SOME DIFFICULTIES FACED BY THE STUDENTS

IN LEARNING THE PRESENT PERFECT TENSE

(A case Study at the Third Year of SMP Puspita Bangsa Ciputat)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Language Education

By

Linda Maisari
203014001572

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
i

DEPARTEMEN AGAMA
UIN JAKARTA
FITK

FORM (FR)

Jl. Ir. H. Juanda No. 95 Ciputat 15412 Indonesia

No. Dokumen
Tgl. Terbit
No. Revisi
Hal

: FITK-FR-AKD-069
: 27 Juli 2009
: 00
: 1/1

SURAT PERNYATAAN SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama

: Linda Maisari

Tempat / Tgl Lahir

: Tangerang, 05 05 1984

NIM

: 203014001572

Jurusan / Prodi

: PBI

Judul Skripsi

: Some Difficulties Faced By Students in Learning

The Present Perfect Tense

Dosen Pembimbing

: Dr. Fahriany, M.Pd.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 28 Februari 2011

Mahasiswa Ybs.

Linda Maisari
NIM : 203014001572

ii

iii

iv

ACKNOWLEDGMENT

In the name of Allah, the beneficent and the Merciful. All praise be to
Allah Lord of the world, who has blessed the writer in completing this paper.
Peace and blessing be upon the prophet Muhammad SAW, his family, his
companions, and to all his followers.
On this great occasion, the writer would like to say her great honor and
deepest gratitude to his beloved parents: my father, Zakaria. A.Ma.ed (alm) and
my mother, Sarkiyah A.Ma.ed, Her sister, Lianah Dwi A.Ma.ed and her brother,
M. Agus Salim A.Md, and whole family who gave her huge motivation and moral
encouragement to finish the paper.
Her gratitude also goes to:
1. All lecturers of English department who have taught the writer during his
study.
2. Drs. Syauki, M.Pd. as the head of English Department.
3. Mrs. Neneng Sunengsih, M.Pd. as the secretary of English Department.
4. Prof. Dr. Dede Rosyada, MA as the Dean of Tarbiyah Faculty.
5. Dr. Fahriany, M.Pd. as the writers advisor for her sincerity in guiding the
writer carry out this work from beginning to the end.
6. All staffs and officers of the library of UIN Jakarta who have given
permission to use and copy their books for her paper.
7. All the staffs, officers and teachers of SMP Puspita Bangsa CiputatTangerang Selatan.

vi

8.

All her big families who always keep their pray for the writer.

9. All her best friends (Umi Aisyah, Setiana. S.W Sitepu, S.Pd, Ida S.Pd,
Rupedih, S.Ag, Arif Rahman Tanjung, S.Pd, Moh. Cahyono Adhi Nur,
S.Pd, Nandang Sunandar said, Ade Cahyati, Erma lina, S.Pd, Inayah, S.Pd,
Mira delima, Juweria, Herlinawati, S.Pd and Leni) who always help and
give the writer inspiration and remind her in accomplishing this skripsi
May Allah SWT guides and gives them all happiness through out
theirs live. Amin.
Finally, the writer realizes that this skripsi is not perfect; therefore, the
writer would like to accept any constructive critic and suggestion to make this
skripsi better. By all modesty, the writer hopes this skripsi would be useful for
the writer and especially who interested in English education.

Jakarta, February 28, 2011

The writer,

vii

ABSTRACT

MAISARI, LINDA. 2011 Some Difficulties Faced by the Students in

Learning the Present Perfect Tense (A Case Study at the Third year of
SMP Puspita Bangsa Ciputat), Skripsi, English Department, The Faculty
of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic
University Jakarta.
Advisor: Dr. Fahriany, M.Pd.
Key words: Learning Difficulties, Present Perfect Tense
The purpose of this study is to describe the students difficulties in
learning Present Perfect tense at the third year students of Puspita Bangsa junior
High School Ciputat, it includes what kind of difficulties faced by the students of
SMP Puspita Bangsa in learning Present Perfect Tense.
The aim of the research is to analyze about what kind of difficulties faced
by the third year students of SMP Puspita Bangsa in learning present perfect
tense. Sample of the research are as 36 third year students. This research is using
case study method by collecting data from observation, test and questioner.
The finding of study state that the third year students of SMP Puspita
Bangsa Ciputat still find difficulties in learning present perfect tense, because the
students have not mastered yet the form of present perfect tense: the use of
have/has, regular and irregular verb-form of past participle, especially the form
of past participle. Besides, the students still confuse using the time expression of
present perfect tense.
The writer suggested that the teacher should explained about the form and
the use of present perfect tense in clear way in other to make students understand,
the teacher should give more exercises related to the present perfect tense. For the
students, they must learn individually about present perfect tense and should pay
attention to the teachers explanation.

viii

ABSTRAK
MAISARI, LINDA. 2011, Some Difficulties Faced by the Students in Learning
the Present Perfect Tense (A Case Study at the Third year of SMP
Puspita Bangsa Ciputat), Skripsi, pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Pembimbing: Dr. Fahriany, M.Pd.
Kata kunci: Kesulitan belajar, Present Perfect tense

Tujuan dari penelitian ini adalah untuk menggambarkan kesulitankesulitan siswa dalam belajar present perfect tense pada kelas tiga siswa SMP
puspita Bangsa Ciputat. Tujuan tersebut untuk mengetahui jenis kesulitan apa
yang siswa SMP Puspita Bangsa hadapi dalam belajar present perfect tense.
Selain itu tujuan penelitian ini adalah untuk menganalisa kesulitankesulitan siswa dalam belajar perfect tense pada kelas tiga siswa SMP Puspita
Bangsa Ciputat. Siswa yang termasuk dalam penelitian ini berjumlah 36 siswa.
Penelitian ini menggunakan metode studi kasus dengan mengumpulkan data-data
observasi, test dan questioner.
Berdasarkan hasil penelitian ini, menyatakan bahwa siswa kelas tiga SMP
Puspita Bangsa Ciputat masih mengalami kesulitan dalam belajar present perfect
tense, karena siswa belum menguasai bentuk present perfect tense: penggunaan
Have/has, perubahan bentuk kata kerja ke tiga baik kata kerja yang beraturan atau
yang tidak beraturan. Selain itu siswa masih bingung kapan waktu menggunakan
present perfect tense.
Penulis memberikan saran kepada guru untuk menjelaskan tentang bentuk
dan penggunaan present perfect tense dengan jelas untuk membuat siswa mengerti
materi tersebut dengan mudah, selain itu guru harus memberikan banyak latihan
yang berhubungan dengan present perfect tense. Untuk siswa, mereka harus
belajar secara individu tentang present perfect tense dan harus memperhatikan
penjelasan guru dengan cermat.

ix

TABLE OF CONTENTS

Page
COVER ..............................................................................................................

SURAT PERNYATAAN KARYA SENDIRI ................................................. ii

APPROVEMENT SHET .................................................................................. iii
ENDORSEMENT SHET .................................................................................. iv
ACKNOWLEDGEMENT ................................................................................

