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THE EFFECTIVENESS ON TEACHING
CONDITIONAL SENTENCE TYPE 1 THROUGH
COMMUNICATIVE APPROACH
(A Pre Experimental Study at Eighth Grade Students in SMP ISLAM
AL IKHLAS JAKARTA)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfillment of Requirements
for the Degree of S. Pd (Bachelor of Arts) in English Language Education
By:
AHMAD SANI
NIM: 105014000370
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
JAKARTA
2011
LEMBAR PERNYATAAN
Yang bertanda tangan di bawah ini:
Nama Lengkap : Ahmad Sani
No. Induk Mahasiswa : 105014000370
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectivness on Teaching Conditional Sentence Type 1
through Communicative Approach (A Pre Experimental
Study at Eight Grade in SMP ISLAM AL IKHLAS
JAKARTA).
Atas bimbingan skripsi oleh:
Nama Dosen : Drs. Agus Muchtar Rosyidi, M. Ed
No. Induk Pegawai : 19600718199403 1 002
Dengan ini saya selalu penulis menyatakan bahwa:
1. Skripsi merupakan hasil karya asli saya dengan sebenar-benarnya untuk diajukan
kepada fakultas ilmu tarbiyah dan keguruan untuk memenuhi salah satu
persyaratan memperoleh gelar sarjana (S.Pd) di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
2. Semua sumber yang saya pergunakan dalam penulisan skripsi ini telah saya
cantumkan sesuai ketentuan yang berlaku di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
3. Jika di kemudian hari terbukti karya ini bukan hasil karya saya, maka saya pun
bersedia menerima sanksi yang berlaku di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Jakarta, 28 september 2011
Ahmad Sani
THE EFFECTIVENESS ON TEACHING CONDITIONAL
SENTENCE TYPE 1 THROUGH COMMUNICATIVE
APPROACH
(A Pre Experimental Study at Eight Grade in SMP ISLAM AL KHLAS JAKARTA)
“Skripsi”
Presented to Department of English Education
In a partial fulfillment of requirements for the Degree of Strata 1
(S.Pd)
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF „SYARIF
HIDAYATULLAH‟
JAKARTA
2011
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The „Skripsi‟ titled: “THE EFFECTIVENESS ON TEACHING CONDITIONAL
SENTENCE TYPE 1 THROUGH COMMUNICATIVE APPROACH”, written by Ahmad
Sani, student‟s registration number 105014000370 was examined at examination session of
the Faculty of Tarbiyah and Teacher‟s Training, “Syarif Hidayatullah” State Islamic
University Jakarta on 16th
of August 2011. The „Skripsi‟ has been accepted and declared to
have fulfilled one of the requirements for the degree of S.Pd. (Bachelor of Arts) in English
Education in the Department of English Education.
Jakarta, September 28, 2011
Examination Committee
- The Head of Committee,
Drs. Syauki, M.Pd.
NIP. 19641212 199103 1 002
...............
…………………………
The secretary of committee,
Neneng Sunengsih, M.Pd
NIP.19730625 1999 03 2 001
...............
…………………………
The Examiner I,
Drs. Bahrul Hasibuan, M.Pd.
...............
…………………………
The Examiner II,
Dr. Atiq Susilo , M.A
NIP. 19491122 1978 03 1 001
............... …………………………
Acknowledged by
Dean of Tarbiya and Teachers‟ Training Faculty
Prof. Dr. H. Dede Rosyada, M.A.
NIP. 19571005 198703 1 003
ABSTRACT
Sani, Ahmad. 2010, Teaching Conditional Sentence Type 1 through Communicative
Approach (A Pre Experimental Study at Eight Grade in SMP ISLAM AL IKHLAS),
“Skripsi”, English Education Department the Faculty of Tarbiya and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs. Agus Muchtar Rosyidi M.Ed
Key Words: Conditional Sentence, Communicative Appraoch, and EIGHT GRADE of SMP
ISLAM AL IKHLAS JAKARTA.
Grammar has an important role in learning teaching process of acquiring language in
order to help the students use the language grammatically and meaningfully. Grammar has a
lot of language elements; one of them is conditional sentence type 1. But, it needs a suitable
method in pursuing the target language while teaching learning process. One of the methods
is communicative approach because this method stresses on how to use the target language
communicatively and meaningfully.
The purpose of this study is to know whether or not the communicative approach is
effective in teaching conditional sentence type 1 at Eight Grade in SMP Islam AL IKHLAS
JAKARTA.
The population of this research is 120 students of Eight Grade of SMP ISLAM AL
IKHLAS JAKARTA, and the sample is 30 students taken by using cluster random sampling
technique. The writer did a pre experimental study as the method of the study, to know the
result of the score, the writer gave the test about conditional sentence type 1. The writer gave
a pre test before teaching learning process and gave the post test after the pre experimental
study. The type of the test is multiple choices and it is about conditional sentence type 1
which consists of 20 questions.
According to data of the test result, the t- test showed that to is higher than t table (tt).
It could be concluded from the result of the score that it is effective to teach conditional
sentence type 1 through communicative approach at Eight Grade in SMP ISLAM AL
IKHLAS.
ABSTRAK
Sani, Ahmad. 2010, Teaching Conditional Sentence Type 1 through Communicative
Approach (A Pre Experimental Study at Eight Grade in SMP ISLAM AL IKHLAS),
Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas
Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Agus Muchtar Rosyidi M. Ed
Kata kunci: Conditional sentence type 1, communicative approach, kelas 2 SMP Islam Al
Ikhlas Jakarta.
Grammar mempunyai peranan yang sangat penting dalam proses belajar mengajar
bahasa inggris agar peserta didik dapat menggunakan bahasa tersebut secara gramatikal dan
bermakna. Grammar mempunyai unsur kebahasaan; salah satu unsur bahasa tersebut adalah
conditional sentence type 1 atau kalimat pengandaian type 1. Akan tetapi, ini membutuhkan
metode pengajaran yang tepat dalam proses belajar mengajar agar tujuan bahasa tersebut
dapat tercapai. Salah satu metode tersebut adalah Communivative Approach karena metode
menekankan bagaimana cara menggunakan target bahasa secara komunikasi dan bermakna.
Tujuan penelitian ini adalah untuk mengetahui apakah metode communicative
approach itu efektif dalam pengajaran conditional sentence type 1 di kelas delapan SMP
Islam AL IKHLAS JAKARTA.
Populasi dalam penelitian ini adalah 120 peserta didik, dan sample dalam penelitian
ini adalah 30 peserta didik. Penulis menggunakan teknik cluster random sampling dalam
pengambilan sample. Penulis menggunakan metode penelitian pre expreimental, penulis
memberikan pre test sebelum pengajaran dengan communicative approach dan meberikan
post test setelah pengajaran dengan menggunakan communicative approach untuk
mengetahui apakah metode ini efektif dalam pengajaran conditional sentence type 1. test ini
bertujuan untuk mengetahui hasil nilai dari penggunaan test ini. Sedangkan jenis test yang
diberikan adalah pilihan ganda yang total test tersebut 20 pertanyaan.
Berdasarkan hasil data penulis, hasil post test (to) itu lebih besar dari pada hasil t
table. Penulis menyatakan bahwa ada pengaruh dalam pengajaran conditional sentence type 1
melalui metode communicative.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, Lord of the
World. Who has given the mercy and Blessing to the writer so he can accomplish his
“Skripsi”. Peace and Salutation be upon the Prophet Muhammad SAW, his families,
companions, and his followers forever.
This “Skripsi” is presented to the Education of English Department Faculty of
Tarbiyah and Teachers Training State Islamic University Syarif Hidayatullah Jakarta.
In this occasion, the writer would like to express his greatest appreciation, honor and
gratitude to his beloved parents (Bapak H. Sa’ddudin Ahmad and Hj. Asmawah), for their
irreplaceable encouragement and patience to motivate the writer to finish his study, for their
prayer, motivation, support, and patience in his various endeavors, and also his lovely sisters
and brothers their support and kindness to him in doing this “Skripsi” and all families who
always give their prayer, love, support, motivation, and moral encouragement to finish his
study.
The writer also would like to express his deepest gratitude to Drs. Agus Muchtar
M,Ed who has give the writer advices, guidances, dedications, corrections, and suggestions in
finishing this “Skripsi”. His gratitude also goes to:
1. All inspiring lectures of English Department for their encouragement to the writer during
his study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., the Head of English Education Department.
3. Neneng Sunengsih, M.pd., the Secretary of English Education Department, and all the
staff of English Education Department.
