5 The Implementation of GTM to Improve Students’ Mastery of Causative

Form of X-II Students of SMA NU Al Ma’ruf Kudus in The Second

Meeting (cycle 2)......................... .................................................... 36

4.6 The Mastery of Causative Form of the X-II Students of SMA NU Al Ma’ruf

Kudus By Using GTM in cycle 1 .................................................... 38

4.8 The Recapitulation of the Students’ Mastery of Causative Form of SMA

NU Al Ma’ruf Kudus by Using GTM in Academic Year 2014/2015

.......................................................................................................... 40

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LIST OF APPENDICES

Appendices Page

Appendix 1 Script of Antony and Cleopatra ........................................... 78