ABSTRACT ...................................................................................................... vii

ABSTRAK ........................................................................................................ viii
TABLE OF CONTENS .................................................................................... ix
LIST OF TABELS ............................................................................................ xi
LIST OF APPENDICES .................................................................................. xii

CHAPTER I : INTRODUCTION
A. Background of the Study .............................................................

B. Limitation of the Study ...............................................................

C. Statement of the Problem ............................................................

D. Objective of the Study .................................................................

CHAPTER II : THEORETICAL FRAMEWORK

A. Tense ............................................................................................

B. Kind of Tense ...............................................................................

C. Present Perfect Tense ...................................................................

1. The Meaning of Present Perfect Tense ...................................

2. The Form of Present Perfect Tense .........................................

3. The Usage of Present Perfect Tense ........................................ 14

D. Learning Difficulty ...................................................................... 18
E. Difficulties in Learning Present Perfect Tense ............................. 22

1. Difficulty in Form of Present Perfect Tense............................. 22

2. Difficulty in the Use of Present Perfect Tense ......................... 25

CHAPTER III : RESEARCH METHODOLOGY

A. The Object of the Research ......................................................... 28
B. Place and Time ............................................................................ 28
C. Method of the Study .................................................................... 29
D. Population and Sample ................................................................ 29
E. Instrument of Research ............................................................... 29
F. Technique of Data Collecting ..................................................... 30

CHAPTER IV : RESEARCH FINDINGS

A. Data description ........................................................................

32

B. Data Analysis ............................................................................

33

C. Data Interpretation ....................................................................

39

CHAPTER V : CONCLUSION AND SUGGESTION

A. CONCLUSION ........................................................................... 41
B. SUGGESTIONS ......................................................................... 41

BIBLIOGRAPHY ............................................................................................. 43
APPENDIXES ................................................................................................... 45

xi

LIST OF TABLES

Table

Page

Table 4.1 Present Perfect Tenses and Its Distribution in the Test item ............ 32
Table 4.2 Students Score of Test Result .......................................................... 35
Table 4.3 The Classification of Scores by S. Arikunto ..................................... 37
Table 4.4 Frequency of the Difficulty in Present Perfect Tense ....................... 38
Table 4.5 Kind and percentage of difficulty in present perfect Tense .............. 40

xii

LIST OF APPENDICES

Page
Appendix 1 English test ...................................................................................... 45
Appendix 2 Answer key of students test ........................................................... 47
Appendix 3 Questioner guide for English teacher .............................................. 48
Appendix 4 Questioner transcript from teacher .................................................. 49
Appendix 5 Questioner guide for students .......................................................... 53
Appendix 6 Questioner transcript from students ................................................ 54

xiii

CHAPTER I
INTRODUCTION

A. Background of the Study

English is a foreign language in Indonesia that has been taught from
Elementary School as a Local Content, and Junior High School until Senior
High School as a compulsory subject, up to University. People realize that
teaching English became very important now and needs much concern. In
Learning English, there are four skills (listening, speaking, reading, and
writing) and complements, they are: grammar, pronunciation, and Vocabulary
for supporting the development of those skills. Besides the four skills,
Grammar also should be mastered by students. Grammar is needed even in
communication, without the proper knowledge of grammar the students will
find many problems to build up the sentences and express their idea for
communication activities, lf the grammar is good, they will be confident in
speaking English with other people. According to Penny Ur, there is no doubt
that a knowledge-implicit of grammatical rule is essential for the mastery of
language: you cannot use words unless you know how they should put
together1 Without the proper knowledge of the students grammar will find

Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press,

1998), p. 4

many problems to build up the sentences and express their idea for
communication activities.
Now English is the most common language used throughout the world.
A distinction is often made that depends on how the language is learned: as a
native language (or mother tongue) or as a foreign language.2 English is as a
foreign language in Indonesia. Many schools in Indonesia, English is
determined as a compulsory subject in national curriculum. The curriculum
that progresses now what it is called A Kurikulum Tingkat Satuan Pendidikan
(KTSP) or issued in 2006 curriculum. In this curriculum, grammar is one of
the point in teaching learning English for junior high school. The grammar
focus for the third year students in second semester are about simple present,
simple past, the present prefect and future.
In this English curriculum of KTSP, each skill has Standar Kompetensi
(SK) and Kompetensi Dasar (KD). Standar Kompetensi (SK) become the
global explanation and Kompetensi Dasar (KD) as the specific explanation of
Standar Kompetensi and Matery (pokok / Pembelajaran).
Dalam konteks pendidikan, bahasa Inggris merupakan alat untuk
berkomunikasi secara lisan & tulis. Berkomunikasi adalah memahami &
mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu
pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam
2

Sidney Greenbaum and Randolph quirk, A Students Grammar of the English Language
(English Longman, 1990), p. 1

pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan

memahami dan menghasilkan teks lisan & tulis yang direalisasikan dalam
empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca, &
menulis. Ke empat keterampilan inilah yang digunakan untuk menanggapi
atau menciptakan wacana dalam kehidupan bermasyarakat.3 (on the
educational context, English is means to communicate orally and written.
Communication is to understand and to express informasi, thought, feeling
and to develop knowledge, technology and culture. Ability in communication
and able to understand the text.
Actually, many Junior Hight School students have some difficulties in
learning English language skills and English language complements.
According to their. These problems can be known from the result of the
students achievements and the teacher evaluation. So the teacher role is very
important to make the students be creative to solve their problems.
The writer chooses SMP Puspita Bangsa as a case study because the
writer did the research about Some Difficulties Faced By The Students in
Learning Present perfect Tense. To measure the ability and to get the data of
the students score in SMP Puspita Bangsa, so the writer decided to give the
test and Questioner. The teacher use book Stepping more, Junior High School

Departemen Pendidikan Nasional, Op, Cit. p. 211

grade IX, Firmansyah Diyata. Chapter V, page 126, and The Bridge English
Competence for SMP Grade IX, page 84.
Some writers believe that in learning English as a foreign language or
second language the learner should, first of all, master the grammar structure
system, the basic structural patterns of the present perfect tense items.
Grammar is one of the language aspects which are taught to every
language learner. It has an important role in understanding the English
language. As said by W. Stannard Allen in living English structure stated:
English has three main divisions, past, present and future...4 Absolutely,
the verb in English influenced by the time, when it happens or will happen
(past, present, or future). So a verb should be concord or related with the time.
Accoring to Raymond Murphy: We use the present perfect (have
been/ have played/ have done etc.) when we talk about a time from the past
until now-for example, your life: Ive seen that women before but I cant
remember when.5
In this skripsi, the writer will not discuss grammar in general. She will
write about tense. Tense is one of discussions of grammar in general.
According to Laurie Bauer said tense is usually defined as relating to the time

W. Stannard Allen, Living English Structure (London: Logman, 1987), p.75

Raymond Murphy, Essential Grammar in Use. (New York: Cambridge University Press,
1990), p.32
5

or an action, event or state. 6 The time of the action is commonly expressed by

the verb. Almost all verbs can show the difference between the past and
present by a change in the verb form. With tense students can know when the
action occur, and understand the correspondence between the form of the verb
and their concept of time.
According to Richard Viet, Tense is frequently described as the
property that relates to the time a verbs action is performed7. some
grammarians said that English has a great variety of tenses. This is one of
reasons why the Indonesia students have difficulties in understanding tenses,
because there are no tenses in Indonesia language. Present perfect tense is one
tense that should be mastered by students.
When the students want to tell a verb that used to indicate an action
that took place at an indefinite time or over a period of time in the past, but
still has relevance in the present.8 We call it the present perfect tense.
Eventhough the third grade students of Junior High School have
learned it, they still find difficulty in learning present perfect tense, especially
in using forms and usages.