4. Prof. Dr. Dede Rosyada, M.A., the Dean of Faculty of Tarbiya and Teachers Training.
5. The Staff and Officer of the Libraries of UIN, ATMAJAYA, and American Corner, who
have given the writer to use the books.
6. Drs. H. Prasetyo., the principal of SMP ISLAM AL IKHLAS JAKARTA, who given the
writer an opportunity to carry out the research.
7. Retno Lestari S.Pd., the English Teacher at Eight Grade of SMP ISLAM AL IKHLAS
JAKARTA, who given the writer for accompanying.
8. All of my friends class A, B, and C of English Department. Especially (Taufik and
Herlina) who always support the writer in finishing this “Skripsi”. And other people who
cannot be mentioned and written one by one by the writer.
May Allah, Almight bless them all.
Finally, the writer realizes that, this “Skripsi” is still far away from being perfected. A
criticism and suggestions would be acceptable to make it better by the writer.
Jakarta, 16 July 2011
The Writer
TABLE OF CONTENTS
ABSTRACT……………………………………...………………….. i
ABSTRAK ….…………………………………..………………….. ii
ACKNOWLEDGEMENT ……….…………..…………………… iii
TABLE OF CONTENTS ………….………..…………………..….V
LIST OF TABLES ……………………………………………….VII
LIST OF APPENDICES ………………………………………..VIII
CHAPTER I: INTRODUCTION ……………………………….... 1
A. Background of the study …………………….………………………….. 1
B. Formulation of problem …………………………………………………. 4
C. Limitation of problem ………………………………………..………….. 4
D. Objective of the Study ………………………………………….….…… 4
E. Organization of script ……………………………………………...……. 5
CHAPTER II: THEORETICAL FRAMEWORK ……………….6
A. Conditional Sentence …………………………………………………..… 6
1. The Kinds of Conditional Sentence ………………………………….. 7
2. The Form of Conditional Sentence type 1 ………………………….… 8
3. The Usage of Conditional sentence type 1 …………………………… 9
B. Communicative Approach ……………………………………………… 10
1. The Meaning of Communicative Approach ……………………....... 10
2. The Characteristics and The Principles of Communicative Approach. 14
3. The Strength and The Weakness of Communicative Approach …….. 19
C. Teaching Conditional Sentence Type 1 Through Communicative Approach
1. The Techniques of Presentation ……………………………...…….. 20
2. The Material of Learning ………………………………………….….25
CHAPTER III: RESEARCH METHODOLOGY …………..…. 30
A. The Purpose of Research ……………………………….…………...…. 30
B. The Operational Definition of Variables …………………………....…. 30
C. The Place and the Time of the Research ………………...…………...... 31
D. The Population and Sample ………………………………………..….. 31
E. The Method of Study …………………………………………………. 31
F. The Procedures of Teaching Process …………………………............. 32
G. The Technique of Collecting Data ………………………………......... 33
H. The Technique of Data Analysis ……………………………………… 37
CHAPTER IV: RESEARCH FINDING …………………….… 39
A. Data description ……………………………………………………..… 39
B. Data analysis …………………..………………………………………. 40
C. Interpretation ……………………...……………………………………45
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………………………….. 46
B. Suggestion ………………………………………………………...…… 47
BIBLIOGRAPHY ……………………………………………..
APPENDICES …………………………………………………
LIST OF TABLES
Table 2.1 Kinds of Conditional Sentence ……………………………………….8
Table 2.2 Techniques of Presentation by Scrambled Sentences….…………… 22
Table 4.1 The Result of the Pre Test ………………………………………….. 39
Table 4.1 The Result of the Post Test…………………………………………. 40
Table 4.2 The Result of the Pre Test and the Post Test ……………………….. 41
Table 4.3 The Result of the Deviation ………………………………………....43
LIST OF APPENDICES
Appendix 1 Form of Test …………………………………………………………51
Appendix 2 Key Answer ………………………………………………………….54
Appendix 3 Lesson Plan …………………………………………………………..55
Appendix 4 Surat Pengajuan Judul Skripsi ……………………………………….58
Appendix 5 Surat Izin Penelitian ………………………………………………….59
Appendix 6 Surat Keterangan Telah Melakukan Penelitian ………………………60
Appendix 7 Interview dengan Guru Bahasa Inggris ………………………………61
1
CHAPTER I
INTRODUCTION
A. The Background of Study
English is one of international languages that used and studied all over the
world. In Indonesia, English is considered as the most important language and the
only compulsory foreign language subject, and then it is one of foreign language
subjects to test in the state examinations before students left junior and high
school. In addition, English is very important subject for students. Based on the
statement, the English teachers have to master and to organize learning teaching
process. The teachers have to master the material and the method. One of the
teaching failures is caused by an unsuitable method. According to William F.
Mackey “The method used has often been said to be the cause of success or
failure in language; it is ultimately the method that determines what and how of
language interaction”.1 From the statement above, the writer infer that a good
method can help the students in comprehending and mastering the lesson. And
one of the teaching failures is caused by an unsuitable method.
Some of the problems that enhance for the learners to comprehend English
are the influence of the structure and pattern from their own language (mother
language) and also the approach applied in teaching learning activities.
Meanwhile, the approach applied in teaching also influences the learner in
1 . William F. Mackey, Language Learning analysis, (London: longman, Greenand Co,
ltd, 1966), p.138
1
2
learning process. Since several years ago, there are some methods and approaches
to get the English teaching method effectively. Nowadays, most of educational
institutions use communicative approach in teaching language to imitate foreign
language teaching system. In Indonesia, the curriculum implements
communicative approach as teaching foreign language which based on
communicative competence. And it entails that the goal of language teaching
cannot be attained by using the aural-oral and the cognitive-code approach
anymore. Communicative approach is the most wide spread of all teaching
approaches today which is common in Asian countries (including Indonesia).2
Basically, the communicative approach stresses on communication between the
teacher and learners, it has developed a flexibility which allows anything that will
further improve the communicative competence of learners.3 In language
teaching, communicative approach means “An approach which views language as
a form of social behavior and sees aim of language teaching as teaching learners
to communicate fluently, appropriately, and spontaneously in cultural context of
the target language.4 From preceding statement, the writer thinks that
communicative approach can be a solution to get the goal of language teaching.
The interpretation of communicative competence can be divided into; first,
grammatical competence refers to what Chomsky calls linguistic competence and
what Hymes intends by what is” formally possible”. Second, sociolinguistic
competence refers to an understanding of the social context in which
communication take place, including role relationships, shared information of the
participants, and the communicative purpose for their interaction. Third, discourse
competence refers to the interpretation of individual message elements in terms of
their interconnectedness and of how meaning is represented in relationship to the
2 H.G. Widdowson, Teaching Language as Communication. (Oxford: Oxford University
Press, 3rd
edition, 1988), p.36
3 Danny D. Steinberg, An Introduction to Psycholinguistics. (London: Longman Group
Limited, 1930), p.231-232
4 C.J Brumfit and T.J. Robert, A Short Introduction to Language Teaching, (London:
Batsford Academic and Education Ltd, 1993) p, 182
3
entire discourse or text. Fourth, strategic competence refers to copying strategies
that communicators employ to imitate, terminate, maintain, repair, and redirect
communication.5
Based on the statement above, the teacher must serve as a facilitator who
manages classroom activities. And the students are the communicators that
actively engaged in communication. The class activities are clearly and mostly
communicative. And the teacher initiates interactions between the students. And
the teacher serves as an advisor. In one setting, the teacher relies on authentic
material taken from the media (newspaper, magazines, etc), and in other situation
the teacher must use well designed sets of material. And the students are expected
to acquire language forms, meaning, function, and social context. In addition, the
teaching should emphasize the mastery of language function. And errors are
tolerated. And the result of evaluation is focused on fluency and accuracy. To
teach grammar as means for communication is difficult, especially for non active
students. The students are not only to oblige the knowledge of grammar but also
the students have to use in a real communication. So, it needs a specific method.
Communicative may be possible. For years, communicative approach has been
adopted as a method of teaching English in Indonesia. Proponents of
communicative approach claim that the teaching objective is the ability to use
English for communication in real-life situation as opposed to classroom situation.
Based on the statement above, there are some problems that influence to
communicate each other, that are the structure and the pattern (grammar). Most of
the linguists state that grammar is still important as one of the language
components that should be taught. Sauvignon said, “Communication cannot take
place in the absence of structure, or grammar, a set of shared as assumptions about
how language works, along with a willingness to cooperate in the negotiation of
meaning”.6 So, from the statement above, the writer think, to be able to use the
5 . Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (Cambridge University Press, 1986), p. 71
6 . Sandra J. sauvignon, Communicative Language Teaching: State of Art, TESOL
Quarterly volume 25, 1991, p.26
4
language communicatively, the students should have mastered the rules of
grammar first. If the students have been taught some pattern and given some drills
to form a habit, the students are expected that the students will be able to
communicate in languages that have studied.
