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THE EFFECTIVENESS OF USING PICTURES
IN TEACHING PRESENT CONTINUOUS TENSE
(An Experimental Study at the Seeond Year Students of SMP Perwira Ulujami
Jakarta Selatau)
A PAPER
Presented to the Faculty ofTarbiyah and Teachers' Training
in Partial Fulfillment ofOne of the Requirements
for the Degree of Strata 1 (81)
byDewiMulia
102014023788
ENGLISH DEPARTMENTTARBIYAH AND TEACHERS' TRAINING FACULTY
STATE ISLAMIC UNIVERSITYSYARIF HIDAYATULLAH
JAKARTA1429 Hl2008 M
THE EFFECTIVENESS OF USING j>ICTURES
IN TEACHING PRESENT CONTINUOUS TENSE
(An Experimental Stndy at the Second Year Students ofSMP Perwira Ulnjami
Jakarta Selatan)
A "Paper"
Presented to the Faculty of Tarbiyah and Ieacher's Training
in Partial Fulfillment of the Requirements
for the Degree ofStrata-l (S.Pd)
in English Language Education
By:
DewiMnlia102014023788
Approved by
Advisor
NIP. 150249910
ENGLISH DEPARTMENT
TARBIYAH AND TEACHER'S TRAINING FACULTY
STATE ISLAMIC UNIVERSITY JAKARTA
ACADEMIC YEAR 2008
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers'
Training certifies that the Paper entitled "The Effectiveness of Using Pictures iu
Teachiug Present Continuous Tense" (An Experimental Study at the Second
Year of SMP Perwira Jakarta Selatan), written by Dewi Mulia, student's
registration number: 102014023788, was examined by the Committee on 6th June
2008, and was declared to have passed and, therefore, fulfilled one of the
requirements for the academic title of S.Pd. (Bachelor of Alis) in English
Language Education at The Department of English Education.
Jakarta, 6th June, 2008
CHAIRMAN
EXAMINATION COMMITTEE nIDrs. Syauki M.Pd. ~'l'-~0__~NIP. 150246289
)(~,
Jz4l--:-I. Drs. Baluul Hasibuan, M.Ed L ! )
~~-
Neneng Sunengsih, S.Pd.
NIP. 150293232
EXAMINERS
SECRETARY
2. Dr. Atig Susilo, MA )
NIP. 150 182900
Acknowledged by:
Dean of Tarbiyah and Teachers' Training Faculty
Prof. Dr.
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful
ALL l'mlses be to ALL~h Loyd of the "-",,,veyse, the ~L""-'0ht!::J "1od foy ttls bLessl""0,
0"-ld~",,ce, hell' ~""d Love who h~s bestowed "-1'0"" the wYltey l"" cO""-l'Letl""0 thls SRxll'sL
pwce ~""d bLessl""0 ls; "-1'0"" O"-Yl'Y0l'het /v\"-h~",,-,,,,-~d SAW ~s; O"-Yl'Y0l'het, hls
desce""d~""ts, hls cO""-l'~""lo""$ ~""" hls foLLoweys;.
In this occasion, the writer would like to express her gratitude and her
honor to the. foUowing persons:
I. Prof. Dr. Dede Rosyada, M.A, The Dean of Faculty of Tm-biyah and
Teacher Training, UIN SyarifHidayatuUah Jakarta.
2. Drs. Syauki, M.Pd, the chiefof English Department.
3. Dra. Hj. Farida Hmnid, M.Pd as her advisor, thanks for her sincere and
generous help and professional advices.
4. Her beloved father (Mussholli H.S), mother (Mimin Rukmini almh.) and
also for her brother mld sister Ntmnala and Abd. Qadir Zailani who always
pray and suppOli me to finish this paper.
5. All lecturers of English Department who have taught and educated the
writer during her study at UIN Syarif HidayatuUah Jakarta.
6. Mrs. Sulikah, B.A, the headmaster of SMP Perwira and stuff, who has
allowed the writer to observe and conduct the research there.
7. Drs. H. Mahyudin, M.M. who help, motivate and encourage me to finish
this skripsi. Thank you!
8. Her beloved friends, Yova, Sofie, Nasriah and her husband, Ade Irma,
Afrie and Latif. Thanks for your motivation, care and support! Also
Mahdi Abdul Aziz, her beloved one. Thank you for your suppOli, spirit
'Ind affection.
May Allah guide them and give them all happiness throughout their lives.
Amin.
May, 8 2008
The Writer
TABLE OF CONTENTS
ACKNOWLEDGEMENT i
TABLE OF CONTENTS.................................................................................. iii
LIST OF TABLES............................................................................................. v
CHAPTER I INTRODUCTION
A. Background ofStudy 1
B. Limitation of Problem....................................................... 3
C. Question ofResearch 3
C. Objective of Study. 3
D. Method of Study.............................................................. 3
E. Organization of the Study................................................ 4
CHAPTER II THEORETICAL FRAMEWORK
A. Picture.............................................................................. 5
B. Present Continuous Tense 8
1. Form of Present Continuous Tense 8
2. Usage of Present Continuous Tense 11
3. Verb Usually not used in Present Continuous Tense 12
C. Teaching Present Continuous Tense by Using Pictures .. 13
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. Methodology of Research 15
1. Place and Time ofResearch ;.. 15
2. Objective of Research ; 15
3. Population and Sample ; 15
4. Data Collecting 16
5. Data Analysis /..........16
6. General Procedure of' Teaching Present Continuous.'
Tense Using Pictures ; ,. 16
7. General Procedure of Teaching Present Continuous
Tense without Using Pictures 17
B. Research Findings 18
1. Data Description , 18
2. Data Interpretation 23
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion 24
B. Suggestion 24
BIBLIOGRAPHY
APPENDIX
LIST OF TABLES
1. Table I Individual Score for experiment class........................................ 19
2. Table II Individual Score for control class 20
3. Table III Comparison ofthe Score ofExperimellt and control class 21
CHAPTER I
INTRODUCTON
A. Background of Study
Language is a way of expressing ideas, feelings, by using movements,
symbols, and sounds.! As an international language, English has an important
role in the world. Related to that case, Julian Edge in her book stated, "English
as the International language serves to many people as a bridge into the worlds
of higher education, science, international trade, politics, tourism or any other
venture which interest them. 2
It is not enough for students to have proficient ability if students
cannot develop and master the skill in understanding and expressing the
language in both oral and written. In this sense, language teacher has a role as
communication teachers and, indeed, as a teachers in broadest sense.
Teaching of English is stressed on mastering the four basic skills:
listening, speaking, reading and writing. Besides, the knowledge of grammar
is one of the impOltant factors that the students should master because
grammar enables the students to make statements about how to use the
language. Mastering grammar should be integrated with the language skills
and the language factors in order to make the students easier to understand the
language during the communication. Grammar is needed even in the
communicative ways, as J. B. Gunawan said, " ... Even in real communicative
activities, in which learners usually do not concentrate on language forms,
grammar cannot be put aside.,,3
Some of the problems that bring out an obstacle for the learner to
comprehend English are the influences of the structure and pattern from their
I A. S Hornby, Oxford Advanced Learner's DictionmyofCul'l'ent English, (Oxford:Oxford University Press, 2000). p. 721
2 Julian Edge, Essentials ofEnglish Language TeacMng:3rd Edmon" (London: Longnial1.2003), p. 25
3 J. B. Gunawan, "The Teaching of Grammar inCLT. Oriented Ell\iirol1mcnt," TejlinJOlll'l1al, volume VI!, (Jogiakarta: IKIP Publisher, September 1993): p. 34
2
own language. Some students think of grammar as rather boring subject.
When they learn English they try to avoid the grammar that for them is
confusing and hard to be understood.
Present continuous tense as a part of grammar rules sometimes also
makes students confused. The effect is that they cannot use and understand
properly the present continuous tense.
Asking the children to memorize formula of grammar with their usage
is usually ineffective methods, sometimes children remember their meaning
for a short period of time, and more over they forget the meaning.
To solve the problems in teaching present continuous tense the
teachers can use suitable and interesting methods or techniques that are
suitable to the students. Techniques depend on the teacher, the imagination,
his creativity and the condition of class, a certain problem can be solved with
the various techniques.4
Teacher can use various visual sources in teaching language, for
instance: teaching language by using tape-recorders, pictures-flashcard and
television, by using a suitable method, because the method determines what
and how much is taught (gradation), how the meaning and form are conveyed
(presentation) and what is done to make the use of the language unconscious
(repetition).5
The writer will give another alternative technique to enrich student's
comprehension by using pictures. Pictures are 110t just an aspect of ihethod but
through their representation of place, object and people essential parts of the
overall experiences.6 Because pictures can direct the students to speak, another
reason is that using picture in teaching present continuous tense is effective
and helpful in teaching learning process, so the students feel easy in
understanding and studying English.
4 Mulyanto Socmurdi, Pengajal'Gn Bahasa AsingSebuah TilljaucJ11 dari Seglldet(]dologi,(Jakarta: Bulan Bintang, (975), p. 14.