Laurie Bauer, English word formation (Cambridge: Cambridge University Press, 1983),

p. 157.
7

Richard Viet, Discovering English Grammar, (Boston Houghton Mifflin Company

1986), p. 149
8
E. Wishon & Julia M. Burks, Lets Write English, Revised edition, (New York: Litter
Educational Publishing International, 1980), p. 206

This is the reason, why the writer is interested in writing about the
problems in grammar test in Present Perfect Tense for the third year students
of SMP Puspita Bangsa Ciputat.

B. Limitation of the Study

The writer limits the study error or difficulties at the third year of SMP
Puspita Bangsa Ciputat. These errors are taken from the test focused on
Perfect tense, either the forms or the usages.

C. Statement of the Problem

Based on the writer formulates the problem as follows: WHAT KIND
OF DIFFICULTIES FACED, BY THE STUDENTS OF SMP PUSPITA
BANGSA IN LEARNING THE PRESENT PERFECT TENSE?

D. Objective of the Study

The purpose of the study is to find out the difficulties in learning
grammar, especially present perfect tense of the students at the third year of
SMP PUSPITA BANGSA Ciputat in terms of forms or the usages, and then
can use in their daely life.
In addition, the writer expects this skripsi will be useful for herself
and other people in general.

CHAPTER II
THEORETICAL FRAMEWORK

This chapter contains the description of the theoretical framework of

relevent theories concerning by the students in learning present perfect tense.

A. Tense
Definition of English Tense
One of The important things in learning grammar is tense. Marella Frank
defines, tense is special verb ending or accompanying auxiliary verb signal
the time an event takes place1 Almost all verbs can show the differences
between the present, past and future time by changing in the verb form. From
this, can be also defined as tenses is an actual usage, refers consistently only
to grammatical forms2. So time, as Lyons say, tense is grammaticalizes the
relationships which held between the time up the situation that is being
describe and the temporal zero point of the deictic context3
Based on the explanation above, the writer can conclude that tense is a
verb form or series of verb Forms used to express a time relation. Tenses may
also indicate whether an action, activity or state is past, present or future.

Marcella Frank, Modern English A Practical Reference Guide, (London, Prentice-Hall,

Inc, 1992), p.47.
2
Julia M. Burks and George E. Wishorn, Lets write English (New York Little
educational publishing inc, 1880), p.192
3
Renat Declerck. Tense in English. Its Strucutre and Use in Discourse. (London:
Routledge, 1994), p.7

B. Kinds of Tense
Based on Longman Grammar of Spoken and Written English defines,
from structural point of view, English verbs are inflected for only two tense:
present and past4
In her book Modern English: A Practical Reference Guide Marcella
Frank points out, there are three past tenses and two future tenses. Note
further that the past perfect is tied in time to the past tense, the present perfect
to the present tense, and the future perfect to the future tense.5
So, if simple and compound tense are mixed together, there are twelve
kinds of tenses. They are: simple present, simple past, simple future, present
progressive, past progressive, future progressive, present perfect, past prefect,
future perfect, present perfect progressive, past perfect progressive, and future
perfect progressive.

C. Present Prefect Tense

1. The Meaning of Present Prefect tense
Present perfect tense, in Oxford Learners Pocket Dictionary
defined as verb which expresses an action done in a time period up to the
present, formed in English with have/has and past participle.6
Raymond Murphy said: When we talk about a period of time that
continues up to the present, we use the present perfect.7

Douglas Biber, et.al., Longman Grammar of Spoken and Written English, (Harlow:
Pearson Education limited, 1999), P.453
5
Marcella Frank, Modern English: A Practical Reference Guide, P.66
6
Oxford Learners Pocket Dictionary, (New York: Oxford University Press, 2009), new
ed., p. 347
7
Raymond Murphy, English Grammar in Use With Answer. (Cambridge :Cambridge
University Press, 1985), p. 28

From two definitions above, the writer concludes that present

perfect tense can be defined as an action occurred in the past which are
completely finished but still have connection to the present or future.

2. The Form of the Present Perfect Tense.

There are many tenses in English grammar; one of them is present
perfect tense. There are some definitions about present perfect tense such
as follows:
According to Betty Schrampfer Azar in Fundamentals of English
Grammar pointes out that The basic form of the present perfect: have or
has + the past participle. Use have with I, you, we, they, or plural noun
(e.g., Students). Use has with she, he, it, or a singular noun (e.g., Jim).
With pronouns, have is constructed to apostrophe + ve (ve) and has to
apostrophe + s (s).8
a. Affirmative
To make affirmative statement, we use the following formula :
S + have/has + Past participle +

Example:

Betty S. Azar, Fundamental of English Grammar, (Jakarta: Binarupa Aksara, 1993),

edisi dwibahasa, second edition, p. 161

10

Subject

Have / has

Past participle

Have

Watched

The movie

We

Have

Played

Volleyball

They

Have

Eaten

Sarkiyah

Has

Finished

Her study

Zakaria

Has

moved

Since 1 p.m.

To make an affirmative statement, we use the following formula :

S + have/has + been + Past participle +

Example:
Subject Have/has

been

Have

been

At school

Since & a.m.

We

Have

been

here

For three day

They

Have

been

To Malaysia

This weekend

Sarkiyah

Has

been

To museum

This holiday

Zakaria

Has

been

In hospital

Since thursday

According A.J. Thomson and A.V. Martinet said: the present

perfect tense is formed with the present tense of have + the past
participle9.

A.J. Thomson and A.V. Martinet,

University Press, 1986), p. 165

A Practical English Grammar (London: Oxford

11

Present perfect tense is formed by using the auxiliary verb have/has

and the present participle form of the main verb (have/has+ regular or
irregular verb) and its commonly accompanied by definite time words
such as since and for.
b. Negative
To make a negative statement, we use the following formula
S + have/has + not + Past participle +

Example:

Not

Past
participle
Watched

The movie

Have

Not

Played

Volleyball

They

Have

Not

Eaten

Sarkiyah

Has

Not

Finished

Her study

Zakaria

Has

Not

moved

Since 1 p.m.

Subject

Have/has

Not

Have

We

To make a negative statement, the verb be, we use the following

formula:
S + have/ has + not + been + .......

12

Example:
Subject Have/has

not

been

Have

Not

been

At school

Since & a.m.

We

Have

Not

been

here

For three day

They

Have

Not

been

To Malaysia

This weekend

Sarkiyah

Has

Not

been

To museum

This holiday

Zakaria

Has

Not

been

In hospital

Since thursday

c. Interrogative
To make an interrogative statement of verb other than be we put
have/has before the subject. The following formula:
Have/has + Subject + Past participle +?