To conclude those statement, the writer is going to analyze about
communicate approach and its teaching conditional type 1 at SMP ISLAM AL
IKHLAS JAKARTA. Therefore, the title of this paper is
“Teaching Conditional Sentence Type 1 through Communicative
Approach: A Pre Experimental Study at Eight grade of SMP ISLAM
AL IKHLAS JAKARTA”
B. The Formulation of Problem
Based on the description above, the writer formulates the problem is; Is it
effective to teach Conditional Sentence Type 1 through Communicative Approach
at Eight Grade in SMP Islam AL IKHLAS JAKARTA.
C. The Limitation of Problem
The writer will only limit it about the problem is; Is it effective to teach
Conditional Sentence Type 1 through Communicative Approach at Eight Grade in
SMP Islam AL IKHLAS.
D. The Objective of Study
Based on the formulation and the limitation above, the objectives of study
is to know whether or not the Communicative Apporach is effective in teaching
conditional sentence type 1.
5
E. The Organization of Writing
The writer divided this Skripsi into five chapters. Each of chapter has
some sub headings. They are:
Chapter one: The introduction consist of the background of study, the
formulation of problem, the limitation of problem, the objective of study, and the
organization of writing.
Chapter two: Theoretical framework discuss about teaching conditional
type 1 through communicative approach which has sub heading techniques of
presentation and the material of learning. And also discuss about kinds of
conditional, the form of conditional, and the usage of conditional. And also
explain about the meaning of communicative approach, the characteristics of
communicative approach, and the advantages and the disadvantages of
communicative approach.
Chapter three: it inform about the profile of the school ( SMP ISLAM AL
IKHLAS ) and research methodology which were discussed the determining place
and time of study, collecting data through determining population, sample, and
analysis data, the procedures of an analysis, operational definition of variable.
Chapter four: it is research finding which included the description of data
and analysis data.
Chapter five: they are conclusion and suggestion.
6
CHAPTER II
THEORETICAL AND FRAMEWORK
A. Conditional Sentence
Conditional Sentences are also known as Conditional Clauses or If
Clauses. They are used to express that the action in the main clause (without if)
can only take place if a certain condition (in the clause with if) is fulfilled.
Conditional sentence is used to express something expected or unexpected
which may or may not be possible. It consist of two clauses, a dependent clause
that beginning with IF-Clause and the main Clause.1 And according to Oxford
Advanced learner Dictionary, a conditional sentence is one beginning with if or
unless.2
The place of the main clause and the if-clause could be at the first or the
second part of the sentence. It does not matter which come first, as can be seen in
the examples:
- he will pass the exam, if he studies hard
- if he studies hard, he will pass the exam
-I would go to home if you called me
- if you called me, I would go to home
1 George E. Wishon and Julia Burk, Let’s write English, (New York: American Book Company,
1980), p. 249
2 A.S. Hornby, Oxford Advanced Learner’s Dictionary, (London: Oxford Universtiy Press, 1991),
p. 239
6
7
- If I had enough time now, I would write to my parents.
- I would write to my parents, if I had enough time
From the statements above, the writer take a conclusion that conditional
sentence has two clauses, the main clause and the if-clause. and the if-clause
can probable happen or not if the certain condition of main clause is fullfilled
or not by that time. And The place of the main clause and the if-clause could be
at the first or the second part of the sentence.
1. The Kinds of Conditional Sentences
There are three kinds of conditional sentences basically. Each kind
contains a different form of tenses. In each type certain kinds are possible but
students who are studying the conditional for the first time should ignore these
kinds and concentrate on the basic forms.3 Conditional sentences are often
called “future conditional” which had three kinds, they are:
a. Conditional type 1 “present conditional”, conditional sentence type 1
is also called possible condition or real condition. And it is used
more generally to express a hypothetical condition that is potentially
true, but not yet verified.
b. Conditional type 2 “past conditional”, conditional sentence type 2 is
also called impossible condition or unreal condition and it is used to
refer to current state or event that is known to be false or improbable.
c. Conditional type 3 “past conditional”. Conditional sentence type 3 is
also called has similar meaning with conditional sentence type 2, that
is impossible condition or unreal condition. And it is used to refer to
contrary-to-fact past event. The past perfect is used in condition
clause.
From the statement above, the writer concluded that each conditional
sentence has different kinds and meaning. And then, the writer limits the
discussion only to the explanation of conditional type 1, but the writer still
3 A.J. Thompson and A.V. martinet, A practical English Grammar, (London: Oxford University
Press, 3rd
edition, 1981, p. 186
8
need to know the differences between those three kinds in short. Betty
Schrampfer Azar has the table.4
Table 2.1
Kinds of Conditional Sentences
2. The Form of Conditional Type 1
Conditional type 1 is also called present real condition. The rules of
this form is in the verb of the if-clause is in the present tense and the verb in
the main clause is in the present future tense. This type or conditional type 1 is
4 Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice hall
Regents 2nd
Edition, 1989), p. 347
Meaning of the
IF-Clause
Verb Form in
the IF-Clause
Verb Form in the
Result Clause
True in the
present/future
Simple present Simple present
Simple future
(a) If I have enough time, I
write to my parents last
week
(b) If I have enough time
tomorrow, I will write to
my parents
Untrue in the
present/future
Simple past Would + simple
form
(c) If I had enough time
now, I would write to
my parents. (in truth, I do
not have enough time, so
I will not write to them
Untrue in the
past
Past perfect Would have + past
participle
(d) If I had enough time, I
would have written to
my parents yesterday. (in
truth, I did not write to
them
9
also used to indicate a situation that same or suitable with reality in the present
time. With real conditions indicates a possibility, namely conditions which are
suitability to fact. The if-clause is taking place at this moment and the
probable result can be real. The complete forms of conditional sentence type 1
will be described below by the writer.
a. Simple present tense in if-clause and present future in main clause
“If you study hard, you will pass the exam”
b. Statement with “If” with adjective expressing feelings
“I will be happy if you come to my party”
c. If + Simple Present + Imperative (Giving advice or Instruction)
“If you feel tired, drink a cup of coffee”
d. If + Simple Present + Simple Present (talking about laws of nature or
things that always happened)
“If you heat Ice, it meals”
e. If + Simple Present + May (The result of the condition is just a
possibility)
“If we go to john‟s party, we may have a good time”
f. If + should + Imperatives (To suggest that something is unlikely to
happen, or is not particularly probable)
“If you should run onto Peter, tell him he owes me a letter”
From the explanation above, the writer concluded that conditional
sentence is used in some modals, some of the expressions, and the if clause is
simple present tense and the main clause is future tense. And the the result
of the if clause is probable happen, if the certain condition is fullfilled by that
time.
3. The Usage of Conditional Type 1
As stated before, every kinds of conditional sentence has a specific
form and usage. The writer will try to describe the usage of conditional
sentence type 1 that is used:
10
a. When the result clause to express a habitual activity or situation.
- If I do not eat breakfast, I always get hungry during class
- If I clean this room, I will get concern in class
b. When the sentence concerns a particular activity or situation in the
future.
- If I do not eat breakfast tomorrow morning, I will get hungry during
class
- If the weather is nice tomorrow, we will go on a picnic
c. When the result clause to express an established, predictable fact.
- Water will freeze if the temperature goes below 32 F/0 C.5
From the statement above, the writer concluded that there are some
usages in conditional sentence type 1. And the if-clause is affected by some
situation and predictable fact of the main clause.
B. Communicative Approach
1. The Meaning of Communicative Approach
Janice Yalden said as follows, “In this approach, language is viewed
not only as a body of knowledge about sound, vocabulary, and grammar but
also very much as an instrument for interpersonal communication for a whole
range of purposes as a wide variety of situation.”6
Jeremy Harmer, who is also interested in communicative approach,
stated that a definition about communicative approach that is the focus on
communicative activities and the concentration on language as a mean of
communication.7 This is because as one of the approaches in the teaching of
5Azar, Understanding and Using English Grammar… p. 347
6 Janice yalden, Communication language Teaching (Ontario: The Ontario Institute for
studies in education press), p. 6 7 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group
UK Etd,1991), p. 48
11
English with its basic aim to make the students are able to communicative
with others in English.
