NAMA NIM

: BETI DWI NURHASANAH : 04360105

A DESCRIPTIVE STUDY ON TENSES MASTERY OF THE SECOND YEAR STUDENTS OF SMP 1 SUBOH IN ACADEMIC YEAR 2006 2007

CHAPTER I INTRODUCTION 1.1 BACKROUND OF THE STUDY

In 2004 curriculum or competence based on curriculum, its stated that learning Engglish in Senior High School is directed towards mastery of Engglish skill conssting of listening, speaking, reading, and writing skills. Besides that, one of the basic competence above is linguistic competence which aims to apply and comprehend language focus including grammar, vocabulary, pronunciation, and spelling in english text well. Four the more, students are expected to be able to read text book written in English. Since English is a foreign language for indonesian students, many factor may influence the students success in learning English, such as the lack of using English in the students daily life may retard their mastery on english stucture. The students often make error in applying structure especially tenses, many students speak English with indonesian stucture. They might not relies that they use it ungrammatically and its possible that they have not understood the grammer yet. The fact that students mastery on grammar especially tenses is still poor. To understand the grammar appropriately the students have to master them, because the mastery of grammer support the mastery of the four language skill. In addition, to learn tenses is one of the roles of language that describe the time when the action in one sentence happens. So, it is not seperation in

writing English sentence. Because in writing a paragraph we must composed group of sentence, the structure is very important to be studied to make a good sentences in the paragraph. In learning English, one of difficult things to learn is grammar in cluding tenses. In other words, to master English the students should understand the rules of tenses. So, the students can improve the four English skill. It means that tenses mastery is needed in learning the four English skills. This research focus on the use of simple present, simple past, present continuous, and future tense. The reason to choose those tenses is because the tenses are the basic skills to write in English and how to students use the tenses in daily life practically. This study was intended to know the students tenses mastery after they had learned the grammar and structure materials, and to know the method for teaching tenses about the simple present, simple past, present continuous, and future tense from the English teacher.

1.2 STATEMENT OF THE PROBLEM

Dealing with the background above, the writer formulate some statement of the problem as follow: 1. How far is the tenses mastery of the second year students of SMP 1 SUBOH in the academic year 2006 2007 ? 2. what are the method for teaching tenses of the second year students of SMP 1 SUBOH in the academic year 2006 2007 ?

1.3 PURPOSE OF STUDY

Based on the statement of problem above, the writer has made the purpose of study as stated bellow: 1. To describe how far the tenses mastery of the second year students of SMP 1 SUBOH in the academic year 2006 2007 2. To describe what are the method for teaching tenses of the second year students of SMP 1 SUBOH in the academic year 2006 2007

1.4 SCOPE AND LIMITATION

The scope of this study are simple present, simple past tense, present continuous, future tense and the writers give limitation on the second years of SMP 1 SUBOH.

1.5 SIGNIFICANCE OF THE STUDY

The result of the research are expected to be beneficial for the following people. 1) English teacher The result are useful for the English teacher as information to know his/her students tenses mastery. The information can be used as a consideration to improve the teaching quality to increase the student tenses mastery. 2) Students The result are useful for the students as information to know their tenses mastery, so they can improve since its importance to be mastered to support the improvement of the English skills. 3) All people The result of this research are useful for government, publisher and any one who concern with education world to develop science and technology. 4) Other Researcher The result of this research might become a reference for other researchers who want to cunduct the further research on the similar problems, by using another design, such as an experimental research or a classroom action research to develop the students tenses mastery.

1.6 DEFINATION OF KEY TERM

Tenses mastery In this research, tenses mastery means the students mastery of tenses taught by English teacher that confers the mastery of the simple past, simple present, present continuous, and future tenses.

CHAPTER II RIVIEW OF RELATED LITERATURE

3.1.

ENGLISH TENSES
This chapter presents the literature riview related to the research problem. The theory riviewed cover the simple present, simple past, present continous, and future tenses, tenses mastery assessment and the significance of the tenses mastery. According to Hornby say that: The word tenses stands for a verb forms or series of verb used to express time relation. (1974: 891) Widarso and Mariani stated that: A tenses is a verb forms that express when the event or action happens. (1994:149) So from two statements above are, tenses may indicated wheter an action, activity or state is in present, past or an activity in future or in progress over a period of time. There are sixteen types of tenses and this research, four types of the tenses were used. They are simple present, simple past, simple past, present continousand future tenses. The reason of choosing the four types of tenses is that are the material of grammer and structure as steted in the 2004 english curriculum for the students of the junior hight school, especially the second year students. The four type of tenses have been learned by the students since the first year by the English teacher.

3.1.