Example:
Have/has

Subject

Past participle

Have

Watched

The movie?

Have

We

Played

Volleyball?

Have

They

Eaten

Meatball?

Has

Sarkiyah

Finished

Her study?

Has

Zakaria

moved

Since 1 p.m.?

13

To make an interrogative statement of verb be, we use the

formula:
Have/has + Subject + .......?

Example:
Have/has

Subject

been

Have

been

At school

Since 7 a.m.

Have

We

been

here

For three days?

Have

They

been

To Malaysia

This weekend?

Has

Sarkiyah

been

To museum

This holiday?

Has

Zakaria

been

In Hospital

Since Thursday?

To make an interrogative statement of verb other than be, we

use the formula:
Havent/hasnt + Subject + past participle + .........?

Example:
Have/has

Subject

Past participle

Havent

Watched

The movie?

Havent

We

Played

Volleyball

Havent

They

Eaten

Meatball

Hasnt

Sarkiyah

Finished

Her study

Hasnt

Zakaria

Moved

Since 1 p.m.?

14

To make an interrogative negative statement of verb be, we

put has before the subject. The formula is:

Have/has + Subject + Past participle + .....?

Example:
Have/has

Subject

not

been

Have

Not

been

At school

Since 7 a.m.?

Have

We

Not

been

here

For

three

days?
Have

They

Not

been

To Malaysia

This weekend?

Has

Sarkiyah

Not

been

To museum

This holiday?

Has

Zakaria

Not

been

In Hospital

Since May?

3. The Usage of Present Perfect tense

Betty S. Azar, the present perfect expresses the idea that
something happened (or never happened) before now, at an unspecified
time in the past. The exact time it happened is not important. If there is a
specific mention of time, the simple past is used.

10

(e.g., I have been here

since seven oclock). we can conclude the diagram as follow:

10

Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice
Hall, Inc., 1989), p. 29

15

(Time?)

She also said, The present perfect also expresses the repetition of
an activity before now. The exact time of each repetition is not important.
(e.g.: I have met many people since I came here in June).
The present perfect also, when used with for or since, expresses a
situation that began in the past and continues to the present. In the
example, notice the difference between since and for: since + a particular
time, for + duration of time.
E.g.:
1) I have been here since seven oclock
2) We have been here for two weeks
In a Practical English grammar, A.J. Thomson and A. V. Martinet
state that this tense may be said to be sort of mixture of present and past, it
is always implies a strong connection with the present and is chiefly used
in conversation, letter, newspaper, and radio reports. 11
Michael Swan said when we want to talk about action or
situations, which started in the past and have continued up to the present,
we often use the present perfect to show the connection between past and
present.12

11
12

494

A.J. Thomson and A.V. Martinet, Op.cit, p.166

Michael Swan, Practical English Usage (Oxford: Oxford University Press, 1987), p.

16

The present perfect is very often used with since and for. Since is
used to say when something started; it is followed by a reference to a point
of time (e.g. Since April 27th). For is used to say how long something has
been going on; it is followed by reference to a period of time (e.g. for three
months).
Based on those statements above, it can be concluded that the
present perfect tense is used to express:
a. An action which happened at some unknown time in the past.
Examples:
I have already seen that film. I dont want to see it again
(It doesnt matter when I saw it)
Have you ever been to Germany?
(It doesnt matter when you went, I just want to know whether you
have been there or not).
b. An action or activity happened in the past and was repeated over a
period of time.
Examples:
I have eaten Chinese food several times.
She has visited Bali Island twice.
c. An action happened in the past and the result of the action continues to
or is still true at present.
Examples:
I Have closed the door.

17

(The result of the action continues to the present, i.e. now the door is
still close)
d. An action or state happened in the past and continues to the present.
Examples:
I have lived in Jakarta for twenty two years.
(I started to live in Jakarta twenty two years ago and I still live in
Jakarta now.
He has worked at the Bank since 2004.
(He started to work at the Bank in 1994, and he is still work there now)
e. These adverbs are frequently used in present perfect tense: ever,
already, yet, just, never.13
1. Ever means at any time
For example: Have you ever been to the British Museum?
2. Already means before now
For example: Have you already been to the British Museum?
3. Yet means up to now
For example: Have you visited the British Museum yet?
4. Just refers to the very recent past
For example: I have just visited that Museum.
5. Never means not any time
For example: I have never visited that Museum.

13

Elaine Kirn, rt. al., Interactions 1 Grammar 4 thEdition, (New York: Mc Graw-Hill
Companies, 2002), p.113

18

The time signal for present perfect tense are indicated by since, for,
this week, up to now, so far, not yet, already, often, once, twice, three
times, etc.14
From the discussion above the present perfect tense focused on the
action that happened in the past but related to the present moment. It is
used commonly to show that the action has just been completed, or at least
the effect of the action is still felt at the moment if speaking.

D. Learning Difficulty
Some students have difficulties in their learning. It can be showed by
their low/bad scores or achievement in several subject matters. Abu Ahmadi
and Widodo Supriyono defines, Dalam keadaan dimana anak/siswa tidak
dapat belajar sebagaimana mestinya, Itulah yang disebut dengan kesulitan
belajar. (The condition where the students cannot learn normally is called
learning difficulty).15
There are some factors which caused learning difficulties. According
to Abu Ahmadi and Widodo Supriyono, there are two factors: internal and
external factors, as follows:16
a. Students internal factors
The students internal factors are divided into two aspects, as follows:
14

Team of five, Improving Reading Skill in English (Jakarta: Darul Ulum press. 2001), p.

64
15

Abu Ahmad and Widodo Supriyono; Psikologi Belajar, (Jakarta: PT. Rineka Cipt,
1991), p.74 (translated by the writer).
16
Abu Ahmad dan Widodo Supriyono; Psikologi Belajar, p. 75-79 (Translated by the
writer)

19

1) Physiological Aspect, this aspect is about the condition of students

body from every part of the body.
2) Psychological Aspect, this aspect emphasizes on the inside
conditions of the students. It consists of students intelligence, talent,
interest, motivation, mental health and special type of learner.
b. Students external factors
Students extern factors cover all situations and condition around
environment that do not support students learning activity. Environment
factors cover as follows:
1) Social Environment, the social environment here is the human
environment outside students who have contact directly with them
such as family, in their school, neighbors and mass media.
2) Nonsocial Environment, the factors which include the nonsocial
environment are the location of students house, the schools
building, learning instruments, curriculum, and school timing. All
these factors are though could be the influences for students
achievement.
In addition, Syaiful Bahri Jamarah made it more specific
divisions the cause of learning difficulties into students factor,
schools factor, familys factor, and societys factor.17
a. Students Factor
Some factors that make students difficult in learning
17

Drs. Syaiful Bahri Djamarah, Psikologi Belajar, second edition, (Jakarta: Reneka Cipt,
2008), p. 237-246