5 William Frances Mackey, Language Teaching Analysis, (London: Longman GrollpLtcl,(965), p. xi
6 Anclrc\v Wright, Pictures/or Language Learning:>. (Cambridge: Carnbridge UniversityPress, (989), p. 2
3
In teaching present continuous tense the students are taught pattem of
verb to be, structure etc. In this paper the writer tries to use pictures in
developing their knowledge of present continuous tense. Visual aids are
important in teaching. Pictures can be used as teaching aids that can help the
students communicate in English. The aids are needed to develop their
language skill included grammar skill especially in present continuous tense.
B. Limitation of Problem
The limitation of the problem which will be discussed in this paper is
the teaching of present continuous tense using pictures at the second year of
SMP Perwira Jakarta Selatan.
C. Question of Research
The question of the research is: "Is there any significant difference in
the achievement of the students' English grammar especially in present
continuous tense taught by using pictures and without using pictures?".
D. Objective of Study
The objective of the study is find out whether there is a significant
difference in the achievement of the students' English grammar especially in
present continuous tense taught by using pictures and without pictures and
hopefully, this study will contribute many advantages to the English teacher in
implementing the teacher grammar teaching especially present continuous
tense. The result of the study hopefully can also assist students learning
grammar in an interesting way. Subsequently, it will assist the students in
upgrading their ability to communicate in English.
E. Method of Study
This research is done by usmg Experimental Method. The writer
conducted an experiment by teaching two different classes and then giving
them the test. In addition, the library study is also carried out by reading a
number of materials from books and other sources like magazine and journal
as references to support this paper.
4
F. Organization of the Stndy
This sub chapter is intended to give a brief overview about the
organization of the study from every chapter.
The first chapter is introduction. In this chapter there are seven sub
chapters: (A) background of study, (B) limitation of the problem, (C) question
of research , (D) objective of the study, (E) method of the study, (F)
organization of the study.
The second chapter is theoretical framework. In this chapter there are
three sub chapters: (A) pictures, (B) present continuous tense, (C) teaching
present continuous tense by using pictures.
The third chapter is the implementation of research. In this chapter
there are two sub chapters: (A) research methodology and (B) research
finding.
The fourth chapter is the resume of all chapters which is consist of
conclusions and suggestions.
CHAPTER II
THEORETICAL FRAMEWORK
A. Picture
According to Marianne Celce Murcia and Sharon Hills the meaning of
picture is that pictures are kind of visual instruction materials that might be
used more effectively to develop and sustain motivation in producing positive
attitudes toward English and to teach or reinforce language slalls. Picture can
also be used in various configurations to enhance leaming and practice. 1
Based on Webster New World Dictionary of American Englif.h
pictures are imagines or likeliness of an object, person or scenes on a flat
surface, especially by painting, drawing or photography. 2
According to Andrew Wright picture is: Picture is the non-verbal
source of information. The non-verbal infonnation helps us to predict what the
next might be about, and this ability to predict helps us to recognize meaning
more quickly than if we had to sort it out solely from what we hear or read.
Picture can represent these non verbal sources of infonnation. Indeed, they
and what they represent are centrally bound up with the nature ()f
communication itself. What we see affects how we interpret what we hear and
vise versa.
From descriptions above, it can be said that picture has a lot of
meanings. Picture is defined as a drawing, a painting or photograph, an image
of someone or something. The meaning of picture can motivate presenting a
sequent of even, story and thing like the real life.
Picture plays an important role as an altemative teaching aid in
teaching English. The teacher gives a picture, then he/she asks the students
I Marianne Celce and Sharon Hills, Technique and Resources in Teaching Grammar,(New York; Oxford University Press, 1998), p. 73
2 ~.
6
,about them. By using pictures in teaching present continuous tense, the
students are expected to use it to communicate.
Picture is easy to be found by all people. Through picture the student
can practice to develop their ideas. We can make picture on the whiteboard,
cartoon etc.
There are many types of pictures can be used as visual aids and heip
the teacher bring the material easier for the student to understand. One of them
is pictures of situational pictures that show or suggest relationship between
object and or people can be perfect teaching aid, for introducing, practicing or
reviewing grammatical stmcture.
According to Betty Morgan, there are some types of pictures, as theirs:
Wall charts, wall pictures for whole class teaching, work card and flash card
word. Flash card with printed word or picture Call help in demonstrating what
the teacher wishes such as an object or action.3
Meanwhile, Noor Azlina Yunus writes in her book composite picture
is one of pictures type which is appropriate for class teaching because it enable
the students to see places, people and events that they would otheryvise not see
because of factor like distance, time alld cost.4
Some advantages of using pictures in teaching:
a. "Pictures can motivate the student and malce him or her want to pay
attention and want to take part.
b. Pictures contribute to the context in which the language is being used.
They bring the world into the classroom.
c. Pictures can cue responses to questions Orclle substitutions through
controlled practiced
d. Pictures can stimulate and provide information to be referred to in
conversation, discussion and story telling. 5
3 Betty Morgan Bowen, Look Herel, Visual Aids in Language Teaching, (Lohdoll:Essential Language Teaching Series, 1973), p. 13-31
4 Noor Azlina Yunus, Preparing and Using Aids for LanJIuaJIe Teachil1fY. (Knob
7
In an article Edmundo 1. Mora stated that "The pictures could be ustd
to give students of English as a foreign language an opportunity to practice the
language in the real coutext or in situations which they can use it to
communicate their ideas.,,6
According to A.I. Romiszowski the uses ofpictures are:
I) It is conveuieut to use the real thing
2) A model or chart can better explain the principle being taught
3) The real thing can be seen any way.?
A good picture can be the stimulus that generates the confidence '0
speak and a flow conversation. If this is its purpose, the picture can be
abandoned as soon as this warming-up has been achieved. 8
Beside the advantages, pictures as teaching aids have disadvantages or
limitation, the writer assumed that it is difficult to make picture that explained
an abstract condition and the teacher has to prepare herself to make a picture
or to find a good picture. Because the students do not always know how to
read pictmes and the pictures often limits students' interpretation.9
From the theories above the writer synthesizes that the teacher should
make gradation in choosing the right pictures to convey the material in the
classroom because besides there are many advantages of teaching through
pictures, cmmot be avoided a case which the students sometimes find them
difficult to read the picture so they cau miss the point and have a little to say.
6 Edmundo J.Mora, "Using Pictures Creatively". English Teaching Forum, Vol XXVI,(Washington DC: Forum, October ,1988): p. 55
7 A. J. Romis2owski, The Selection and Use ~r Instructional Media: for ImprovedClassroom Teaching and IntCl'!Jctive, Individualized Instruction, (London: Kogen Page, 1988), p.103 /
8 Nick Underhill, Testing Spoken Language, (Cambridge: Cambridge University Press,1993),p.76, ..
8
B. Present Continuous Tense
1. Form of Present Continuous Tense
The Present Continuous Tense is formed with the presents tense of be,
verb be+ the present paliiciple. 10
a. Affirmative Statements
To make an affirmative statement, we use the following formula:
BE (aIl1+are+is)+ PRESENT PARTICIPLE (ing-form)+(.....)ll
EXaIl1ple:
Subject Form of be Base form of the verb+ing
I ... anl writing now
You are staying home today
He/she/it is sleeping
Yau/we/they al'e speaking English
Example of affirmative contraction with the form of Be
SubjectlBe Base form of the verb+ing
contraction
I'm taking the day of today
You're staying home today
He's/she's/it's writing now
We're/you're/they're staying home today
b. Negative Statements
To make a negative statement, we put not aftel' [orIn of
be+verb+ing+(....)
Formula:
Subject+Be+Not+verb+ing+ (.....)
10 A.J. Thomson, A.V. Martinet, A Practical English Grammar, (Oxford: OxfordUniversity Press, 1986), p. 153
11 ~ T~ _ ~ _.
9
Example:
Subject Be not verb+illg Be contarction+not verb_ing
I am not waiting my I'm not waiting my girl
girl
You are not working You're not working
He/She/it is not speaking He's/She's/it's not speaking
You/we/They are not smiling We'relYau' re/They' Ie not
smiling
c. Introgative Statements
To make an interrogative affirmative, we put the fOlm of Be before the
subject.
Formula: be+Subject+verb+ing+ (.....)?
Example:
Be Subject Base form of the verb+ing
am I listening?
are You waiting?
is He/she/it playing?
are You/we/they watching television?
d. Interrogative Negative
To make an intel1'Ogative negative, we put contractive form of Be before
the subject.
Formula:
(Be+n't1contractive form ofbe)+subject+verb+ing+ (.....)?
Example:
Be Subject Base form of the verb+ing
Isn't He/she/it listening?
Aren't I waiting now?
10
Aren't You playing?
Aren't You/we/they watching television ?
vie, vying13tie, tying
Something must be noticed concerning with form of the Present
Continuous Tense that is the process of forming the infinitive form into
ing-fOlID because each verb has different forms. So process adding to
infinitive will undergo different.