From the description above, the writer concluded that it seems Janice
yalden thought that the teaching of English must be about the body of
knowledge and the communicative function of it. Those are the materials of
English teaching according to the communicative approach.
Since the communicative capacity becomes the starting points of
communicative approach, it needs teachers‟ creativity to elaborate the
situation that can make the students really feel interested and get involved to
the class environment, so that the students expand their ideas accordingly. And
the teacher serves as a facilitator who manages classroom activities in the
learning teaching process. Then the students are the communicators who are
actively to engage in communication in order the class activities are clearly
and more communicative. And the teacher initiates interactions among the
students.
Longman Dictionary of language teaching and applied linguistics
defines the communicative approach or communicative language teaching
(CLT) as an approach to foreign or second language teaching which
emphasize that the goal of language learning is communicative competence.8
This approach has been developed by British applied linguistics as reaction
away from grammar-based approaches.
From the statement above, the writer concluded that the goal of
language teaching based on communicative approach is to develop
communicative competence, it needs to understand the concept of
communicative competence.
Communicative competence is the competence which enables us to
transmit and interpret messages and give meaning in the interaction between
8 Jack C. Richard, Longman Dictionary of language teaching and Applied Linguistics
(London: Longman Group UK Limited, 1992), p. 65
12
individuals in a specific context.9 Communicative competence involves being
be able to use the language appropriate to a given social context, the students
need knowledge of the linguistic form, meaning, and function to comprehend
about it. The students have to choose amount of these that given the social
context and the roles of the interlocutor. The students have also to manage the
process of negotiating meaning with their intern.
The concept proposed by Dell Hymes was subsequently developed by
other linguistic. One development often cited in references is the model
developed by Michael Canale. According to him, communicative competence
consists of four domains of knowledge and skill such as grammatical,
sociolinguistic, discourse, and strategic competence.
a. Grammatical Competence
This component is identical with linguistics competence. It involves
the mastery of language codes both verbal and non verbal, such as vocabulary,
sentence formation, pronunciation, spelling, and semantics. This competence
is required for the understanding and expressing meaning of an utterance.
b. Sociolinguistics Competence
Sociolinguistics competence relates to the extent an utterance
expressed and understood correctly in different sociolinguistic context, which
is turn depend on certain factors such as speaker-listener status, the objective
of the interaction and the rules and norms of the interaction. The
appropriateness involves form as well as meaning.
c. Discourse Competence
This component is concerned with the master of ways to combine
grammatical forms and meaning to reduce either spoken or written utterance
wholly in various forms. Unity of an utterance can be attained through form
cohesion and meaning coherence. Cohesion is the relationship between
utterances and grammatical structure devices to enable one to interpret the
9 D.H. Brown, Principles of language learning and teaching (Englewood Cliffs, New
Jersey: Prentice Hall, 1987), p. 199
13
meaning of a discourse. Coherence is the relationship among several meaning
in an utterance.
d. Strategic Competence
These components consist of both verbal and non verbal
communications strategic used by a speaker to make up for the weakness in
communication due to the limitations of circumstances, strengthen the
effectiveness of communication. For example, the paraphrasing strategy is
used when a speaker forgets a certain grammatical structure.10
Communicative competence consist of two main components, those are
grammatical and non grammatical. The grammatical component is the primary
stage in the mastery of language. Non grammatical component includes
sociolinguistic, discourse, and strategies. Those components are present in
various styles of utterance, written, oral, and other specific styles, such as
letters, scientific speech, law, etc. then, communicative competence is
included in the four skills of listening, speaking, reading, and writing.
Based on the statement above, the writer concluded that it is
important to understand and to know communicative competence which
included four domains of knowledge and skills such as grammatical
competence, sociolinguistic competence, strategic competence, and discourse
competence in language learning. The fourth characteristic of CLT often made
it difficult for no-native speaker who is not very proficient in the second
language to teach effectively. Dialogues, drills, rehearsed exercises, and
discussions (in the first language) of grammatical rules are simpler for some
non-native speaker to content with.
10
Michael Canale, from Communicative Competence Language Pedagogy, in Richards J.C and R.W. Schmidt, Language and Communication (London: Longman Group Limited, 1983) p. 34
14
2. The Characteristics and The Principles of Communicative
Approach
The students use the language a great deal through communicative
activities such as games, role plays, and problem solving tasks.
According to Morrow activities that are truly communicative have
three characteristics that are: information gap, choice, and feedback.
a. Information gap, in this course of doing the activity, one participant should
be in a position to tell one or more other people something that the others
do not yet know.
b. Choice, the speaker must have some role in deciding exactly what he says
and how he will say it. This also means that there should be some
uncertainty in the mind of the listener about the speaker will say next.
c. Feedback, what the speaker say to the person he is communicating with
depend not only on what the other person say, but also what the speaker
wants to accomplish via the conversation.11
Finocchiaro and Brumfit said some characteristic of communicative
approach. They are:
a. Meaning is paramount
b. Dialogues, if used, enter around communicative functions and are not
normally memorized
c. Contextualization is a basic premise
d. Language learning is learning to communicate
e. Effective communication is sought
f. Attempt to communicate may be encouraged from the very beginning
g. Drilling may be occur, but peripherally
h. Translation may be used where students need or benefit from it
11
Keith Morrow and Keith Johnson in Diane Larsen freeman, Techniques and Principles in Language teaching (Oxford: Oxford University Press, 1986), p. 132
15
i. Reading and writing can start from first day, if desired
j. The target linguistic system will be learned best through the process of
struggling to communicate
k. Communicative competence is desired goal (i.e. the ability to use the
linguistic system effectively and appropriately)
l. Linguistic variation is a central concept in materials and methodology
m. Teacher help learners in any way that motivates them to work with the
language
n. Students are expected to interact with people, either in the flesh, through
pair and group work, or in their wrings
o. Intrinsic motivation will spring from an interest in what is being
communicated by the language.12
Here are the main core principles which make it most successful
language learning approach in used today. Keith Johnson said that there are
five principles in “communicative” type, they are:
a. The information transfer principle is it focuses attention on the ability to
understand and convey information content. One way to practice this
abilities is “communicative” to the extent that the students is being asked,
not to comment, but to extract certain pieces of information and to transfer
them onto the application forms.
b. The information gap principle, which makes this conveying of information
possible, there is certainly information transfer, but transferring and
conveying are not quite the same thing. One reason this principle is
important are: firstly, it permits genuine information flow in the class; the
students tell each other things they do not already know. Secondly, created
whereby the assessment of written or spoken work focus attention on
whether it succeed in “getting the message across”
c. The jigsaw principle is a version of involving an information gap.
12
Mary Finocchiaro and Christopher J. Brumfit, The Functional National Approach: from Theory to practice (London: Oxford university Press, 1983), p.91
16
d. The task dependency principle can help to minimize this difference; the
student‟s knowledge that someone in the class will read his letter and
utilize its important content.
e. The correction for content principle, argues that at some stage the
student‟s language production should be judged on its communicative
efficacy in relation to a specific task. But the principle does not negate the
utility of teacher correction for grammatical accuracy at some other
stage.13
From the statement above, the writer concluded that there are many
characteristics and principles that have to know to the teacher while the
teacher explained the material by applaying communicative approach.
1. Basic Principles for Teachers
a. Teachers‟ main role is a facilitator and monitor rather than leading the
class.
b. Lessons are usually topic or theme based with the target grammar
“hidden” in the context
c. Lessons are built round situations/functions practical and authentic in
the real world e.g. asking for information, complaining, and apologizing
d. Activities set by the teacher have relevance and purpose to real life
situations-students can see the direct benefit of learning
e. Dialogues are used that centre on communicative functions, such as
socializing, giving directions.
f. Emphasis on engaging learners I more useful and authentic language
rather than repetitive phrases or grammar patterns
g. Emphasis on communication and meaning rather than accuracy. Being
understood takes precedence over correct grammar. The fine tuning of
grammar comes later.
13
Keith Johnson, Communicative syllabus Design and methodology, (Oxford: Pergamon Institute of English, 1982), p. 163.
17
h. Emphasis is put on the “appropriacy” of language. What is the most
appropriate language and tone for a particular situation?
i. Communicative competence is the desired goal e.g. being be able to
survive, converse, and be understood in the language
j. Emphasis is put on correct pronunciation and choral (group) and
individual drilling is used
k. Authentic listening and reading texts are used more often rather than
artificial text simply produced to feature the target language
l. Feedback and correction is usually given by the teacher after tasks have
been completed rather than at the point of error, thus interrupting the
flow.