20

1. Lack of intelligence
2. Lack of talent and not suitable with lesson which learning or
given by teacher
3. Unstable emotion
4. Lack of study activity
5. Lack of healthy
6. Not having motivation in learning
7. Etc.
b. Schools Factor
1. Personal of teacher is not good
2. Teacher does not have quality
3. Unharmonious relationship between teacher and students
4. Teacher is unskilled to diagnosis students difficult in
learning
5. The way teacher teach is lack of good
6. Media is not complete
7. Condision of school is not graffiti
8. Indiscipline
9. Etc.
c. Familys Factor
Family is an informal education (outside of school). It has an
important part in education world. Family also can make student
difficult in learning. Some factors that make it are:

21

1. Lack of tools of study for students in home

2. Less education fee that parents prepared
3. Familys healthy is less of good
4. Lack of parents attention
5. Children too much helping parents
6. Etc.
d. Societys Factor
Some factors in society that makes students difficult in learning
are:
1. Commotion, noise, dispute, fight, robe that often happen in
society
2. Electronic media like television that often showing properly
programs like immoral, pornograhic, etc.
3. Drugs
4. Slum area, dirty environment
5. Etc.
From the ideas above, the writer concludes that difficulty in
learning is a condition that makes students cannot get the output
learning target because there are barriers or threats that come from
inside or outside of the students.

22

E. Difficulties in Learning Present Perfect Tense

As it mentioned above that present perfect tense is one of the subject
in grammar that most of the students usually find the difficulties in learning
it. Martin Parrot in his book Grammar for English Language Teachers said
that learners generally have far more difficulty in using present tense
correctly than in understanding them. Even if they dont know or are unclear
about the difference in meaning between different tense, in most cases there is
plenty of information in the context to help them understand whether, for
example, an action is temporary or not.18 He also made some list of typical
difficulties for learners when they study the present perfect tense, they are:
form and meaning, the use of how long with for and since, and over-use of
present perfect forms.19
In English subject, some students have some difficulties in learning
tense, especially present perfect tense. Based on the description above, the
writer divided the two main difficulties in learning present perfect tense, they
are: the difficulty in form of present perfect tense and the difficulty in the use
of present perfect tense.
a. Difficulty In Form of Present Perfect Tense
The form of present perfect tense is have/has + past participle.
Have used for subject I, we, they, you while has used for subject he, she,
it. Raymond Murphy state, we form the present perfect tense with
have/has + past participle. Uses have with I, we, they, you. Use has with

18
19

Martin parot, Grammar for English Language Teachers, p. 162

Martin parot, Grammar for English Language Teachers, p. 163

23

he, she, it.20 But in fact, there are some students still have difficulty in
understanding the form of present perfect tense.
Here are the examples of mistakes made by students:
I has lost my chance to study abroad.
She have finished her homework.
The above sentences are wrong because the students use has for
subject I and use have for subject she. The correct answers for examples
above are:
I have lost my chance to study abroad.
She has finished her homework.
It proved that there are some students who still have difficulties in
understanding the form of present perfect tense, especially in putting
have/has for subject.
As it is mentioned above the form of present perfect tense is
have/has + past participle. But from the form above, there are some
students who also still have difficulties in using verb-form which is either
regular or irregular verbs of past participle.
Martin Parrot in Grammar for English Language Teachers,
explained about several reasons why learners may make mistakes in the
use of regular and irregular forms. They may:
1. (consciously or unconsciously) have learnt the wrong form of a
particular verb.

20

Raymond Murphy, English Grammar in use With Answer, p. 26

24

2. be quessing the form because they dont know what it is.

3. over-generalize ruler (for example, ignoring irregular forms or using
past forms in questions or infinitives)21
Here is the explanation about regular and irregular verbs, while
according to Raymond Murphy, English verbs consist of two kinds, as
follows:
1) Regular verbs
The simple past and past participle of regular verbs end in ed. For
example: clean (base form) cleaned (simple past) cleaned (past
participle).
2) Irregular verbs
a)

With some irregular verbs, all three forms (base form, simple
past, and past participle) are the same. For example: hit

b)

With other irregular verbs, the simple past is the same as the
past participle (but different from the base form). For example:
tell told

c)

With other irregular verbs all three forms are different. For
example: break - broke broken.22
An irregular verb is one of verb-forms that do not end in ed to

show past action. Therefore, to increase knowledge about irregular verbs,

students must be learned individually and must memorize the irregular

21

Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge

Press, 2004), p. 192
22
Raymond Murphy, Grammar in use, p. 254

25

forms. According to Robert Krohn, Many verbs, however, have irregular

forms. These forms must learn individually.23
Because the irregular verbs must be memorized, therefore there are
many students who still get difficulties in learning present perfect tense.
Although there are some students who have already memorized the
irregular verbs, they still get difficulties in putting these verbs in sentence.
Here are the examples of students difficulties in past participle:
Andy has knew Liza for a long time.
I have meeted many people since I came here in June.
The correct answers for example above are:
Andy has known Liza for a long time. (The irregular verbs all three forms
are different: know-knew-known
I have met many people since I came here in June. (The past participle is
same with simple past: meet-met-met)
The above example proved that there are some students who still
do not know of irregular verbs. They are still confused, when they should
use the first, the second or third verbs in their own sentences.

b. Difficulty in the Use of Present Perfect Tense

Some grammarians said that English has a variety of tense. This is
one of the reasons why the Indonesia students have difficulties in
understanding tense, because there are no tenses in Indonesia language.
23

Robert, Krohn English Sentence Structure, (Ann Arbor, The University of Michigan
Press, 1986), p.82

26

But in learning English, especially tenses, the students must be able to

distinguish every tense in English, especially between present perfect
tense and simple past tense. These tense are interrelated. They are used in
the past time. Some students are still confused to distinguish the use.
Wishon and Julie M. Burks said, the past tense is used for
activities that occurred over a period of time in the past, but are now
finished, or that occurred at intervals in the past, but dont occur now.24
While the present perfect tense is used to express the activity that
happened in the past but still related to the present moment of speaking.
According Betty Schrampfer Azar in Understanding and Using
English Grammar defined, The present perfect expresses the ideas that
something happened (or never happened) before now, at an unspecified
time in the past. The exact time it happened is not important.25
That statement has been supported by Elaine Kiln and Darcy Jacks
who said, The present perfect tense refers to an event that happened at an
unknown or unspecified time in the past. No specific time is given in a
present perfect statement or question. (If we use past time expression such
as yesterday or last week, we use the past tense).26
But in fact, there are many students who still make mistakes in
distinguishing the use of present perfect tense and simple past tense. This
is the example of students mistake: she has lived in Jakarta last year.

24

George E. Wishon and Julia M. Burks, Lets write English revised edition, p. 195
Betty Schrampfer Azar, Understanding and Using English Grammar, p. 29
26
Elaine Kirn and Darcy Jack, Interactions 1 Grammar, (New York: McGraw-Hill
Companies, inc., 2002), 4th edition, p. 130
25

27

The above sentence is wrong because the students use present

perfect tense instead of simple past tense. The correct answer is: She has
lived in Jakarta. That is because present perfect is not stressing the time
of the action whether past tense is stressing. It proved that there are some
students who find it difficult in distinguishing the use of present perfect
tense and simple past tense.