There are some ways to spelling the present participle, like in a
practical English grammar book, written by A.J. Thomson and A.V.
Martinet explained as follow: 12
a) When a verb ends in a single e, this e is dropped before ing: Argue,
arguing, hate, hating, love, loving. Except after age, dye and singe:
ageing, dyeing, singeing and verb ending ee: agree, agreeing, see,
seeing
b) When a verb one syllable has one vowel and ends in a single
consonant, this consonant is doubled before ing: hit, hitting, run,
running, stop, stopping
c) Verb of two or more syllables whose last syllable contains only
one vowel and ends in a single consonant double this consonant if
the stress falls on the last syllable: admit, admitting; Begin,
beginning prefer,prefelTing
d) lng can be added to a verb ending ywithout affecting the spelling
of the verb
Cany, carrying enjoy, enjoying huny, hUITying
e) The infinitive ends vowele preceded by vowelI,ie substituted
with y, then added ing
Die, dying lie, lying
12 AJ. Thomson, A Practical English Grammar, p. 15413 T ,
11
2. Usage of Present Continuous Teuse
Based on Raymond Murphy said, there are some usages of present
continuous tense, as follow: 14
a. We use the present continuous tense when we talk about something
that is happening at the time ofspeaking:
I) Please don't make so much noise. I'm studying (not study)
2) "Where is Peggy?" "She is taking a bath" (not she takes)
b. We also use present continuous tense when we talk about something
that is happening around the time of speaking, but not necessarily
exactly at tlle time of speaking, study this example situation:
Tom and Ann are talking and having coffee in Cafe. Tom says, "I'm
reading an interesting book at the moment. I'll lend it to you whenI've
finished it.
Tom is not reading the book at the time of speaking. He means that he
has begun the book and hasn't finished it yet. He is in the middle of
reading it
c. We often use the present continuous tense when we talk about a period
around the present. For example today, this week, this season, etc:
"You are working hard today," "Yes I have a lot to do"
d. We use the present continuous tense when we talk about changing
situations:
I) The population of the world is rising very fast
'2) Is your English getting better?
e. We use the present continuous tense when we talk about a future1plan: )
I) Mike is coming here on Thursday
2) They are having a party next week
'4 Raymond Murphy, Grammar in Use, (New York: Cambridge University Press, 1989),p. 2
15 r .. ~ ..~ 111:11 1 T nT '_'-'. n ........
12
f. With always to criticize or complain about someone does:
I) You are always interrupting me!
2) My father is always losing his car keys
3. Verb Usually not used in Present Continuous Tense
Certain verbs are usually not used in continuous tense. Some of these
are verbs of preference, verb of knowing, linking verb, and verb that refer to a
mental state or to a permanent condition.16
The following verbs of preference are usually not used in present
continuous tense:
Agree Distrust Like
Appreciate Doubt Love
Care Fell Need
Detest Hate Prefer
Disagree Hope Want
Dislike Imagine Wish
The following verbs of knowing are usually not used in the present
continuous tense:
Believe Know Remember
Forget Recognize Suppose
Imagine Recollect Think
The following example with linking verbs:
He is (not is being) tall
His wife seems (not is seeming) happy
They look (not are looking) nice
And also, following verbs describe relatively permanent states rather
than events or actions. They are not usually used in the present continuous
tense:
13
Appear Deserve Own
Be Equal Posses
Belong to Fit Require
Concern Have Resemble
Consist of Involve Seem
Contain Look Sound
Cost Matter Sound
Depend on Owe Tend
C. Teaching Present Continuous Tense by Using Pictures
Pictures are versatile and useful resources for teaching aspects of
grammar that require a structure meaning match. Pictutes can motivate
students to respond in ways that more routine aid, such as textbook or a
sentence on the board. Pictures can also be used in various configurations to
enhance leaming and practice. I?
Teaching pictures at SMP is an impOitant role as alternative teaching
aids in teaching English because most students like reading magazine or
comic. By picture students are practiced to use their imagination and able to
describe a picture is easy to be found anywhere. So that teaching using picture
is attractive for students.
Teaching present continuous tense using picture has somepufposes
that can be understood by the students easily. Pictures introduced to the
students is hoped to be simple, clears and unambiguous, so the students can
recognize to identify what words in English can be introduced through
pictures, the students are hoped to be more interested in learning present
continuous tense the teacher shows the pictures about activities as subje':-t
sentences, example
14
The teacher points to the man and attempts to elicit the phrase He is
sWimming by saying can anybody tell me ... He is.... ? Or asking to the
questions if/hat's he doing? The teacher then models the sentence (He's
swimming) before isolating the grammar she wants to focus on (he's),
distorting, putting it back together again and then giving the model in a natural
way once more (Listen ... He 's swimming). She may accompany this
demonstration of form rules by using some physical means such as bringing
two hands (he and is)Jogether to show how the contraction works.18
From explanation of picture above, the teacher can give questions
about present continuous tense or something COllllects with the picture and that
we use is practice will be easily to remember.
CHAPTER ill
THE IMPLEMENTATION
OF THE RESEARCH
A. Methodology of Research
1. Place and Time of Research
The field research the writer took at SMP Perwira Ulujami South Jakarta
that is located on JI.H. Dilun No.4, Ulujami Jakarta Selatan. The research was
held from January 7th to March 11th 2008.
2. Objective of Research
As mentioned in the chapter one that the objective is to fmd out whether
there is a significant difference in the achievement of the students' English
grammar, especially in present continuous tense taught by using picture and
without using picture
3. Population and Sample
The writer took an experiment in the second grade of SMP Perwira. The
population of the second grade was 340 students and divided into eight classes,
which consisted of VIII-l class until VIII-8. Each class consisted of 40 students.
The writer took purposive cluster sampling technique, she chose VIIl-l as an
experiment class and VIII-4 as control class. The writer chose those classes
because she had more chance to conduct an experiment for more than two
meetings before the students had school final test.
The writer taught two classes, VIII-I using pictures (as experiment class)
and VIII-4 without using pictures (as control class). The writer took samples by
choosing students with odd attendance list number of each class. The writer only
took 40 students, where 20 students were from VIII-l (experiment class) and other
20 students were from VIII-4 (control class).
16
4. Data Collecting
The writer got the data by collecting the students' scores from both of
experiment class and control class. The scores were the result of learning present
continuous tense using pictures and without pictures.
5. Data Analysis
After getting the data from observation and evaluation using statistic
calculation of the t-test with significant(O~05)as follows:~.,,-~~,~.,.
MI-M2=
x~ +L>~ NI +N2 )
(NI +N2 -2XNI ·N2 )
M = The average of score the result of learning from each group
X I = Class with the picture test (experiment class)
X2 = Class without pictures test (control class)
N = Total students
X = The value deviation of TI andT2
df = Degree of freedom
=N+N-2
6. General Procedure of Teaching Present Continuous Tense Using
Pictures
The general procedure of teaching present continuous tense using pictures
as follows:
a. Teacher prepared some pictures to the students
b. Teacher sought some pictures to the students
c. Teacher explained function and form of present continuous tense based
on action picture provided
I T'o. _ n ,,,
17
d. Teacher ordered students to look at and pay attention to the pictures
e. Teacher ordered students to say the name or an activity of the pictures
that seen, for example:
Teacher :"Look at the picture!, what is he doing?"
Students :"She is holding a cat"
f. The teacher asked the students in pair work to discuss about the
activity of the picture given and write some sentences in present
continuous tense form.
g. In the final step the teacher concluded what she had taught and asked
the students about their difficulties in learning present continuous tense
and found problem solving in the next meeting.
7. General Procedure of Teaching Present Continuous Tense without
Using Pictures
In this activity the teacher did not used pictures as teaching aids in
presenting present continuous tense, but she chose scrambled words exercise, the
teacher followed the procedures:
a. Teacher explained about the function and form of present continuous
tense, she made some sentences in the white board and asked· the
students to make their own sentence using present continuous tense
form and corrected it ifthere were any mistakes.
18
b. Teacher prepared ten sentences on index cards (one word per index
card). For example:
3Glwaitingl~BLJThe teacher wrote a number on each card, either on the face of the
card, or on the back. It is useful to keep various sentences from
becoming mixed up.
c. Teacher shuffled the cards of each sentence and put them in about nine
envelopes, which contained the same index cards.
d. Teacher divided the class into groups of 5 students, teacher gave each
group an envelope
e. Teacher told each group to use all the cards to form a sentence by
sticking the cards on a sheet of paper and do not forget to write the
number of each sentence in front of it.
f. The teacher monitored the students' work and decided the group that
reordering most of the sentences correctly is the winner.
g. The teacher concluded the material and asked the students about their
difficulties in unscrambling words.