From the statement above, the writer concluded that the teachers‟
role is not central and the teacher has to facilitate the communication
process between the students in the classroom. And there are many
principles that must be know to the teacher while the teacher explained the
material by applaying communicative approach.
2. Basic Principles for Learners
a. Learners are often more motivated with this approach as they have an
interesting what is being communicated, as the lesson is topic or theme
based
b. Learners are encouraged to speak and communicate from one day
rather than just barking out repetitive phrases
c. Learners practice the target language a number of times, slowly
building on accuracy
d. Language is created by the individual often through trial and error
e. Learners interact with each other in pairs or groups to encourage a
flow of language and maximize the percentage of talking time rather
than just teacher to students
18
f. Unless the focus is on the accrucay stage of the lesson, learners are
corrected at the end of the activity soa s not to interrupt their thought
process.14
From the statement above, the writer concluded that the studetns
must use the target language communicatively and the students are expected
to interact each other rather than to the teacher. And also the students must
negosiate between theirself while teaching learning process.
3. Designs
a. Objectives
Piepho (1981) discusses the following levels of objectives in a
communicative approach:
1.) An integrative and content level (language as means of expression)
2.) A linguistic and instrumental level (language as a semiotic system
and object of learning)
3.) An affective level of interpersonal relationship and conduct
(language as a means of expressing values and judgments about
oneself and others)
4.) A level of individual learning needs (remedial learning based on
error analysis)
5.) A general educational level of extra-linguistic goals (language
learning within the school curriculum).15
14
Diane Larsen Freeman, Techniques and Principles in Language Teaching, (London: Oxford University Press, 1986), p. 129
15 Jack C Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (Cambridge university press), p. 73
19
3. The Strength and The Weakness of Communicative
Approach
a. Strength
Each approach has its strength and weakness. Here is some strength of
communicative approach:
1.) Psychologically students are more active in asking question based on their
communication needs
2.) The students can use the language that it is learned as an instrument to
communicate
3.) It is more humanistic, because it concern with the students, activities in real
situations and has meaning in context of function in language
4.) Communicative interaction gives learners more opportunities to express
their own individually in the classroom
b. Weakness
1.) It takes more time for the teacher to make preparation
2.) It needs teacher‟s creativity to make the class a live
3.) The teacher should master the materials in sorts of real situation in class
activities
4.) Discouraging shy students to express their ides (to produce sentences)
because they are shy to other people in front of the class
5.) Often makes difficult for a non native teacher who is not very proficient in
the second language to teach effectively.16
From the statement above, the writer concluded that there are many
strangeth and weakness of communicative approach in teaching learning
process. The teachers have to maximize a responsibility for determining
and responding to learner language needs.
16
William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge University Press, 1981), p. 94
20
C. Teaching Conditional Sentence Type 1 Through
Communicative Approach
1. The Techniques of Presentation
Techniques of presentation model should be appropriate to the context
without demanding total realism. There is a right to expect the presentation
models to be acceptable as exponents of communicative function. On the other
hands, it is believed that what is presented could be used for a communicative
purpose. Because of the reason, the writer uses some techniques in presenting
conditional sentence type 1 such as games, scrambled sentences, song, picture,
dialogue, role play, and work in discussion. Each technique should be based
on classroom situation at once.
a. Games
This technique is used in the communicative approach. The
students will find the enjoyable and if the game is designed, the techniques
give the students valuable communicative practice. Let‟s see the example
below:
1.) First, the writer divided the class into groups of four. And the
writer copied and cut up one sheet per group
2.) Second, the writer asked for each student to choose a topic sentence
3.) Next, the writer explained to the students that the students must
finish off the first sentence, using the correct tense for the first
conditional. Then the students must start the second sentence with
the end of their first sentence. Demonstrate with one of the
sentence.
4.) Then, the students fold their first sentence under so that all that can
be seen is the half of the new conditional sentence. Then the
students passed their sheet to the next student in the group.
5.) And the next student continued that sentence and then writes the
start of the next one.
21
6.) This activity continues in this way until all the students in each
group have written sentences in all the columns.
7.) And the writer just monitor and checked the students are using the
first conditional correctly and make a note of any repeated error to
go through as a class at the end of the activity.
8.) And the class can vote for the most interesting series of sentences.
22
b. Scrambled Sentences
The writer will give the students some sentences in scrambled
order and then the students try to make about coherence.
Table 2.2
Technique of Presentation by Scramble Sentences
T
T
You are
offered a job
in Madrid
next year.
1. If I go to
Spain
next
year,
2.
3.
4.
You are
offered a
place in the
top football
team In your
country
1. If I play
for
(arsenal
Team),
2.
3.
4.
You are
offered a free
round-the-
world travel
ticket.
1. If I travel
round the
world,
2.
3.
4.
You are offered
a job as a top
fashion model.
1. If I work
as a top
fashion
model,
2.
3.
4.
23
Home Get I
If Will You
Telephone I
The To Won’t
Go Rains We
Match If It
Football
Party Come Will
You To If
Invite My I
You ?
I Television My
Will Homework I
If Finish Watch
24
Mike If Is
Will Retire He
65 ?
Go Zoo Is
Won’t It The
If Hot They
Too To
Buy Will If
You A Half
I Eat Cake
?
The At If
Meet I You
Me Will Arrive
25
c. Song
Teaching conditional sentence type 1 through song is enough
interesting since most of the students like singing songs, especially from
the western and enable to make them learn by heart. The most important
thing to keep in mind is the songs provide engaging context that makes it
easier to structures.
Gasser and Waldman suggest the following procedure for using
song in the classroom:
1.) Begin by introducing the song and tell a little about it
2.) Make a lyrics available to the students, either by writing them on
the board for the students to copy, handing out mimeographed
copies of the words, or providing lyrics with key words or
structures missing (a modified cloze exercise) that students must
listen for and fill in. this provides recognition practice as well
3.) Sing or play the song once and allow students to listen and enjoy it
4.) Go through the lyrics with students aloud and check
comprehension, understanding of lexical items, etc.
5.) Go through the song one verse at a time, let the students listen
before the students sing. If there is a chorus, let students practice it
first
6.) Sing the entire song with class several times. Once or twice is not
enough. Give the students opportunity to practice and remember
that the students are dealing with a tune, rhythm, and language all
once.17
17
Karin M. Cantron and karl Graham. Internet. Http: www. Karinsplayground.com
Airport ?
26
d. The Picture and the Text
The usage of picture is very effective to help students in
understanding conditional sentence type 1. The students get the idea easily
and clearly through picture. The writer shows the picture to the students
and asks them to imagine what the students will do with it, it can improve
subconscious knowledge since the students see the object and it can add
their intention to the subject. The writer used the picture from the textbook
and browsed in the internet. The text is related to the picture. A picture can
illustrate each situation and also give leads to each sentences. For example,
the picture of Gorilla in the jungle “if I meet Gorilla,……….”. the
students of the class love completing this sentence and create others.
The picture and the text below is a big Gorilla in the jungle and
The picture and the text are put on the big screen and filled by colorful
picture, in order to the students can be more interested and the teacher
conducts a questions such as “What will you do if you meet a Gorilla?”
which will elicit responses with conditional type 1 sentences.
Face to face with a Gorilla
I had found the baby Gorilla four weeks before, and it was very ill. But
now it was well again, and I had to take it back to its family. I picked it up,
27
walked out to the car and drove to the forest. With the baby in my arms, I start to
walk in among the trees. I was worried. „if the mother doesn‟t recognize the baby,
she won‟t take it back,‟ I thought. „Perhaps she‟ll even kill it‟.
The family was there. I put the baby Gorilla down on the ground and
walked a few meters away. Then I stopped and watched. I could see the mother
looking at the baby, and I thought, „will she come closer? What will she do?‟
Suddenly the father was there, in front of me. He was the biggest Gorilla
of the family. It was frightening because he was only few meters away. I was
frightened, but I knew what I to do. People think gorillas often attack people, but
they don‟t-they only attack when you show you‟re so scared. „if I turn and run
away, this gorilla will attack me,‟ I thought. But I don‟t move, he‟ll go away.‟ I
didn‟t move.
Suddenly male gorilla lifted his hand. I was terrified. But he wanted to
frighten me, not hit me. After few seconds, he dropped his hand and turned. He
went over the baby, picked it up and moved away into the trees. I sat down on the
ground. I was shaking.18
e. Dialogue
Using realistic dialogue, the students will be easily in applying the
function of conditional sentence type 1. Realistic dialogue sets in a
perfectly acceptable context: a situation where one speaker does not find,
meanwhile the other is doing and wanting to find out.