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this
research, includes the objective of study, place and time of research, method of
the study, population and sample, instrument of research, and technique of data
collecting.

A. The Object of the Research

The object of the research is the third year student of SMP Puspita
Bangsa Ciputat. First grade consists of 120 students which divided into three
classes; second grade consists of 136 students which divided into three
classes. Third grade consist of 121 students. So the write just consist third
grade A consist of 36 student.
In the field research, to make the writer easier in analyzing the data.
The writer did the observation, by giving the test and questioner to find out
some difficulties face by students in learning present perfect tense.

B. Place and time

The writer did the research at SMP Puspita Bangsa that is located at
Aria Putra Street no 9 Ciputat, Tangerang. The writer did the research from
January 27th up to February 24th 2010.

28

29

C. Method of the Study

This paper is written based on case study and field research: In this case
the writer took SMP Puspita Bangsa Ciputat Tangerang as place for
investigation to be discussed. In field research the writer observed some
difficulties and problem of SMP Puspita Bangsa Ciputat the third year student
in learning process of Present Perfect tense after collecting and processing the
data the writer did the observation and gave the test to the students by giving
the question to find out some data from the students. The would like to offer
an alternative to solve the problem.

D. Population and Sample

In this research the writer took the population of the third year students of
SMP Puspita Bangsa Ciputat consisting of 3 classes (3a, 3b and 3c). The total
population is about 121 students.
In sample. The writer did not take all the population. The writer took
one class as a sample that is in the third class A of 36 students when the writer
was doing the research.

E. Instrument of the research

In this study, the writer used instruments to get the data needed, they
are :
a. Observation. It is used to see exactly the classroom atmosphere of class
IX-A in teaching-learning activities by observing the English teaching, the

30

textbook that used by teacher and students, English teaching-learning

process included the problem faced by students in understanding the
English lesson, especially present perfect tense.
b. Test. The test helps to the teacher understand, the students, plan learning
experiences for them, and determine the extent to which the instructional
objectives are being achieved.
c. Questioner. The data of this study is also collected by using questioner,
such as the reasons why the students find difficuties in learning present
perfect tense.

F. Technique of Data Collecting

To get objective data based on the correctness that happened in the
field, the writer used some techniques of data collecting, they are:
1.

Observation. It is the main technique in collecting data about teaching

English in the classroom. It was conducted from January 27th up to
February 24th 2010. In this case, the writer acted as an observer who
observed the teaching learning process without being involved in the
process. Without being invplved in the present.

2.

Test. In the research, the writer used test as the instrument to get the data.
It is given to find out students difficulties in learning present perfect tense
and got the students test score. She made the test that covered present
perfect tense. The test consists of 25 items which are asking about three
main aspect, they are from of has/have (number of item are 1, 4, 7, 10, 13,

31

16, 19, 22, 25), regular verb (number of the item are 2, 5, 11, 14, 17, 20,
23), and irregular verb (number of the items are 3, 6, 9, 12, 15, 18, 21, 24).
So, every correct item gets 2 points. Finally, the total score for the test is
got from the total correct answers in part multiple-choice them divided by
5.
3.

Questioner the data of this study also collected by using questioner

technique. This technique is used to find the data neeted which are not
covered by observation technique and test, such as the reasons why the
students find difficulties in learning present perfect tense. Therefore, this
questioner is also used to convince the writer about the data gained
through other techniques. The questioner technique is using mustiful
choice.

CHAPTER IV
RESEARCH FINDINGS

In line with the research problems, technique of data collecting present

finting as follow it presents technique of data collecting presents finding as
follows: (1) Data description (2) Data Analysis (3) Data Interpretation.

A. Data description
The writer got the results from the English test score about present
perfect tense. She gave the test to the thirty six students of third which consists
of 25 items which is asking about has/have, regular verb, and irregular verb.
The instrument of the test can be seen in appendix I, page 34.
The following tables are the students score and the present perfect
tense and its distribution.
Table 4.1
Present Perfect Tenses and Its Distribution in the Test item
No

Difficulty

Number of Item

1.

has/have

1, 4, 7, 10, 13, 16, 19, 22, 25

2.

regular verb

2, 5, 8,11, 14, 17, 20, 23

3.

irregular verb

3, 6, 9, 12, 15, 18, 21, 24

From the table 4.1 previously, the test consists 25 items which are
asking about three main areas of the difficulties in present perfect tense. The
32

33

test is a multiple choice. This test consists of 25 items which is asking about
the difficulties in present perfect tense. This test consists of 25 items which are
divided into three main aspects, they are has/have (number of item are 1, 4, 7,
10, 13, 16, 19, 22, 25), regular verb (number of the item are 2, 5, 11, 14, 17,
20, 23), and irregular verb (number of the items are 3, 6, 9, 12, 15, 18, 21, 24).
So, every correct item gets 2 points. Finally, the total score for the test is got
from the total correct answers in part multiple-choice then divided by 5.

B. Data Analysis
The data analysis is conducted by arranging the data obtained
systematically. This is done to make easier for the writer to write the research
report. The data gained from observation consist of two types, field-notes and
observation sheets. Then the data are analyzed to answer research questions.
The data gained from test dealing with what the difficulties are faced
by students in learning present perfect tense.
The writer also used the formula that purposed by Anas Sudijono
2004, such as:
M = TS
N

M = Mean Score
TS = Total of the Scores
N = Number of the Students

34

Besides the formula above, the writer also used the percentage the test
formula, as follow:
P = f x 100 % 1
N

P = Percentage
f = Frequency of error made.
N = Number of sample which is observed

After having percentage and frequency, the writer looked for the
average by using the formula:

p=

f x 100 %
Nxn

P = Percentage
F = Frequency
N = Number of the Students
n = Number of item test

To know the test result, the writer shows table as follow:

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo

Persada, 2004), p.43

35

Table 4.2
Students Score of Test Result
No

Sample

Score

1.

Student 1

28

2.

Student 2

32

3.

Student 3

36

4.

Student 4

80

5.

Student 5

20

6.

Student 6

28

7.

Student 7

24

8.

Student 8

32

9.

Student 9

36

10.

Student 10

12

11.

Student 11

80

12.

Student 12

36

13.

Student 13

24

14.

Student 14

64

15.

Student 15

32

16.

Student 16

76

17.

Student 17

12

18.

Student 18

44

19.

Student 19

36
Adapted from student test score

36

20.

Student 20

36

21.

Student 21

40

22.

Student 22

72

23.

Student 23

36

24.

Student 24

28

25.

Student 25

40

26.

Student 26

26

27.

Student 27

52

28.

Student 28

28

29.

Student 29

64

30.

Student 30

28

31.

Student 31

24

32.

Student 32

36

33.

Student 33

32

34.

Student 34

24

35.

Student 35

32

36.