B. Research Findings
1. Data Description
After the writer teaching present continuous tense using pictures to
the students in class VIlI-l (experiment class) which had 40 students and
teaching present continuous tense without pictures in class VIlI-4 (control
class) which had 40 students, she only took scores from 20 students with
odd absence number from both of classes, and their scores as follow:
Table I
Individual Seore for e1ass VIII-lUsing Pietures
(Experiment Class)
19
Student Correct answer Incorrect answer Scorc
1 20 10 66
2 30 0 100
3 14 16 46
4 25 5 83
5 30 0 100
6 24 6 80
7 20 10 66
8 30 0 100
9 21 9 70
10 30 0 100
11 27 3 90
12 26 4 86
13 30 0 100
14 28 2 93
15 29 1 96
16 23 7 76
17 30 0 100
18 30 0 100
19 29 1 96
20 18 12 60
N=20 IX,=1708
Table II
Individual Score for Class VIII-4 without Using Pictures
(Control Class)
20
Stndent Correct answer Incorrect answer Score
I 18 12 60
2 21 9 70
3 22 8 73
4 20 10 66
5 24 6 80
6 26 4 86
7 22 8 73
8 9 21 30
9 II 19 36
10 25 5 83
11 9 21 30
12 28 2 93
13 21 9 70
14 IS IS 50
IS 11 19 36
16 26 4 86
17 29 I 96
18 28 2 93
19 23 7 76
20 19 11 63
N=20 IX,-1350
21
TableID
Comparison of the Score of Each Student of Class VIII-l (Experiment Class)
and VIII-4(Control Class)
--No XI X2 XI X2 x/ xl
I 66 60 -19.4 -7.5 376.36 56.25
2 100 70 14.6 2.5 213.16 6.25
3 46 73 -39.4 5.5 1552.36 30.25
4 83 66 -2.4 -1.5 5.76 2.25
5 100 80 14.6 12.5 213.16 156.25
6 80 86 -5.4 18.5 29.16 342.25
7 66 73 -19.4 5.5 376.36 30.25
8 100 30 14.6 -37.5 213.16 1406.25
9 70 36 -15.4 -31.5 237.16 992.25
10 100 83 14.6 15.5 213.16 240.25
I I 90 30 4.6 -37.5 21.16 1406.25
12 86 93 0.6 25.5 0.36 650.25
13 100 70 14.6 2.5 213.16 6.25
14 93 50 7.6 -17.5 57.76 306.25
15 96 36 10.6 -31.5 112.36 992.25
16 76 86 -9.4 18.5 88.36 342.25I
l7 100 96 14.6 28.5 213.16 8l2.25 I18 100 93 14.6 25.5 213.16 650.25 I
I
19 96 76 10.6 8.5 112.36 72.25
20 60 63 -25.4 -4.5 645.16 20.25
N=20 IXI= 1708 IX2-1350 IXt-O IxrO IX12~5l06.8 Ix/=8521.
22
After comparing between the score of the experiment and control
class, the analysis of data from the result both of class VIII-I and VllI-4 and
the result ofcalculation as follow;
MI
M2
1708
20
= 1350
20
= 85.4
=67.5
=MI-M2
---ri'========i7====e=2
= --n=====n==~
to17.9
-J358.62xO.1
17.9to
-J35.862
17.9to ---
5.988
to = 2.98
tt =5% = 2.02
1% = 2.71
df = (N1+N2)-2
= (20+20)-2
= 40-2 = 38
2 Drs. Anas Sudjiono, Statistik Pendidikan, p. 324
23
Thus, the score of class using picture is better than class without
pictures. The result of the class using picture C~:::Xl=1708) and the result of
the score without sing pictures O':X2=1350)
The obtained statistical result to is 2.98 and the degree of freedom
(df)=38.
The result oft, significant 0.05=2.02, so to>t, or 2.98>2.02. It means
that experiment hypothesis (Ha) is accepted.
2. Data Interpretation
Of the explanation about the resnlt analysis of table III mentioned
above, we can see teaching present continuous tense using picture is
succeed. According to the writer teaching present continuous tense using
picture is more effective than without using pictures.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
From the statistic result above, it is obtained the value of to is 2.423 and
the degree of freedom (dt) = 38. The result oft, on significant 0.05 is 2.02, so
to>t, or 2.423>2.02. It means that hypothesis is accepted, or there is significant
difference between teaching present continuous tense using picture than
without pictures
B. Suggestions
The teacher should give motivation for students in learning English by
visual aids such as picture, because the result of study shows that teaching
present continuous tense using pictures is better than teaching without picture.
The writer would like to suggest English teachers in junior high school to use
picture as visual aid.
BIBLIOGRAPHY
IX Badalamenti, Victoria Carolyn Henner-Stachina. Grammar Dimension. Boston:Heinle-Heinle Piblisher, 1993: p. 191
",Bing, Janet Mueller. Grammar Guide; English Grammar in Context. New Jersey:Prentice Hall Engliwood Cliff, 1989: p. 75
Bowen, Betty Morgan. Look Here!, Visual Aids in Language Teaching. London:v Essential language teaching series, 1973: p. 13-31
\.- Celce, Murcia and Sharon I-Hils. Technique and Resources in TeachingGrammar. New York: Oxford University Press, 1998.
... Edge, Julian. Essentials of English Language teaching: 3rd Edition, London:Longman, 2003: p. 25
~ Gerlach, Vemon S. and Donald P .Elly. Teaching and Media SystematicApproach. New Jersey: Prentice Hall, 1980 p. 273
Gunawan, J. B. "The teaching of Grammar in CLT. Oriented Environment,"Teflin Journal. volume Vll. (September 1993) p. 34
I-Im'tanto, Jhon S., S. Koentjoro, Manaf Asmoro Saputro. Accurate, Brief andClear, English Grammar. Surabaya: Indah Publisher, 1996: p.255
Hanner, Jeremy. The Practice of English Language Teaching. Kuala Lumpur:Second Impression, 2002
v Heinch, Robert, Michael Molendan and James D. Russel. Media. Singapore: McMillan Publishing Company, 1990: p. 76
Hornby, A. S.Oxford Advanced Learner's Dictionary ofCurrent English. Oxford:Oxford university Press, 2000: p. 721
Mackey, William Frances. Language Teaching Analysis. USA: IndianaUniversity Press, 1965: p. xi
Mora, Edmundo J. "Using Pictures Creatively". English Teaching Forum. VolXXVI. Washington DC: Forum,October,1988: ]J.S5
Murphy, Raymond. Grammar in Use. New York: Cambridge University Press,1989: p.2
26
Romiszowski, A. J. The Selection and Use of Intructional Media: for ImprovedClassroom Teaching and Interactive, Individualized Instruction. London:Kogen Page, 1988: p. 103
Schutcher and Simon. Webster's New twentieth Centwy dictionwy: SecondEdition. London: William Collin's Publisher inc, 1979: p. 1352
Soemardi, Mulyanto. Pengajaran Bahasa Asing Sebuah Tinjauan dari SegiMetodologi. Jakarta: Bulan Bintang, 1975: p. 14.
Sudjiono, Anas. Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2006
Szyke, Grazna. "Using Pictures as Teaching Aids", English Teaching FOrUlll. Vol.XIX No.4. October, 1981: p. 45
Thomson, AJ., A.V. Martinet. A Practical English Grammar. Oxford: OxfordUniversity Press, 1986
Underhill, Nick. Testing Spoken Language. Cambridge: Cambridge UniversityPress, 1993, p. 76
Willes, Dave and John Wreight. Basic Grammar: Classroom Edition. Cambridge:Harper Collins Publisher Ltd, 1995: p. 6
Wright, Andrew. Pictures for Language Learning. Cambridge: CambridgeUniversity Press, 1989
Yunus, Nul' Azlina. Preparing and Using Aids for Language Teaching. KualaLumpur: Oxford University Press, 1982: p. 49
APPENDIX 1
PRESENT CONTINUOUS TENSE Tl~ST USING PICTURES
FOR EXPERIMENT CLASS
Multiple choices : 30 questions
Choose the best answer andput (X) on your answer sheet!
I, Look at the pictures carefully and answer questions no 1-4!
What is the boy doing?
a, He is playing football
b, He is sitting on a bench
c. He is sweeping the ground
d. He is holding a book
2. What is the teacher doing?
a, He is playing football
b. He is sitting on a bench
c. He is sweeping the ground
d. He is holding a book
3. Is the girl sitting on a bench?
a. No, she isn't
b. Yes, she isn't
c. Yes, she is
d. No, she is
4. Where does the situation in the picture take place?
I
a. In the supermarket
b. In the school
c. In the library
d. In the laboratory
5. He is ... the plants
a. cutting
b. putting
c. watering
d. flowering
6. Look at this picture! This boy is ...
a. planting-'-"---"---""--- ----.._." ..,..
b.. sweeping the courtyard
.c. watering the plants
d. cutting the bananas tree
d. No, they are
c. No, they aren't
7. Look at the pictures carefitlly and answer questions 110 7-10f
',... ,
~i
What is the boy doing?
a. He is swimming
b. He is singing
c. He is climbing the coconut tree
d. He is eating the coconut
8.. Are the boys playing ball?
a. Yes, they are .
b. Yes, they aren't
9. What is the girl doing?
a. She is climbing the coconut tree
b. She is playing ball
c. She is playing sand
d. She is swimming
10. Where does the situation in the picture take place?
a. In the garden c. In the zoo
b. In the beach d. In the park
11, What is he doing?
a, they are swimming
b, he is swimming
c, they are diving
d. he is diving
12. Look at this picture! What are they doing? ...
a. they are cooking
b. they are playing
c. they are planting
d. they are eating
13. Look at this pi~ture! What is she doing? She is .,.
a. mopping the floor
b. doing the pattern
c. washing the clothes
d. cleaning the door
14. Anton: Is the boy flying the kite?
Rudy
a. No, he isn't
b. Yes,heis
c. 'Yes, she is
d. No, she isn't
~l0,: .:',,' , ,',
1,:~: .; _ .~:' .-l/A,",",", =:,.• 'J" ,,~7;..)':· "','
~$,,-,~-"(_';jY,-,'~~,--"",', ]
•
>11 ,,,,
:~:! . , , \'.;
_.... ~.__ " f .• '. «_•• __ ..'