Alex in dialogue below is trying to make a conversation with Dave
and Amy. And language is used presented as purposeful behavior, and can
be readily accepted as relevant to the students potential communicative
needs. Let us see the dialogue below:
Alex: you like Amy a lot, don‟t you?
Dave: well, yeah, I do. She‟s lovely
Alex: does she like you too?
Dave: how should I know?
18 Herbert and Jeff Stranks, English in Mind. Cambridge University Press, 2007
28
Alex: ask her out, Dave. Then you‟ll know.
“Maybe I should ask Amy to go with me. But, if she does not like
me, she will say no. maybe she‟ll get angry.
Alex: so-did you ask her out?
Dave: no way
Alex: come on, Dave. She‟s a girl, not a monster.
Dave: ha, ha
Alex: look, if you do not try, you will never know her, will you?
Dave: um, I was thinking, maybe………..
f. Role Play
Role play can be set up so that the students are structured. The use of
role play in teaching and learning process can give the students an
opportunity to practice communication in different social context and in
different social roles.
For instance, the students think one of the conditional sentence type
1 in the form of a question such as, “what will you do if you meet a Gorilla
in the jungle?” and ask that question to other students and the students
must answer in 10 seconds, if the student can no answer in 10 seconds, the
student must write 3 possible answer from that question on the whiteboard
correctly. From that example, the teacher‟s role is being monitor whether
the students‟ answer are correct, then after all the student get turn, the
students make a dialog in pair based on the statement written above and
demonstrate it in front of the class.19
g. Work Discussion
Group work is particularly useful in the transaction of knowledge
and also very effective for developing foreign language. This technique
19
Herbert Puchta and jeff Stranks, Teacher Resourches, (Cambridge University Press, 2007)
29
seems to be most appropriately in EFL classes in which the main objective
of the instruction is the development of communicative competence.20
So,
it has two potential roles. One is to increase the intensiveness of accuracy
work-and this may also perform the function of giving learners experience
of group activity in clearly organized system, so that they become used to
the concept and do not feel threatened by the greater freedom later to be
afforded by fluency-based group activity.21
20
Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang: IKIP Malang publisher, 1998), p. 85
21
Cristopher Brumfit, Communicative methodology in Language Teaching, (Cambridge: Cambridge University press, 1984), p. 78
30
CHAPTER III
RESEARCH METHODOLOGY
A. The Purpose of Research
The purpose of research in this Skripsi is to know whether or not the
communicative approach is effective in teaching conditional sentence type 1 at
Eight Grade in SMP Islam AL IKHLAS.
B. Operational Definition of Variable
It is useful to know the meaning of operational definition of variables.
Variables can be classified into two kinds: the independent variables and
dependent variable. The independent variable is the characteristics that is
hypothesized to have an effect on comprehension, meanwhile (also called
outcome or criterion) the dependent variable is the variable that will be affected
by the independent variable, it is the goal of instruction that will be studied.1 And
also Amirul Hadi and Haryono said “variable penelitian adalah segala sesuatu
yang akan dijadikan objek pengamatan penelitian. (It has a meaning that variables
has an important role in the subject that will be studied)”.2
1 Donna M. Johnson, Approaches to Researches in Second Language Learning, (London:
Longman Group, 1992), p. 172
2 Amirul Hadi and Haryono, Metodologi Penelitian Pendidikan. (Bandung: Pustaka setia,
1998), p. 205
30
31
Based on the statement above, the writer concludes that the independent
variable of this study is communicative approach and the dependent variable is the
result of teaching conditional sentence type 1 through communicative approach.
C. The Place and The Time of The Research
The writer takes the research of this study at SMP ISLAM AL IKHLAS
which located in Jln. Cipete Raya III No. 6-8 Jakarta. The research started since
May 2nd
until June 08th
2010.
D. Population and Sample
1. The Population
In this research, the writer took the population at Eight Grade of the
students in SMP ISLAM AL IKHLAS JAKARTA. This grade consists of 4
classes and the total of the students are about 120 students.
2. The Sample
The writer took the sample as the research to 1 class and takes a half of the
population. The totals of samples are 30 students. And the writer took the
cluster ramdom sampling at Eight Grade in SMP ISLAM AL IKHLAS
JAKARTA.
E. Method of Study
The writer conducted Pre experimental study. To know whether or not the
communicative approach is effective in teaching conditional sentence type 1, the
writer gave the pre test before the teaching learning process through
communicative approach and the writer gave the post test after treated the
teaching learning process through communicative approach. In the research the
writer used the pre experimental method by using pre test and post test design.
The writer uses t-test to analyze the students‟ score, the writer did the research
only one class. The writer hold a pre test before the teaching learning process and
gave a post test after treated the teaching learning process through communicative
32
approach. In the end of the research, the writer gave twenty questions to the
students in order to find students‟ ability after learning conditional type 1 through
communicative approach. The questions are included as the instrument of
research.
F. the Procedures of Teaching Learning Process in A Pre
Experimental Study.
The writer takes a role as a teacher on the class and taught Conditional
Sentence Type 1 through Communicative Approach at Eight Grade of SMP
ISLAM AL IKHLAS JAKARTA. The writer evaluated whether the teaching
learning process at SMP ISLAM AL IKHLAS has taught communicatively. To
know the teaching learning process has communicatively, Mary Finocchiaro
and Christopher Brumfit mentioned that are:
1. presentation of a brief dialog or several mini-dialogues, preceded by a
motivation and a discussion of the function and situation people, roles,
setting, topic, and the informality or formality of the language which the
function and situation demand
2. Oral practice of each utterance of the dialog segment to be presented that
day (entire class repetition, half-class, groups, individuals) generally
preceded by your model. If mini-function and meaning
3. dialog are used, engage in similar practice
4. Questions and answers based on the dialog topic and situation itself
5. Questions and answers related to the students personal experiences but
centered around the dialog theme
6. Study one of the basic communicative expressions in the dialog or one of
the structures which exemplify the function. You will wish to give several
additional examples of the communicative use of the expression or
structure with familiar vocabulary in unambiguous utterances or mini-
dialogues (using pictures, simple real objects, or dramatization) to clarify
the meaning of the expression or structure
33
7. Learners‟ discovery of generalizations or rules underlying the functional
expression or structure. This should include at least four points: its oral and
written forms (the elements of which it is composed, e.g. “how about +
verb + ing?”) its positions in the utterance, and in the case of structure, its
grammatical function and meaning
8. Oral recognition, interpretative activities (two to five depending on learning
level, the language knowledge of the students, and related factors)
9. Oral production activities-proceeding from guided to freer communication
activities
10. Copying of the dialogues or mini-dialogues or modules if they are not in
the class text
11. Sampling of the written homework assignment, if given
12. Evaluation of learning (oral only), e.g. “how would you ask your friend to
…………..? And how would you ask me to …………….?”3
G. The Technique of Data Collecting
a. Test (pre Test and Post Test)
1. Pre Test
The writer took a multiple choice test as the pre test. The test taken as the
first score before teaching learning process through communicative approach.
The writer wants to know the result in this pre test how far the students‟ score
and ability in learning grammar, especially the conditional type 1 that was not
taught by communicative approach.
2. Post Test
The writer gave the test to the students a post test after the treatment given
by teaching conditional sentence through communicative approach. The writer
wants to know the result of the students‟ score after teaching conditional
sentence through communicative approach. The writer used the test multiple-
3 Mary Finocchiaro and Christopher Brumfit. In Jack C. Richards and Theodore S.
Rodgers, Approaches and methods in Language teaching, (Cambridge: Cambridge University
Press, 1986), p. 71
34
choice. The writer used this kind of the tests may be this test is very suitable for
testing knowledge of grammatical structure, use of tenses, and vocabulary.4
H. Teaching Learning Process
The writer will report the teaching learning process of conditional sentence
type 1 at Eight Grade of SMP ISLAM AL IKHLAS JAKARTA. The stage of
lesson plan are divided into five stages, they are: Motivating strategies,
Presentation, Practice, Summing Up, and Assessment.5
The teacher makes a lesson plan and searches some material that related to
the content, the text book is English in Mind (Cambridge Press), and the role of
the textbook is to stand for the distant and hardly accessible delight that lie behind
the forbidding barriers of strangeness of language, the imaginative life of the child
as well as its craving. And also the role of the teacher is to bring the pupil to this
strange territory, but with language tools prepared at home, in familiar situations.6
This activity was held to achieve the maximum result in teaching and learning
process and to make the students more enjoyable and fun in learning conditional
sentence type 1 before the teacher taught in the class.