Student 36

36

Total

The writer uses formula to find the mean, as follow:

M = TS
N
= 1366
36

1366

37

= 37.9
According to the data above, it is found out that the mean score is 37.9

Suharsini in her book write the classification of score as follow2

Table 4.3
The Classification of Scores by S. Arikunto
Score

Grade

Remark

80 - 100

Excellent

66 - 79

Good

56 65

Fair

40 55

Poor

30 - 39

Fail

Based on the classification of score above, it can be divided into the

high, meddle, and low scores:
The high scores

: 80 100

The middle scores

: 56 76

The low scores

: 30 55

Futhermore, the writer will determine the percentage of the score by

using formula below: P =

p. 251

F x 100 %
Nxn

Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi aksara, 2003),

38

The frequency of difficulty of present perfect tense, could be seen to

the following table:
Table 4.4
Frequency of the Difficulty in Present Perfect Tense
Present Perfect

Item

Frequency of

Tense

Number

difficulty

No

Percentage

1.

Has / Have

25

69.44%

2.

Has / Have

22

61.11%

3.

Has / Have

11

30.56%

4.

Has / Have

10

22

61.11%

5.

Has / Have

13

19.44%

6.

Has / Have

16

21

58.33%

7.

Has / Have

19

25

69.44%

8.

Has / Have

22

27

75.00%

9.

Has / Have

25

13

36.11%

10.

Regular verb

24

66.67%

11.

Regular verb

14

38.89%

12.

Regular verb

23

63.89%

13.

Regular verb

11

22

61.11%

14.

Regular verb

14

12

33.33%

15.

Regular verb

17

25

69.44%

Adapted from student test score

39

16.

Regular verb

20

27

75.00%

17.

Regular verb

23

18

50.00%

18.

Irregular verb

10

27.88%

19.

Irregular verb

13

36.11%

20.

Irregular verb

29

80.56%

21.

Irregular verb

12

28

77.78%

22.

Irregular verb

15

30

83.33%

23.

Irregular verb

18

28

77,78%

24.

Irregular verb

21

29

80.56%

25.

Irregular verb

24

30

83.33%

Total

25

535

59.44%

To find out the whole average is using the formula:

P=

F
Nxn

x 100 %

535
x 100 %
36 x 25

= 535 x 100%
900
= 59.44 %

C. Data Interpretation
After analyzing the items of area tested and explaining the frequency
of error on each items, the writer present the difficulties in learning present
perfect tense, as follow :

40

Table 4.5
Kind and percentage of difficulty in present perfect Tense
No

Kind of difficulty

Percentage of error

1.

has/have

36%

2.

regular verb

32%

3.

irregular verb

32%

Based on the table above, the table shows that in present perfect tense
items test, there are 36 % students who still get difficulty of has / have, 32 %
students who still get difficulty of regular verb, and 32 % students who still
get difficulty of irregular verb.

CHAPTER V
CONCLUSION AND SUGGESTION

This chapter present about conclusions and suggestions of the writer which
done at SMP Puspita Bangsa Ciputat.

A. CONCLUSION
The writer concluded that many students are still confused in the form
and the usage of present perfect tense. It shows from the result of the research
in the frequency of students error made in the form and the usage of present
perfect tense. The writer concluded that the students still get difficulty in
understanding present perfect tense. For this case, the students should know
more when and how to use present perfect tense correctly.

B. SUGGESTIONS
There are some suggestions that can be given in relation to the writers
conclusion. The suggestions are as follows:
1. It is hoped that the teacher can give more attention in teaching present
perfect tense because the student have understoont yet correctly.
2. The teacher should be creative in using the methods of English teaching,
especially in teaching present perfect tense.

41

42

3. It is hoped that the teacher should explane the present perfect tense clearly
way in order to the students understand it easily.
4. It is necessary for the teacher to give more exercises of present perfect
tense to the students.

43

BIBLIOGRAPHY

Ahmad, Abu and Supriyono Widodo; Psikologi Belajar, Jakarta : PT. Rineka
Cipta, 1991.
Azar, Betty S. Fundamentals of English Grammar. Jakarta. Binarupa Aksara,
1993, edisi dwibahasa, second edition.
Azar, Betty S. Understanding and Using English Grammar. New Jersey: Prentice
Hall, Inc., 1989.
Allen, Stannard W. Living English Structure. London: Logman, 1987.
Arikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi aksara,
2003.
Bauer, Laurie. English word formation. Cambridge: Cambridge University Press,
1983.
Djamarah, Syaiful Bahri Drs., Psikologi Belajar, Jakarta : Rineka Cipta, 2008.
Departemen Pendidikan Nasional. Kurikulum 2006 Standar Kompetensi. Jakarta:
Departemen Pendidikan Nasional, 2006.
Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey:
Prentice Hall.
Greenbaum, Sidney and Quirk, Randolph. A Students Grammar of the English
Language. English Longman, 1990
Himpunan Perundang-undangan RI, Sistem Pendidikan Nasional. Bandung:
Nuansa Aulia, 2008.
Kirn, Elaine rt. al., Interactions 1 Grammar 4thEdition. New York: Mc Graw-Hill
Companies, 2002.
Parrott, Martin, Gramer for English Language Teachers, Cambridge University
Press, 2010.
Murphy, Raymond. English Grammar in Use With Answer. Cambridge:
Cambridge University Press, 1985.
Murphy, Raymond. Essential Grammar in Use. New York: Cambridge University
Press, 1990.

44

Oxford Learners Pocket Dictionary. New York: Oxford University Press, 2009.
new ed.
Pedoman Penulisan Karya Ilmiah, Skripsi, Tesis dan Disertasi. Jakarta: CeQDA,
2007.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo
Persada, 2004.
Swan, Michael. Practical English Usage. Oxford: Oxford University Press, 1987.
Team of five, Improving Reading Skill in English. Jakarta: Darul Ulum press.
2001).
Thomson, A.J. and Martinet, A.V. A Practical English Grammar. London:
Oxford University Press, 1986.
Ur, Penny. Grammar Practice Activities. Cambridge: Cambridge University
Press, 1998.
Viet, Richard. Discovering English Grammar. Boston Houghton Mifflin
Company, 1986.
Wishon, E. & Burks, Julia M. Lets Write English, Revised edition. New York:
Litter Educational Publishing International, 1980.

45

Appendix 1
RESEARCH INSTRUMENT
Name/Class
Date

: ________________
: ________________

Choose the correct answer to fill in the blank the sentence below by crossing
A,B,C,D, or E use only present perfect tense!
1.

you ever visited Mexico?

a. are

2.

b. have

c. had

d. were

I have (write) my wife a letter every other day for the last two
weeks.
a. written

3.

4.

6.