15. Look at the picture carefidly and ans,I'er questions no 15-191
Where does the situation in the picture take place?
a. In the library
b. In the supermarket
c. In the canteen
d. In the classroom
16. What is the girl no.1 doing?
a. She is typing
b. She is going up stair
]}. Are the girls no. 3, 5, 6 reading books?
a. Yes, they are
b. No, they aren't
18. What is the boy no. 2 doing?'
a. He is reading a book
b.. He is expressing a speech
19. Who is going up stair?
a. Student no. 5
b. Student no. 3
c. She is reading a book
d. She is writing
c. Yes, they aren't
d. No, they are
c. He is going up stair
d. He is typing
c. Student no.2
d. Student no. 4
20. Rudy is .. , a letter
a. Sending
b. writing
c. Reading
d. cutting
21. She is ... because her mothe~ leave her
a. laughing
b. crying
c. playing
d. shouting
22. Look at the picture carefully and answer questions no 22-241
What is grandmother holding?
a. She is holding a stick
b. She is holding a fish
c. She is holding a ruler
d. She is holding an umbrella
23. What is the girl doing?
a. She is feeding a chicken
b. She is feeding a cat
24. Is the fish jumping?
a. Yes,itis
b. Yes, it isn't
25. The boy scouts are ....
a. camping and sightseeing
b. camping and cooking
c. camping and singing
d. camping and smoking
26. It so hot in her room. She is ...
a. turning on the fan
b. turning off the fan
c. burning the fan
d. throwing the fan
c. She is feeding a frog
d. She is feeding a fish
c. No, it isn't
d. No, it is
27. Look at the picture carefully and answer questions no. 27-291
Where does the situation in the picture take place?
a. In the supermarket?
b. In the classroom
c. In the school canteen
d. In the library
28. What is she selling?
a. She is selling a book
b. She is seIling cakes
c. She is selling souvenirs
d. She is seIling toys
29. Are the students going to buy some books?
a. No, they aren't
b. Yes, they are
30. Look at the picture!
c. Yes, they aren't
d. No, they are
What are they doing?
a. They are having a birthday party. .
b. They are eflting cakes
c. They are blowing the balloons
d. They are blowing the ca11dles
1. A2. D3. C4. B5. C6. B7. C8. A9. C10. B
11. B12. Al3.A14.B15.A16.A17.A18. B19. D20.B
21. B22. A23.D24.A25. C26.A27.C28. B29.A30.A
ANSWER KEY
Sekolah
Mata Pelajaran
Kelas/Semester
Pertemuan
RENCANAPELAKSANAANPEMBELAJARAN
(RPP) UNTUK EXPERIMENT CLASS
: SMP Perwira Jakarta
: Bahasa 1nggris
: VIII (delapan)/ II
:1
Standar Kompetensi :
8. memahami makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk narrative dan unfuk berinteraksi dengan lingkungan sekitar.
10. Mengungkapkan makna dalam teks lisan fungsionaldan monolog pendek
sederhana untuk berinteraksi dengan lingkungan sekitar.
11. Mengungkapkan malma dalam teks twis fungsional dan esei pendek sederhana
berbentuk narrative untuk nerinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara
aknrat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
dalam teks berbentuk narrative.
IO.l.Mengungkapkan makna dalam teks lisan fungsional pendek sederhal1a
dengan menggunakan ragam bahasa lisan secara akurat, Iancar dan berterima
untuk berinteraksi denganlingkungan sekitar.
11.1. Mengungkapkan makna dalam bentuk teks tulis fungsionalpendek
sederhana dengan menggunakan ragam bahasa tulis secara aknrat, Iancar dan
berterima yang berkaitan dengan lingkungan sekitar.
Indikator
Siswa dapat menjawab pertanyaan secara lisan
Siswa dapat merespon monolog pendek
Siswa dapat melafalkan kalimat-kalimat Present Continuous Tense
berdasarkan gambar yang diberikan oleh guru
Jenis teks : monolog pendek
Alokasi Waktu : 2 x 40 menit
Tujuan Pembelajaran:
Pada alchir pembelaj aran
Siswa dapat menjawab pertanyaan secara lisan
Siswa dapat merespon monolog pendek
Siswa dapat melafalkan kalimat-kalimat Fnsenl Continuous Tense
berdasarkan gambar yang diberikan oleh guru
Materi Pembelajaran
Vocabulary For Language Master:
READING WAITING I CAL.L.ING SHAKINGHANDS
L.EAVING SHOWING ARRIVING TALKING
a. Script untuk writing
Gambm' apartmen dengan aktivitas yang berbeda
PART AApt. IC : The family is watchingTVApt. IB : The woman is eatingice cream and watching TVApt IA : The man is sleeping
Apt. 2C : The teenage is ironinghis pantsApt 2B : The mother is holdingher babyApt 2A : The couple areleaving the apartment
c. Kosakata terkait tema : leaving, arriving, exercising, holding, shaking,
waiting, calling, reading, etc,
d. Action verbs : leaying, arriving, exercising, holding, shaking,
waiting, calling, reading, etc,
Media pembelajaran
Hand out, pictures, OHP, whiteboar~, marker
Strategi, model, pendekatan dan metode pembelajaran :
Strategi : two ways communication
Model : face to face
Pendekatan : Communicative
Metode : Individual, group and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTUI PENDAHULUAN 5
1.1. Guru mengncapkan salam 11.2. Guru mengabsen siswa 21.3. Tanyaiawab mengenai hal terkait kondisi siswa 2
II KEGIATAN POKOK , 652. 1.Guru memberikan pertanyaan kepada murid mengenai 20
kegiatan dengan jawaban present continuous tense dan siswa ".menulis jawaban tersebut di papan tulis serta membahasnya.
2.2.Guru membagikan kelas menjadi 9 kelompok yang terdiri . 5dari $5 siswa, serta m~mbagikan hand out mengenai gambarapartment.
2.3.Siswa berdiskusi di kelompoknya masing-masing untuk. )5menemukan perbedaan antara gambar Pm:t A dml Part Bserta menuliskan alctivitas tersebut dalam PresentContinuous Tense.
2.4.Guru memberikml satu gambar kamm' apartmen berbeda 20pada setiap kelompok dan kelompok lain menebalc no kamarapartmen tersebut secara bergantian
III PENUTUP 103.1. Guru memberikan kesimpulml dml menanyakan hmubatan 5
yang dialanli siswa selama proses pembelaj aran3.2.guru memberikan kegiatan tindak lanjut berupa pekerjaan 5
rurnal13.3.Guru menutup pelajaran dmlleave taking
Sumber pembela)aran
1. Sumber bahan
syllabus
Skyline resource pack I, published by Macmillan Publisher limited
2. Media
Whiteboard
Marker
Hand out
Gambar
'"!i
Aspek penilaian
A. penilaian proses
Penilaian proses dilakukan selama proses beajar mengajar berlangsung
B. penilaian hasil
Sekolah
Mata Pelaj aran
Kelas/Semester
Pertemuan
RENCANAPELAKSANAANPEMBELAJARAN
(RPP) UNTUK EXPERIMENT CLASS
: SMP Perwira Jakarta
: Bahasa Inggris
: VIII (delapan)/ II
:II
Standar Kompetensi :
11. Memahami makna dalam esei pendek sederhana berbentuk narrative untuk
berinteraksi dengan lingkungan sekitar.
12. Mengungkapakan malma dalam teks tulis fungsional dan esei pendek sederhana,
berbentnk narrative untuk berinteraksi dengan IiIngkungan sekitar
Kompetensi dasar
11.1. Membaca nyaring bennakna teks fungsional dan esei pendek sederhana dengan
ucapan, tekanan dan intonasi yang benerima yang berkaitan dengan Iingkungan
sekitar
12.l.Mengungkapkan malma dalam bentnk teks tnlis fungsianal pendek sederhana
dengan menggullakan ragam ballasa tnlis secara akmat, lancar dan berterima
untuk berillteralcsi dengan Iingkungan sekitar.