First, the teacher did the motivating strategies by making communicative
activities with asking some students about their ideas. Many questions in this
stage around conditional sentence type 1 such as “what will you do, if you meet a
Gorilla in the jungle?” Then the teacher shows the picture from the text book of
Gorillas in the jungles and asked the students to give some comments about the
picture. Some of the students gave an example from the questions above, such as
“I will run away, if I meet a Gorilla in the jungles
Second, the teacher moved to the next stage: that is presentation. Before
the teacher give the presentation, the teacher gave one of the techniques in
4 Wilga M. Rivers, Teaching Foreign-Language Skills, (Chicago: the University of
Chicago Press, 1968) p, 313
5 F. L. billow, the techniques of language teaching, (London: Longman group limited,
1961), p. 55
35
teaching learning process, such as the teacher gave some examples in jumbled
words and asked the students to make in a good order. After one of the students
can give the correct order, the teacher explains about the conditional sentence type
1 based on the students opinion in the first stage. For example, “I will run away if
I meet a Gorilla in the jungle” or “if I do not move, the Gorilla will go away”.
Form that example, the sentence has main clause and if clause. The main clause is
“I will run away” which has rule: subject + will + verb1 + object/complement.
And that example has if clause. The if clause is “if I meet a Gorilla in the jungle”
which has rule: if + subject + verb1 + object. The teacher explained that
conditional sentence type 1 is used to indicate a situation that same or suitable
with reality in the present time. With real conditions indicates a possibility,
namely conditions which are suitability to fact. The if-clause is taking place at this
moment and the probable result can be real. Then the teacher asked the students to
improve the material communicatively. The teacher increased the student‟s
attention by giving question-answer drill. “What program will you watch if you
watch TV this evening?” and the result was good because the students started to
make a communication, discussing it with their friends and tried to answer the
questions. Many various answer by the students: “I will watch cartoon movies”, “I
will watch news sport”, and “I will watch drama film”.
Third, skill practice. The teacher gave the students a picture from the text
book. The picture is a Gorilla in the jungle. The text is Narrative text, the text is:
Face to face with a Gorilla
I had found the baby Gorilla four weeks before, and it was very ill. But
now it was well again, and I had to take it back to its family. I picked it up,
walked out to the car and drove to the forest. With the baby in my arms, I start to
walk in among the trees. I was worried. „if the mother doesn‟t recognize the baby,
she won‟t take it back,‟ I thought. „Perhaps she‟ll even kill it‟.
The family was there. I put the baby Gorilla down on the ground and
walked a few meters away. Then I stopped and watched. I could see the mother
looking at the baby, and I thought, „will she come closer? What will she do?‟
36
Suddenly the father was there, in front of me. He was the biggest Gorilla
of the family. It was frightening because he was only few meters away. I was
frightened, but I knew what I to do. People think gorillas often attack people, but
they don‟t-they only attack when you show you‟re so scared. „if I turn and run
away, this gorilla will attack me,‟ I thought. But I don‟t move, he‟ll go away.‟ I
didn‟t move.
Suddenly male gorilla lifted his hand. I was terrified. But he wanted to
frighten me, not hit me. After few seconds, he dropped his hand and turned. He
went over the baby, picked it up and moved away into the trees. I sat down on the
ground. I was shaking.7
The teacher asked the students to read the text and imagine that “what will
you do if you meet the Gorillas in the jungle?” The teacher asked the students to
work in pairs or groups to find some conditional sentences type 1 from the text
above. The teacher divided into groups because a group is usually a number of
people who interact with one another.8 And the teacher‟s roles are facilitator and
monitor to the student‟s learning. The teacher monitored and facilitated the
students and gave explanation about things which have not understood by the
students.
After monitoring the students, the teacher asked the students to sit back
individually and asked the students whether the students had some questions.
Then the teacher gave the students a test which consists of 20 questions. And the
students to give spaces between each other in order the students did the test
individually and minimized the probability of cheating, the teacher gave the time
about 15 minutes. And the result of the test is listed in the research finding.
Fourth, the teacher reviewed the material and gave the conclusion about
conditional sentence type 1 by giving a little bit presentation to listen the
dialogues between Dave and Amy, and asked the students to underline the
dialogue that using conditional sentence type 1 and give the correction if
necessary.
7 Herbert and Jeff Stranks, English in Mind. Cambridge University Press, 2007
8 Interview with the teacher
37
Last, the teacher closed the session. But, the teacher gave the students changes to
ask some questions. After giving changes to the students to ask some questions,
the teacher played songs that related to the material above.
The writer felt that the language learning process in the class room has
interactions between the teacher and the students and it was very fun because the
teacher often asked the student‟s opinions and participation in the classroom. The
learning teaching process at SMP ISLAM AL IKHLAS are suitable with the
statement form Keith Morrow, that are communicative approach has three
characteristics, they are: information gap, choice, and feedback.9
Finally, the writer concluded that the learning teaching process at SMP ISLAM
AL IKHLAS has the standard communicative approach.
I. Technique of Data Analysis
After getting the pre test and post test score as the data of the research. The
writer analyzed in this formulation of technique of data analysis.
Md
t =
Σ 𝑥2𝑑
𝑁(𝑁 − 1)
Md = Mean of differences from pre test and post test, which are calculated
with the formula:
Md = Σ 𝑑
Ν
∑d = Total of gain/difference score between variable x and variable y
N = Number of Sample
9 See Sub-Chapter II, Characteristic and the Principles of Communicative Approach
38
∑ 𝑥2 𝑑 = Total of each quadrate deviation which is calculate after
knowing (xd) first.
xd = Deviation of each subject counted with formula (d-Md)
To find the calculation of total of each quadrate deviation, the writer use formula:
∑ 𝑥2 𝑑 = Σ 𝑑2 – (Σ 𝑑)2
Ν
39
CHAPTER IV
RESEARCH FINDING
A. Data Description
As previously stated of this Skripsi, the writer conducted A Pre
Experimental Study and collected the data from the pre test and gave the post
test. There are 120 students of Eight grade of SMP ISLAM IL IKHLAS, then the
writer have done the test for thirty students as a sample. The writer uses cluster
random sampling as the technique of sampling. The writer gave the test which
consisted 20 items and each item that answer correctly gets 5 points. The
instrument of the test can be seen in the appendix.
Here is the report of concerning the data description. The score of the pre
test and post test.
a. Pre Test Score
Table 4.1
The Result of Pre Test
NO Pre test Score NO Pre Test Score
1 85 16 85
2 75 17 75
3 85 18 70
4 85 19 60
5 85 20 80
6 65 21 90
39
40
7 85 22 85
8 95 23 60
9 70 24 65
10 65 25 65
11 70 26 70
12 75 27 65
13 70 28 65
14 60 29 75
15 75 30 75
After seeing the result of the pre test above, the writer calculated the mean score
of the data which called Variable x (∑ x) that has total score….. It is calculated
with formula:
Mean Score = ∑𝑥
Ν=
2,250 30
= 75
From the result above, the writer can see that the score of 60 is the lowest score
and the highest score is 95.
b. Post Test Result
Table 4.2
The Results of the Post Test
NO Score Post Test NO Score Post Test
1 85 16 90
2 80 17 75
3 80 18 80
4 85 19 70
5 85 20 75
6 70 21 85
41
7 80 22 90
8 90 23 65
9 80 24 70
10 70 25 75
11 75 26 75
12 85 27 70
13 75 28 60
14 65 29 80
15 75 30 80
Mean Score = ∑𝑦
Ν=
2,320 30
= 77.3
From the result above, the writer can see that the score of 60 is the
lowest score and the highest score is 90.
B. Data Analysis
The writer would like to calculate the differences score between the pre test
and the post test or the writer would like to calculate Gain (d). the writer uses
the formula:
D = y – x
In which:
D= gain or differences score between the pre test and the post test
Y= post test
X= pre test
Table 4.3
The results of the Pre Test and the Post Test
NO Pre Test ( Variable x) Post Test ( Variable
y)
Gain (d)/ (Post
Test – Pre Test)
42
1 85 85 0
2 75 80 +5
3 85 80 -5
4 85 85 0
5 85 85 0
6 65 70 +5
7 85 80 -5
8 95 90 -5
9 70 80 +10
10 65 70 +5
11 70 75 +5
12 75 85 +10
13 70 75 +5
14 60 65 +5
15 75 75 0
16 85 90 +5
17 75 75 0
18 70 80 +10
19 60 70 +10
20 80 75 -5
21 90 85 -5
22 85 90 +5
23 60 65 +5
24 65 70 +5
25 65 70 +5
26 70 75 +5
27 65 70 +5
28 65 60 -5
29 75 80 +5
30 75 80 +5
43
X= 2,250:30= 75
Y= 2,320:30=77.3 ∑d= 90
After seeing the data above, the writer calculated the differences score
between the pre test and post test (Md). The writer uses the formula below:
Md = ∑𝑑
Ν
= 90
30
= 3
After getting the (Md), the writer determined the Quadrate deviation (𝑥2 𝑑).