TENSES MASTERY ASSESSMENT

In tensting of grammar to ESL/EFL (English as a second language/English as a foreigh language), learners should be carried out in context with discourse or text providing the appropriate pedagogical frame. In this case, the teacher can adapt and extend for their own purposeswhen testing grammar (Murcia-Celce 2000:61).

In giving assessment, itis suggested to us to use meaningful exchanges in grammatical forms. In order to make sure that young learners use language in meaningful ways, we must remember to combine form and context. For example, students can tell about personal experiences in order to use verb in the appropriate tense. At the end of teaching, the teacher give them the formal rule of each structure and gets them to compare it with the rule they have generated. If useful, the students can also work at correcting some of the errors they have produced while covering the material in the unit.learners who do such activities can remember and apply well the grammar they learn. By knowing those characteristics of testing grammar, the techniques of teaching for the students of junior hight school should be carefully selected. They should be suitable with the childrens phychological development and also with their interest. For example, the teacher uses media to make the teaching learning process more fun. Also, an English teacher plays more an important role in English instructions. Therefore, an English teacher should have qualities in teaching English Gill and Crocker (1999:111) said that teachers should be able to: 1) Understand and appreciate their pupils use of language 2) Contribute to the development of their pupils language competence 3) Choose appropriate methods of teaching 4) Evaluate language text, schemes, programmes and equipments

3.1.

SIGNIFICANCE OF TENSES MASTERY

According to Rusli (1998:1) by mastering the tenses, the students will achieve some benefits, such as the students will know and understant the time of the action, the completeness expressed by the usage of the verb in the simple present, simple past, present continuous and future tense. Also, the students can read and write the sentences in English that are found in daily activity and perhaps it can be a good basic of reading English text. In general the students will be easier to study more advanced materials of english once they master the tenses well. By mastering tenses,

students are expected to be able speak and communicate in standard english grammatically. They can compose simple text in narative form, poem, and dialogues. The other skill can be found is students also learn how to use tenses verb in order to compose simple quistions, expressions, dialogues when they talk. Of chourse, students have to know when the action happen. Besides that, learning English tenses and master it, it will guide the students how to make correction of wrong sentences made by a speaker or may be found in English text. They can make correction for his/her friends who make errors in applying structure of sentences especilly in using tenses. Therefore, to understand the grammar appropriately the students must to have a mastery of them. Because the mastery of grammar support the mastery of the four basic competences of language skills, namely listening, speaking, reading and writing competence.

3.1.

TENSES

MASTERY

AS

STATED

IN

THE

COMPETENCE BASED CURRICULUM

Tenses mastery for the students of junior high school has been formulated in the 2004 curriculum or competence-based curriculum. The aim of this competence is to apply skills and comprehend language function or English components, such as: grammar and structure, vocabulary, spelling, and pronunciation in English text correctly. In the materials of english, tenses mastery are formulated in subject matter and students are expected to master them based on indicators given. For example: in English text of narrative, it discusses mostly simple past tense. But, in recent information of narrative, it discusses simple present. Besides, to express certainty, asking and giving comment, asking some information, simple future is mostly used. Expressing physical description, personal identity and doing or describing object or something, expressing daily activities, are using simple present and simple continuous tense. Students are expected to be able to master their tenses well.

CHAPTER III RESEARCH METHODOLOGI 3.1. RESEARCH DESIGH

The desigh of this research is descriptive study. According to suryabrata (1983:19) a descriptive research is not intended to prove a hypotesis, but it is intended to describe a certain situation systematically, facyually and accuratelly. The prosedures used in this research design are as follows: 1) Collecting the data by giving test of tenses 2) Analyzing the collected main data by the percentage formula 3) Classifying the results of data analysis based on the classification of the score levels 4) Concluding the results to answer the research problem.

3.2.

SUBJECTS OF THE STUDY

The population of this research is the second year students of SMP 1 SUBOH. The total number of the students are 34 students. The writer takea all students, so that the writer uses population method. Arikunto (1993:112) states that if the number of the respondents is less than 100 persons, it is better to take all the subjects. On the other hand, if the number of the respondents is more than 100 persons, it is necessary to take 10%-15% or 20%-25% of the whole population as the respondents.

3.3.

DATA COLLECTION METHOD

Data collection methods are systematic standard procedure of getting the data needed and the data must be collected by using appropriate method. There are many kinds of collecting data in this research. The researcher uses test to collect the data on the students score of tenses. An achievement test was used in this research because the purpose of the test is to know how far the students have mastered the simple present, simple past, present continuous and future tense that have been taugh by English

teacher. Hughes (1989:10) states that achievement test is directly related to language course, the purpose is to establish how sucessful individual students, group of students, or the courses themselvest have been in achieving objectives. The tenses test are made by the researcher. Based on the scoring procedure, test can be devided into objective and subjective test. Hughes (1989:19) state that if no judgement is required on the part of the score, the scoring is objective. If judgementis called for, the scoring is said to be subjective. The test used in this research is objective test.