Indikator
Siswa dapat menj elaskan isi bacaan sederhana dengan menj awab pertanyaan
berdasarkan teks yang diberikan gmu
Siswa dapat menemukan kalimat dengan paJa Present Continuous Tense
Siswa dapat membaca nyaring dengan intanasi yang benar dan lancar
Jenis teks : Teks fungsional /esei pendek narrative
Tema : Teenage Life
Aspek : reading and writing
Alokasi Waktu : 2 x 40 menit
Tujuan Pembelajaran
Pada akhir pembelajaran
Siswa dapa! menjelaskan isi bacaan seclerhana c1engan menjawab pertanyaan
berdasarkan teks yang diberikan guru
Siswa dapat menemllkan kalimat dcngan pola Prese!1f Continuuus Tense
Siswa dapat membaca nyaring dengan intonasi yang benar clan lancar
Materi Pembelajaran
a. Seript untuk Readiug
Rearrange the/allowing pictures according 10 the st()!:}'!
How frogs are coming into the world? Here is a story about frogs. Two
beautiful sisters, lippi and Indra are taking a bath I a pool in the forest. Suddenly,
a crocodile called Wilar comes to the pool to clrink. When he sees the girls, he is
going to catch onc of thcm for his wifc. Suddcnly he is jumping and catching
Indra. lippi is very afraid and runs away for help. Wilar, the crocodile is bringing
Indra home. His house is a cave. lnclra becomes his wife. When Wilar is going out
for food, he shuts the cave with the big stones. lndra moves the Slones with her
long hair and goes out. She meets her siSler again, but when she is going out her
stomach is big and many eggs come out of her stomach. The people strike the
eggs, when the people are striking the eggs many frogs come out of the eggs.
a,
~//l!:J),
j
. d.
c.
e .
b. Script untuk writing
The Present Continuous Tense is used for actions which are happening at the
time of speaking, or for a limited period of time.
The present Continuous Tense is constructed as follows, example:
Notes that:
a. There are certain verbs which drop the 'e' before adding the 'ing' at the
end
b. Sometimes the last letter has to be doubled before adding the 'ing'
Examples:
a. dance - dancing
b. swim - swimming
Negative Form : The negative is formed by adding the word 'not' between the
verb to be and the verb ending in 'ing.'
Example: He is not swimming
Interrogative Form: The interrogative is formed by inverting the positions
of the pronoun and the verb to be.
Example: Is he swimming?
Do Ihe lasks bellow!
1. Is the man running?Answer: No, he isn'l,he's swimming
2. Make questions based on the pictures!Answer:
Is she wearing sung!asses?Is he swimmingjclsl?
I. Is he reading a newspaper?2.' Make question based on the pictures!
I, Is he riding a motorcycle?2. Makc qucstions based on thc pictures!
I. Is she holding a dog?2. Make questions based on the pictures!
I. Are they dancing?2. Make questions based on the pictures!
c. Kosakata terkait tema/jenis teks : taking a bath, striking, jumping, catching
d. Action verb : taking a bath, striking, jumping, catching
Media Pembelajal'an
Hand out, pictures, OHP, whiteboard, marker, etc.
Strategi, Model, Pendekatan dan Metode Pembelajaran
Strategi : two ways communication
Model
Pendekatan
Metode
: face to face
: Communicative
: Individual, group and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTU
I PENDAHULUAN 51.1. Guru mengucapkan salam I
1.2. Tanya jawab mengenai hal terkait kondisi siswa dan topik 2
yang sedang in. 2
II KEGIATAN POKOK 652.I.Siswa membaca nyaring teks 10
2.2.Siswa memahami makna teks dan mencari kalimat yang 10mengandung pola Present Continuous Tense:
...2.3.Siswa menyusun gambar sesuai dengan cerita tel'sebut 110
2A.Guru memberikan pelianyaan kepada siswa dan siswa 20
menjawabnya dengan yes/no answer serta menulisnya di
papan tulis. Guru membahas sedikit tentang pola (,,7)
present continuous tense.
2.5.Siswa menjawab pertanyaan yang ada pada hand out gambar 15
III PENUTUP 103.1. Gmu memberikan kesimpulan dan menanyakan hambatan 5
yang dialami siswa selama proses pembelaj aran 53.2. Gmu menutup pelajaran dan leave taking
Sumber pembelajaran
1. Sumber bahan
Syllabus
Effective English 2, Soegeng B.S., PT Tiga Serangkai pustaka l\1andiri,
Solo
2. Media
OHP
Whiteboard
Marker
I-land out
Gambar
a. ,
~//J:JJ,
j
d. '1'···~·"'·'''·'-'''''''''''~Nt.llI:Il~'''''''''''''''''''''''''''''''''''''''''''' __'''_"'''_
Aspek penilaian
C. penilaian proses
Penilaian proses dilakukan selama proses beajar mengajar berlangsung
D. penilaian hasil
Penilaian hasil diambil dari hasil jawaban siswa atas pertanyaan yang diberibm
f'r11t'''
RENCANAPELAKSANAANPEMBELAJARAN (RPP) UNTUK
EXPERIMENT CLASS UNTUK EXPERIMENT CLASS
Sekolah
Mata Pelajaran
FCelas/semester
Pertemuan
: SMP Perwira Jakarta
: Bahasa Inggris
: VIII (delapan)!II
: III
Standar Kompetensi :
7. Memaharni makna dalam percakapan transaksional dan interpersonal pendek
sederhana untuk berinteraksi dengan lingkungan sekitar.
12. Mengungkapkan malma dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragarn bahasa tulis seCal'a akurat, lancal' dan berterima
untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
7.2. Merespon makna yang terdapat dalarn percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar,
dan berterima untuk berinteraksi dengan lingkungan terdeka.t yang melibatkan
tindak tutU!'; meminta, memberi persetujuan, merespon pemyataan, memberi
perhatian terhadap pembicara, mengawali, memperpa.njang, dan menutup
percakapan, dan mengawali, memperpanjang, dan menutup percakapall telepon.
12.I.Mengungkapkan makna dalam bentuk teks tulis flmgsional pendek sederhana
dengan menggunakan ragarn bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar.
Indikator
Siswa dapat melengkapi leks dialog yang rumpang
Siswa dapal merespon malma dalarn leks dialog dengan menjawab pertanyaan
Siswa dapat membaca leks esei pendek dengan intonasi yang benar danlancar.
Siswa dapat mencocokan gambar sesuai dengan leks" ,
Jenis teI{S
Tema
Aspek
Alokasi Waktu
: Dialog dan esei pendek
: Teenage Life
: Listening/reading
: 2 x 40 menit
Tujuan pembelajaran
Siswa dapat melenglcapi teks dialog yang runlpallg
Siswa dapat merespon makna dalam teks dialog clenganluenjawab pertanyaan
Siswa dapat membaca teks esei penclek del1gan intonasiyang benar clan lancar.
Siswa dapat mencocokan gambar sesuai clengan teks
Siswa clapat merespon makna teks esei pendek denganmenjawab pertanyaan
Materi Pembelajaran
a. Script untuk listening
Listen to the teacher carefully and complete the missing words!
John : Excuse me, (1) for Albert
Andrew : He isn't in the classroom now
John
Anclrew
John
Anclrew
John
Anclrew
: Where (2) ?
: Hmm.. I think (3) in the school yard
: Oh, I see. Okay.. would you please send my regard to Albert?
: Sure, Hey Look! That Albeli! He is outside the teacher's
room. (4) with Mr. Brown
: (5) approach him. Thank you
: You are welcome.
Answer Key
1. I'm looking for
2. Is he going
3. He is playing basketball
4. He is talking
5. I'm going to
Answer these questions based on the text above!
3. What does Andrew think Albert doing?
4. Whom is Albert talking with?
5. Is John going to approach Albert in the teachet's room?
b. Script untuk reading
Thios is the picture of Mr. Hasan family, write a story based on the picture in
pair and
Mr Htl\;Vll hi plal\thl!~ It
pllpaya IL:C~.
h.
·\di \, \,,)c>I.n IrC) \\'rHow'T
c. Kosakata terkait terna : working, looking for, planting, helping
d. Action verbs : working, looking for, planting, helping
Media Pembelajaran:
Hand out, pictures, whiteboard, marker etc.
Strategi, Model, Pendekatan dan Metode Pembelajarlln
Strategi
Model
Pendekatan
. Metode
: two ways communication
: face to face
: Communicative
: Individual, group and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTU
I PENDAHULUAN 10
1.1. Guru mengucapkan salam 1
1.2. Guru memotivasi siswa dengan membuat games BINGO, 2
siswa menuliskan sembilan Verb-ing (kata kerja yang biasa 2
dilakukan murid di kelas)
II KEGIATAN POKOK 60"
2.1. Guru memberikan hand out dan membacakan teks dialog 10
dengan lengkap, siswa melengkapi teks yang rumpang
2.2. Siswa membaca nyaring dialog dan mempl'aktekannya di 10
depall kelas
2.3. Siswa memahami teks dialog dan menjawab pertanyaan 10
berdasal'kan teks.