The writer uses the formula as below:
∑ 𝑥2 𝑑 = Σ 𝑑2 – (Σ 𝑑)2
Ν
Xd = Deviation of each subject counted with formula (d-Md)
Table 4.4
The Result of the Deviation
NO d Xd (d-Md) 𝒙𝟐𝒅
1 0 -3 0
2 +5 +2 24.1667
3 -5 -8 -24.1667
4 0 -3 0
5 0 -3 0
6 +5 +2 24.1667
7 +5 -8 -24.1667
8 -5 -8 -24.1667
9 +10 +7 96.667
44
10 +5 0 24.1667
11 +5 +8 24.1667
12 +10 +7 96.667
13 +5 +2 24.1667
14 +5 +2 24.1667
15 0 -3 0
16 +5 +2 24.1667
17 0 -3 0
18 +10 +7 96.667
19 +10 +7 96.667
20 +5 +8 -24.1667
21 -5 +8 -24.1667
22 +5 +2 24.1667
23 +5 +2 24.1667
24 +5 +2 24.1667
25 +5 +2 24.1667
26 +5 +2 24.1667
27 +5 +2 24.1667
28 -5 -8 -24.1667
29 +5 +2 24.1667
30 +5 +2 24.1667
∑d= 90 𝑥2𝑑 = 5 ∑ 𝑥2 𝑑 = 725.001
After getting the data, the writer determined t value, the writer uses the
formula as follow:
Md
t =
45
Σ 𝑥2𝑑
𝑁(𝑁 − 1)
t = 3
725.001
39(39− 1)
t = 3
0.91
t = 3. 29
C. Interpretation
After collecting and analyzing the data, the writer used the interpretation
through tt (t table). From the result of the data above, the writer interpreted that
the result of the to is higher than t table (tt). It hyphotized that there is a good
influence in teaching conditional sentence type 1 through communicative
approach.
47
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
After collecting and analyzing the data, the writer concluded from A Pre
Experimental Study that the result of the score above and from the t table (tt)
shown that there is a good influence in teaching conditional type 1 through
communicative approach at Eight Grade of the students in SMP ISLAM AL
IKHLAS JAKARTA.
B. SUGGESTION
Based on the research, the writer would like to give some suggestions as
follows:
1. The teachers are suggested to use communicative approach in teaching
conditional sentence type 1
2. The teacher should be able to motivate the students in teaching learning
process in order to the students understood about the material
3. The teacher should be able to choose the suitable technique in applying
communicative approach
4. It hope that the teacher can explain conditional sentence type 1 clearly, in
order to the students can understand well
5. The teacher should give the students some assignments about conditional
sentence type 1
46
48
6. It hopes that the teacher makes review about conditional sentence type 1, in
order to the students memorize it.
49
BIBLIOGRAPHY
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Ed) London: Oxford
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Arikunto Suharsini, Dasar-Dasar Evaluasi pendidikan. Jakarta: Bumi Aksara, 1988.
Azar Betty S, Understanding and Using English Grammar. (2nd
Ed). New Jersey: Prentice Hall
Regents, 1989.
Billow F. L. the techniques of language teaching, London: Longman group limited, 1961.
Brown D.H., Principles of language learning and teaching. Englewood Cliffs, New Jersey:
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Brumfit C.J and J. Robert T, A Short Introduction to Language Teaching, London: Batsford
Academic and Education Ltd, 1993.
C. Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
Cambridge: Cambridge University press, 1986.
C. Jack Richard, Longman Dictionary of language teaching and Applied Linguistics London:
Longman Group UK Limited, 1992.
Canale Michael, from Communicative Competence Language Pedagogy, in Richards J.C and
R.W. Schmidt, Language and Communication London: Longman Group Limited, 1983.
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2010.
Cristopher Brumfit, Communicative methodology in Language Teaching, Cambridge: Cambridge
University press, 1984.
Steinberg D, Danny, An Introduction to Psycholinguistics. London: Longman Group Limited,
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Donna Johnson M. Approaches to Researches in Second Language Learning, London: Longman
Group, 1992.
50
E. George Wishon and Burk Julia, Let’s write English, New York: American Book Company,
1980.
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H.G. Widdowson, Teaching Language as Communication. (3rd
Ed). Oxford: Oxford University
press, 1988.
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Keith Morrow and Johnson Keith in Diane Larsen freeman, Techniques and Principles in
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Mackey F. William, Language Learning analysis, London: longman, Greenand Co, ltd, 1966.
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Ciputat, 10 Januari 2009
NomorLampiranHal
: Istimewa:1 (sa tu ): Pengajuan Judul Skiripsi
Kepada Yth,
Ketua Jurusan
Pendidikan Bahasa Inggris
Di
Tempat
Ass alumu' alaikum l|tr. llb
Salam silaturahim, dan teriring semoga bapak selalu sukses dalam menjalankan
aktifitas sehari-hari.
Mengingat akan berakhirnya masa studi saya di tingkat strata I (SI), maka saya
yang bertanda tangan dibawah ini :
AHIvIAD SANI
I 05014000370
Ilmu Tarbiyah dan Keguruan
Pendidikan Bahasa Inggris
Bermaksud mengajukan judul skripsi mengenai : "Analysis cn Teaching
Conditional Sentence Type I Through Communicative Approacho' (A study Case
at EIGHT GRADE OF SMP ISLAM AL IKHLAS Jakarta).
sebagai bahan pertimbangan bagi bapak, dengan ini saya lampirkan :
1. Outline
2. Abstraksi
3. Daftar Kepustakaan Sementara
Demikianlah judul skripsi ini saya ajukan, dengan harapan semoga bapak
berkenan menyetujui dan sekaligus menentukan Dosen Pembimbingnya. Atas perhatian
Bapak, saya ucapkan banyak terima kasih.
Was s al am u' alaik um ll/r. lI/ b.
Nama
NIM
Fakultas
Jurusan
/fu, ",f
,d\" DEPARTEMENAGAMA---I-
-&W&. ulN JAKARTA i ronm lrnrI- _ _ _ --. Jt rr H ruagda No
lr:y,r":::!,,*le l l n A ' f F r F h r r A r r ^
r\o. uoKumen : Fl ' fK_FR_AKD-082I gt . I erotr : 1 september 200gNo. 00RevisiHal . . 1t l r
\ . rv r \ , { | TEr1 tv tLJHUNAN l4 lN p ENELITIANi-"i
Norr ro r : Un.0 l / l r . l /1 rp .009 l t .7L / l :00gLarrrp. : OutlinctPropo.;al
t
Hal : Perrnohonin Iz in penel i t ian
Kepada Yth.Kepala SMP Islanr Al-Ihhlas
Jakarta
Assn/atttu' al o i htm wr.tvh.
Deugarr l rorrnat l iarni s i : rrrpajkan balrua,
Jakarla, 13 Februari 2009
Type I Throughl : ight Cr ldr : o f 'SMp ls larn Al -
NanraN I MSenrcsterJurtrsanJuci i r l Sl ' ipsi
: Ahntad San i: 1 0 5 0 1 4 0 0 0 3 7 0: V l l l: Pendidikan Bahasa Inggr. is: Ar ra lys is on feach ing Conc l i t iona l Ser r tence
Colr i r i turr ic l t ivc Approaclr ( A Sttrcl l , cusc, atIkhlas Jakarra
adalah bettar tnal tasisrva/ i I rakultas l l ' ru 1'arbi1,ah c]a, Kegurtra' UIN Jakarta va'g sedangnlen\/r ls l ln skr ipsi ' dan akal i t t tet tgadaka'penel i i iarr (r iset) di instansi ; ,a 'g saLrdara pimpin.
UIrtuk i tu kar:r i nrol ton . Sattdara clapat nrengizinkan ma6asis*,a tersebut nrelaksanakanpenel i t ian di tenrpat dimaksud.
Atas perhat ia ' c la, ker ja sanra sarrclarer, kar ' i ,capka' ter ima kasih.
II/as s cr I u tn tr' u I q i ku t t t tyr.tp b.
Ternbusan:l Dekan I : l ' lK2. Pernbantu Dekan l l ic lang Akadernik3. Nlahasisrva ) ,arrs bcr .sangl iu tan
iln\/ts
36 356