3.4.

RESEARCH INSTRUMENT
1) Instrument The procedures of developing instrument are as follows: (1) Determining test objectives and scope, (2) Selecting test format, (3) Developing test items or each item, (4) Scoring the test, (5) Trying out the test, (6) Reporting the result of try out to find difficult level, discriminating power, validity and reliability of the test. The test objective here is to know how far is the second year students master their tenses. The tenses mastery cover the simple present, simple past, present continuous and future tense. The test consists of 40 items and divide into 10 items of the simple present, 10 items of simple past, 10 items of present continuous, and 10 items of simple future tense.the students are asked to use or choose the verb or to be and use adverb of time into the correct tenses form. 2) Item Analysis To know whether a test is good or not, the researcher is counting the difficulty level (DL) and discriminating power (DP) of each item. The writer arranges that result of the test into two groups. They are upper and lower group. The difficult level is obtained by adding the total number of correct answer of upper group and lower group. Then it is devided with the total number of upper group and lower group

The discriminating power is obtained reducing the total number of correct answers of upper group and lower group. Then it is devided with the total number of upper group and lower group 3) Validity ot the Test The tenses materials are stated in the 1994 English curriculum and the 2004 curriculum for the junior high school. Therefore, this test is valid since it used content validity. Meanwhile, Hughes (1989:42) states that a valid test must provide consistently accurate measurements. It must reliable. It means that a valid test must be reliable as well. The content or curriculum validity of the tenses materials No 1 2 3 4 Tenses Material Simple Present Tense Simple Past Tense Simple continuous tense Simple Future Tense Item Number 1 10 11 12 21 30 31 40

3.5.

DATA ANALYSIS METHOD

The data analysis method is a way to analyze the obtained data. There are two technique of analyzing data, namely qualitative and quantitative. The qualitative technique or non-statistical technique deal with the qualitative data. The quantitative technique or stastical technique deal with quantitative data in the form of numbers This research works with quantitative data. The data are the second year students mastery of tenses in the form scores. To know the students tenses mastery in the form of the percentage, the collected data are analyzed by using the following formula: we can look from the percentage of the students tenses mastery (of each indicator), the score of each indicator obtained by the students, and the total score of the test items. Adapted from Ali, 1993 : 189. The steps of analyzing the data are as follows:

1) Scoring the students results of the simple present, simple past, present continuous, of future tenses 2) Analyzing the collected main data by the percentage formula above 3) Describing the results of the data analysis to answer the research problems 4) Classifying the results of the data analysis based on on the classification of the score levels presented. The classification of the score levels from depdikbud (1994 : 10) Score 96% - 100% 86% - 95% 76% - 85% 66% - 75% 56% - 65% 46% - 55% Category Excelent Very good Good More than fair Fair Poor

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REFERENCES
Ali, M. 1993. Strategi Penelitian Pendidikan. Bandung: Angkasa Arikunto, S. 1993. Prosedur Penelitian: Suatu Pendekatan Praktek Edisi, Revisi V. Jakarta: Rineke Cipta. Ary, D, Jacobs LC and Razavieh, A. 1979. Introduction to Research: Second Edition. London: the University Of New England. Azar, BS. 1993. Understading and Using English Grammar. Jakarta: Binarupa Aksara. Brown, W. And Yule, G. 1995. Teaching the spoken Language. New York Cambridge University Press. Burhan, N. 2002. Penilaian dalam Pengajaran Bahasa dan Sastra. Yogyakarta: PT. BPFE-Yogyakarta. Depdibud. 1993. Kurikulum Pendidikan Dasar: GBPP SLTP Bahasa Inggris. Jakarta: Depdikbud. Depdiknas. 2003. Kurikulum 2004 Bahasa Inggris SMP. Jakarta: Depdiknas. Gill, M. And Crocker, WJ. 1977. Engglish in Teacher Education. British: the University of New England. Hornby, S.1974. Oxford advanced Learner s Dictionary of Current English. London: Oxford University Press. Hughes, A. S. 1989. Testing for Language Teacher. New York: Cambridge University Press. Kon, TS. 1993. Practional English Usage:English as a Second Language, Book 5. Jakarta: Binarupa Aksara. Murcia, MC. And Olshtain, E. 2000. Discourse and Context in Language Teaching. New York: Cambridge University Press. Purwanto, N. 2000. Prinsip-prinsip dan tehnik Evaluasi Pengajaran. Bandung: PT. RemajaRosdakarya. Rusli, SR. 1998. Bahasa Inggris I. Jakarta: Universitas Terbuka. Suryabrata, S. 1983. Metodologi Penelitian. Jakarta: CV. Rajawali. Widarso, W. And Mariani, L. 1994. Comlete English Gramma . Yogyakarta Kanisius.

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