2.4. Guru memberikan pertanyaan beI'dasaI'kan gambar yang 10
diberikan guru
2.5. Siswa dapat menyusun gambaI'-gambaI' tel'sebut menjadi 20sebuah cerita
III PENUTUP 101.1. Guru memberikan kesimpulan dan menanyakan hambatan 9
yang dialami siswa selama proses pembelajaran
1.2. Guru mellutup pelajaran dan leave taking I
Sumber pembelajaran
1. Sumber bahan
Syllabus
Effective English 2, Soegeng H.S., PT Tiga Sel'angkai pustaka Malldiri,
Solo
2. Media
OHP
Whiteboard
Marker
Hand out
Gambar
'Mrs Ha~i[lll .... Adi
. -=<Z?},
."--;:S""1":I'r; //'!I, d)~J''/ ".~, - ~.,;:;;)"., . ... --.F ,- 'i,ll"" :"'i ~"""'" , ••••. ::'1
~~(D·.··
Plll'ht""
Aspek penilaian
E. penila.ian proses
Penilaian proses dilakukan selama proses beajar mengajar berlangsung" ,
F. penilaian hasil
Peni/aian hasil diambl! dari hasi/'jawaban siswa atas pertanyaan yang diberikan
guru.
Sekolah
Mata Pelajaran
Kelas/semester
Pertemuan
RENCANAPELAKSANAANPEMBELAJARAN
(RPP) UNTUK EXPERIMENT CLASS
: SMP Perwira
: Bahasa Inggris
: VIII (delapan)/II
: IV
Standar Kompetensi :
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
untuk berinteraksi dengan lingknngan seldtar.
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive untuk berinteraksi denganlingknngan sekitar.
Kompetensi Dasar :
10.1. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar.
12.1. Mengungkapakan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam ballasa tulis secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan sekitar.
Indikator
Siswa dapat mengungkapkan kalinlat present continuous tense yang diperagakan
secara akurat dengan lancar
Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk
present continuons tense.
Siswa dapat mendeskripsikan aktivitas pada gambar di depan kelas
Jenis teks
Tema
Aspek
Alokasi waktu
: Monolog pendek
: Teenage life
: Sp~akinglwriting
: 2 x 40 menit
Tujuan pemhelajaran
Siswa dapat mengungkapkan kalimat present continuous tense yang diperagakan
secara akurat dengan lancar
Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk
present continuous tense.
Siswa dapat mendeskripsikan aktivitas pada gambar di depan kelas
Materi Pembelajaran
a. Flash card untuk speaking
ING HAIR PLAYING FOOTBALL
.- ..~,... """., ..•...
lG THE <> (""uND
NGING
SLEEPING
OPENING THE WINDOW
COOKING IN THE KITCHEN
WRITING A BOOK
READING NOVEL
. S'erv PI ",c.- A LGTHJL
NG KITES PAINTING TEACHING THE STUDENTS FISHiNG
b. Script untuk writing
This picture shows the situation in front of our school now. Look at the picture!
I. A boy is sitting on the ground
2. A girl is sitting on a bench
3. A girl is sweeping the ground
4. etc.
Look at the pictures carefully and then write at lest 5 sentences about the situations in
the pictures!,-----;---------------------;------,
! ,~_.,--"-"_.-•••._._._,._.~ ...~---~.~•._.•"..- ..._-.,,"--~'"-'''-'''~'\l
i
II
i"I
c. Kosakata terkait tema
d. Action Verb
: cutting, catching, typing, blowing
: cutting, catching, typing, blowing
Media Pcmbelajaran
Plash card, hand out, OHP, whiteboard, marker
Strategi, model, pendelcatan dan metode pembelajaranI
Strategi : Two ways communication
M.odel : Face to face
Pendelmtan : Communicative and TPR
Metode : Individual, group and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTU
I PENDAHULUAN 101.1. Guru mengucapkan salam I1.2.Tanya jawab menegenai topik yang sedang berkembang, 2
contohnya banjir, jika mereka berada di lingkungall tersebut 2
apa yang sedang mereka lakukan saat itu.
II KEGIATAN POKOK 602.1. Guru memberikan amplop yang berisi flashcard pada setiap 20
kelompok yang telah dibentuk sebelumnya dan menugaskan
ketua kelompok untuk memperagakan kalimat yang ada pada
gambar tersebut menggunakan present continuous tense
sementara peserta yang lain menebaknya.
2.2. Siswa menuliskan kalimat present continuous tense 10
berdasarkan hal yang sedang diamati di kelas
2.3. Guru menampilkan sebuah gambar dengan berbagai kegiatan 10dan menunjuk beberapa siswa untuk menyebutkan salah satu
aktivitas tersebut dalam bentuk present continuous tense
2.4. Siswa menuliskan berbagai kegiaatn yang ada pada gambar 20
dalam bentuk present continuous tense
III PENUTUP 103.l.Guru memberikan kesimpulan dan menanyakan hambatan 9
yang dialarni siswa selama proses pembelajaran3.2.Guru menutup pelajaran dan leave taking 1
Sumber pembelajaran
1. Snmber bahan
Syllabus
Effective English 2, Soegeng H.S., PT Tiga Serangkai pustaka Mandiri, Solo
2. Media
OHP
Whiteboard
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK CONTROL CLASS
Sekolah
Mata Pelajaran
Kelas/Semester
: SMP Perwira Jakarta
: Bahasa Inggris
: VIII (delapan)/ II
Standar Kompetensi :
8. memahami malcna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk narrative dan untuk berinteraksi dengan lingkungan sekitar.
11. Mengungkapkan makna dalam teks tulis fllngsional dan essei pendek
sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar.
12. Mengungkapakan malGla dalam teks tulis fungsional dan essei pendek
sederhana berbentllk narrative untuk berinteraksi dengan lingkungan sekitar
Kompetellsi Dasar:
8.2. Merespon makna yang terdapat dalam monolog pendek seclerhana seCaI'a
akurat, lancar, dan berterima untuk berinteraksi dengan lingkllngan sekitar
dalam teks berbentuk narrative.
I1.1.Membaca nyaring bermakna teks fUlIgsional danessei pendek sederhana
dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan
lingkungan sekitar
12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam bahasa tulissecara akurat, lancar dan
berterima llntllk berinteraksi dengan lingkungan sekitar.
Illdikator
Memahami makna clalam essei penclek seclerhana
Mengllngkapkan makna dalam teks tulis fungsional
Skimming kalimat Present Continuous Tense
Membaca nyaring
Jenis Telffi : Teks tutis fungsional/essei pendek narrative
Tema : Teenage Life
Aspek : SpeakinglReadinglWriting
Alokasi Waktu : 2 x 40 menit
Tujuan Pembelajaran
Pada akbir Pembelajaran siswa dapat:
- Memahami makna dalam essei pendek sederhana
- Mengungkapkan makna dalam teks tutis fungsional
- Menyusun kalimat Present Continuous Tense dengan bentuk yang baik
- Membaca nyaring
7. Those patients _ for the dentist
8. Students __ a very sad story
9. Rina __ a baby's diapers
10. You __ to catch a mosquito
Materi Pembelajaran
a. Script untuk Listening
I. She __ ajar
2. Vou _ a busy road
3. Mother _ a cup of tea
4. Ade _ very spicy food
5. That boy _ a race car
6. We for a bus
( is opening)
(are crossing)
(is making)
(is eating)
(is driving)
(are waiting)
(are waiting)
(are reading)
(is changing)
(are trying)
b. Script untuk Speaking
1. Sally is selling sea shells by the sea shore.2. So if she is selling shells on the seashore,3. I'm sure she's selling seashore shells.4. The shells she's selling are surely seashells
1. who fished for a fish in a fissure.2. Pulled the fisherman in;3. Now they're fishing the fissure for Fischer4. The fish with a grin,5. There was a young fisher named Fischer
Task
I. Unscramble those sentence to make agood poem
II. Answer these questions based on the text above!
2.Find the present continuous form in the text!
3.What are we watching?
4.What is Sally selling?
5.Where is she selling it?
6.What is the young man fisher's name?
c. Kosakata terkait tema/jenis teks selling, crossing, fishing, crossing
changing, trying
d. Action verbs selling, crossing, fishing, crossing
changing, trying
Media Pembelajaran
Hand out, pictures, OHP, whiteboard, marker etc.
Strategi, model, pendekatan dan metode pembelajaran
Strategi : Two ways communication
Model
Pendekatan
Metode
: Face to face
: Communicative
: Individual and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTU
I PENDAHULUAN 51.1 Guru mengucapkan salam I
1.2.Guru mengabsen siswa 2
1.3 .Tanya jawab mengenai hal terkait kondisi siswa 2
II KEGIATAN POKOK2.I.Guru memberikan hand out listening dan siswa 10
melengkapi kalimat yang rumpang
2.2.Guru menunjuk siswa untuk menuliskan jawabannya di
white board serta mengenalkan Present Continuous 15
dengan menyimpulkanjawaban tersebut
2.3.Siswa menuliskan beberapa eontoh Present Continuous
Tense di whiteboard 5
2A.Guru menampilkan reading script pada OHP dan
l11emandu anak untuk mel11baca nyaring 10
2.5.Siswa menyusun kalil11at yang aeak l11enjadi puisi yang
baik dan menjawab pertanyaan yang ada pada teks. 15
6S
10dan l11enanyakan 5
selama proses 5
kesimpulan
dialami siswa
PENUTUP3.1. Guru mel11berikan
hal11batan yang
pembelajaran
3.2. Guru memberi kegiatan tindak lanjut berupa pekerjaan
rumah
III
Sumbel' Pembelajaran
I. SUl11ber Bahan
- Syllabus
- Article; Teaching Grammar in your Class: Activities & Strategies, presented
by Dr. Bradley C. Gilpin University of California Irvine, Extension.
2. Media
- OHP
- Wh iteboard
- Marker
Aspek pellilaiall
a. pellilaiall proses
Penilaian proses dilakukan selama proses beajar n1eng:Jjar berlangsung
b. pellilaian hasil
Penilaian hasil dial11bil dari hasil jawaban siswa atas pertanyaan yang
di berikan guru
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK CONTROL CLASS
Sekolah
Mata Pelajaran
Kelas/Semester
: SMP Perwira Jakmta
: Bahasa Inggris
: VIII (delapan)/II
Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan essei pendek sederhana
berbentuk narrative untuk berinteraksi dengan lingkungan sekitar
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
10.2. Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan seem'a akurat, lanear dan belterima untuk
berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative.
12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar.
Indikator
Mengungkapkan makna dalam monolog pendek
Mengungkapkan makna dalam teks tulis fungsional
Mengungkapkan secm'a lisan teks monolog pendek
Melakukan monolog pendek sederhana
Bertanya dan menjawab seem'a lisan info dalam teks
Jenis teks : monolog pendek
Tema : Teenage Life
Aspek : Speaking/writing
Alokasi waktu : 2 x 40 menit
Tujuall Pembelajarall
Pada akhir pembelajarall siswa dapat:
Mengungkapkan makna dalam monolog pendek
Mengungkapkan makna dalam teks tulis fungsional
Mengungkapkan seCaI'a Iisan teks monolog pendek
Melakukan monolog pendek sederhana
Bertanya dan menjawab secm'a Iisan info dalam teks
Materi Pembelajarall
a. Script untuk speaking
Amplop yang berisi kalimat-kalimat dengan pola Present Continuous form, setiap
kelompok secara bergiliran memperagakan kalimat tersebut dan kelompok lain
menebaknya.
GUES!! WHAT ARE THEY DOING???
I. buying fruit
2, reading newspaper
3. catching the mosquitoes
4. listening to music
5. sweeping the floor
6. teaching the students
7. running fast
8. swimming slowly
9. laughing loudly
10. calling on the phonc
11. flying in the sky
12. walking
13. jumping highly
14. throwing the paperball
IS. studying math
b. Script untuk writing
The Present Continuous Tense is used for actions which are happening at the
time of speaking, or for a limited period oftime.
The present Continuous Tense is constmcted as follows, example:
Notes that:
a. There are certain verbs which drop the 'e' before adding the 'ing' at the
end
b. Sometimes the last letter has to be doubled before adding the 'ing'
Examples:
a. dance - dancing
b. swim - swimming
Negative Form : The negative is formed by adding the word 'not' between the
verb to be and the verb ending in 'ing.'
Example: He is not swimming
Interrogative Form: The interrogative is formed by inverting the positions
of the pronoun and the verb to be.
Example: Is he swimming?
Amplop berisi potongan-potongan kata dan siswa menyusunnya
IS SHE THROWING THE PAPER?I AM NOT EATING HAMBURGERARE YOU GOING TO THESUPER~ARkET?
THE POLICE ARE STANDING IN THE MIDDLE OF
THE ROADTHE TEACHER IS TEACHING AN ENGLISH LESSON
SISTER IS NOT COOKING FRIEDRICEIS YOUR BROTHER TAKING A BATH?
STUDENTS ARE NOT LEARNING PSYCOLOGY LESSONSHE IS WEARING A BLUE DRESS
c. Kosakata terkait tema/jenis teks
d. Action verb
: learning, wearing, going, taking
: learning, wearing, going, taking
Media Pembelajarall:
Hand out, OHP, whiteboard, marker, etc.
Strategi, Model, Pendekatan dan Metode Pembelajaran:
Strategi : TPR, Games
Model : face to face
Pendekatan : Communicative
Metode : Group and whole class
SKENARIO PEMBELAJARAN
NO KEGIATAN WAKTUI PENDAHULUAN 5
1.l.Guru mengucapkan salam 11.2. Guru mengabsen siswa 21.3.Tanyajawab mengenai hal terkait kondisi siswa 2
II KEGIATANPOKOK 652.1.Guru membagi kelas menjadi 9 kelompok dan 5
memberikan amplop yang berisi .kalimat PresentContinuous Tense berbeda pada setiap kelompok
2.2.Setiap kelompok memeperagakan kalimat yang teliera 20di dalam amplop, kelompok lain· 111enebak seCaI'abergiliran 10
2.3.Guru mempresentasikan bentuk P/'esent ContinuousTense di OJ-lP dan memberikan contoh IS
2.4.Guru memberi amplop yang berisi potongan kata-kataterpisah. Siswa menyusunnya menjadi kalimat PresentContinuous tense dalam bentuk positive, negative daninterrogative dengan benar
2.5.Post test 15
III PENUTUP 103.1. Guru memberikan kesimpulan dan menanyakan 5
hambatan yang dialami siswa selama proses 5pembelajaran
3.2.Guru menutup pelajaran dan leave taking
Sumber Pembelajaran
I. Sumber bahan
syllabus
Skyline resource pack I, published by Macmillan publisher limited
2. Media
Hand out, whiteboard, marker
Aspek pellilaiall
a. pellilaiall proses
Penilaiall proses dilakukan selama proses beajar mengajar berlangsung
b. pellilaiall hasil
Pellilaian hasil diambil dari hasil jawaban siswa atas pel1allyaan yang diberikan
guru
Nomor: IstimewaLamp : Satu berkasHal : Pengajuan Judul Skdpsi
Kepada yang terhonnatKetua Jurusan Pendidikan Bahasa InggrisFakultas Tarbiyah dan Keguruan UIN Syarifhidayatullah JakartaBapak Drs. Nasrun mahmud, M.PdDi-Tempat
Assalamualaikum Wr. WbSalam silaturrahmi saya panjatkan semoga Bapak berada dalam lindungan AllahSWT dan senantiasa dapat menjalankan aktivitas sehari-hari. Amin.
Selanjutnya, saya yang bertanda tangan di bawah ini:
Nama : Dewi MuliaNIM : 102014023788
Bermaksud mengajukan judul skripsi dengan judul:"The Effeetiveness of Using pietnres in teaehing Pl'esent Continuous Tense(A case study at second year of SMP Perwira Jakarta Selatan)
Untuk mempertimbangkan dan disetujui sebagai syarat untuk menyelesaikan studistrata 1 (S 1). Bersama ini saya lampirkan:
1. Outline2. Abstraksi3. Daftar Pustaka
Pemohon
7/i+-_.~'Dl',,~ulia
Dcmikianlah surat permohonan ini saya ajukan, besar harapan saya judul ini dapatditerima, atas perhatian dan kerjasamanya saya ucapkan terima kasih.Wassalamualaikum Wr. Wb,
Menyetujui K\Ketua jurusan ~/
,J:;J, ~I~.\~ \aJ"Drs. Nasrun Mahmud, M.pel
r
ran:
YAYASAN PENDIDIKAN PUTRA INDONESIASEKOLAH MENENCiAH PERTAMA
SMP PERWIRA ~rAKARTASTATUS = TERAKREDITASI B
JI. H. Dilun NO.4 Ulujami 12250 Pesanggrahan Jakarta Selatan Telp. 021 - 7341719Fax. 021 - 7379886 Website. www. perwira-jkt.sch.id Email. [email protected]
SURAT KETERANGAN
NO:
889/SMPIXXII/S/08
Yang bertanda tangan di bawah ini, Kepala Sekolah SMP PERWIRA, menerangkan
bahwa:
Nama
NIM
Fakultas
Jurusan
: Dewi Mulia
: 102014023788
: Tarbiyah
; Pendidikan Bahasa Inggris
Judul Skripsi : " The Effictiveness of Using Pictures in Teaching
Present Continuous Tense"
Tek.b melaksalmi<an praktek mengajar dalam rangka penelitian untuk menyusun
s;mpsl oi kelas VIII (SMP PERWIRA) Ulujami, tehitung mulai tanggal 7 Januari s.d.
11 i'/18ret 2003.
D"mi:dan surat keterangan knmi bunt, untuk dnpnt dipergunnkan sebngaimana
mestinyn.
2~~~!\I"ta,;;~13 Maret 2008
5~~~lli.\lj~ PERWIRA