7.

a. hasnt attended

c. hadnt attended

b. havent attended

d. has attended

b. Did

c. have

d. has

In her whole lifetime, Anna (see, never). Snow.

a. has never seen

c. has never see

b. have never seen

d. have never been seen

I (Finish) my Work. I finished it two hour ago.

a. finished

c. has finished

b. have finished

d. have finishing

Up to now, Professor Williams.. given our class five tests.

b. were

c. have

d. has

I have (get) four letters so far this week.

a. got

9.

d. wratten

How long. .. Anna lived here?

a. is
8.

c. writen

I (attend, not)any parties since I came here.

a. is
5.

b. wrote

b. went

c. gotten

d. gone

c. locks

d. lock

c. does

d. were

You have. The door.

a. locked

b. locking

10. .. You seen that movie?

a. did

b. have

46

11. We have (be) . here for two weeks.

a. was

b. did

c. were

d. been

12. I have (like) .. cowboy movie ever since I was a child

a. liked

b. liking

c. look

d. likes

c. has

d. were

c. known

d. knowing

13. We .. had four tests so far

a. are

b. have

14. I have (know) him for many years

a. knew

b. knowed

15. They have (move) into a new apartment.

a. moved

b. moving

c. moven

d. been moven

16. Mr. Parker travels to Washington, D.C., frequently she flown there
many time.
a. has

b. have

c. does

d. is

17. Have you even (eat).. at that restaurant?

a. eaten

b. ate

c. eating

d. have eaten

18. Try not be absent from class again for the rest of term. You have already
(miss).. too many classes.
a. missing

b. missed

c. mised

d. mousse

19. So far this week. I .. had two tests and a quiz.

a. are

b. have

c. has

d. had

c. seen

d. sow

c. clean

d. cleaned

20. I have already ..that movie.

a. see

b. saw

21. His niece has the table

a. cleans

b. cleaning

22. I (meet).Anns husband. I met him at a party last week.

a. has met

b. have meet

c. have met

d. had met

23. I have this same pair of shoes for three years.

a. have

b. having

c. has

d. had

24. Our younger brother hasnt the window.

a. open

b. opening

c. opened

d. opens

c. has

d. had

25. They done their homework

a. are

b. have

47

Appendix 2
Answer Key of Students test
1. B
2. A
3. B
4. D
5. A
6. B
7. D
8. C
9. A
10. B
11. D
12. A
13. B
14. C
15. A
16. A
17. A
18. B
19. B
20. C
21. D
22. C
23. D
24. C
25. B

48

Appendix 3

Questioner
Hari\Tanggal : Rabu, 24 Februari 2010
Nama
: Ibu Setiana S.W Sitepu S.Pd.
Jabatan
: Guru Bahasa Inggris
Tempat
: Ruang Guru
A. Pertanyaan

1. Metode apa yang Ibu gunakan dalam pengajaran bahasa Inggris khususnya
tentang present perfect? Dengan cara menghapal rumus atau dengan cara
yang lain?
2. Kesulitan apakah yang menjadi kendala Ibu ketika mengajarakan materi
present perfect?
3. Apakah siswa mendapat kesulitan dalam menerima materi tersebut?
4. Bagaimanakah Ibu mengatasi kendala tersebut?
5. Bagaimana antusiasme siswa terhadap mata pelajaran Grammar khususnya
present perfect?
6. Apakah siswa dapat membentuk kalimat positif dalam present perfect?
7. Apakah siswa dapat membentuk kalimat negative dalam present perfect?
8. Apakah siswa dapat membentuk kalimat interrogative dalam present
perfect?
9. Apakah siswa dapat menguasai perubahan verb ketiga?
10. Apakah yang Ibu lakukan ketika siswa tidak mengerti tentang pelajaran
grammar khususnya present perfect?
11. Apakah siswa mendapatkan kesulitan membentuk kalimat positif dalam
present perfect?
12. Apakah siswa mendapatkan kesulitan membentuk kalimat negative dalam
present perfect?
13. Apakah siswa mendapatkan kesulitan membentuk kalimat interrogative
dalam present perfect?

49

Appendix 4

Hasil Questioner
Hari\Tanggal : Rabu, 24 Februari 2010
Nama
: Ibu Setiana S.W Sitepu S.Pd.
Jabatan
: Guru Bahasa Inggris
Tempat
: Ruang Guru

A. Pertanyaan

1. Metode apa Ibu gunakan dalam pengajaran bahasa Inggris khususnya

tentang present perfect?
Jawaban: Dengan cara menghapal rumus atau dengan cara yang lain?
Metode yang saya gunakan adalah metode komunikatif sesuai dengan
kurikulum KTSP yang lebih menekankan kepada bagaimana cara siswa
aktif berinteraksi di dalam kelas dengan menggunakan bahasa Inggris.
Ya, terkadang saya menyuruh mereka menguasai materi grammar dengan
cara menghafal namun kadang juga dengan cara menganalisa bacaan yang
terdapat materi gammar yang hendak dipelajari.
2. Kesulitan apakah yang menjadi kendala Ibu ketika mengajarakan materi
present perfect?
Jawaban: Kendala yang sering saya temukan adalah kurangnya
keterampilan beberapa siswa dalam hal vocabulary terkadang mereka
kurang memahami konteks, karena mereka tidak mengerti kosa kata yang
dimaksud. Selain itu, Murid juga terkadang masih mengalami kesulitan
untuk membedakan kata kerja.
3. Apakah siswa mendapat kesulitan dalam menerima materi tersebut?
Jawaban: Tidak terlalu sulit hanya merubah kalimat positif, negative dan
interrogative. Tetapi ketika mereka dikasih materi yang sama tetapi dalam
bentuk soal yang berbeda mereka langsung binggung. Di karenakan
kurang memahami pelajaran present perfect, kadang kala hanya tahu
rumus tapi tidak memahami kontek membuat mereka tidak paham.

50

4. Bagaimanakah Ibu mengatasi kendala tersebut?

Jawaban:

Untuk

mengatasi

kesulitan-kesulitan

tersebut,

saya

memperbanyak latihan tentang materi grammar dalam bentuk menjabarkan

rumus-rumus yang mudah dalam setiap materi grammar khususnya materi
present perfect dan dalam perubahan past participle.
5. Bagaimana antusiasme siswa terhadap mata pelajaran Grammar
khususnya present perfect?
Jawaban: Mereka merespon, walaupun tidak semua siswa merespon
hanya sebagian siswa karena meraka merasa bosan ketika belajar grammar
khususnya present perfect. Mereka harus menghafal rumus dan perubahan
kata kerja.
6. Apakah siswa dapat membentuk kalimat positif dalam present perfect?
Jawaban: Bisa, karena hanya menggikuti rumus yang ada, sehingga siswa
dapat membentuk kalimat positif berdasarkan pola.
7. Apakah siswa dapat membentuk kalimat negative dalam present perfect?
Jawaban: Bisa, karena hanya menggikuti rumus yang ada, sehingga siswa
dapat membentuk kalimat negative berdasarkan pola.
8. Apakah siswa dapat membentuk kalimat interrogative dalam present
perfect?
Jawaban: Bisa, karena hanya menggikuti rumus yang ada, sehingga siswa
dapat membentuk kalimat intorrogative berdasarkan pola.
9. Apakah siswa dapat menguasai perubahan verb ketiga?
Jawaban: Tidak semua siswa menguasai perubahan kata kerja ketiga
hanya sebagian siswa.
10. Apakah yang Ibu lakukan ketika siswa tidak mengerti tentang pelajaran
grammar khususnya present perfect?
Jawaban: Ketika mereka tidak mengerti. Mereka saya beri kesempatan
untuk bertanya materi mana yang mereka anggap sulit, sehinga saya dapat
menjelaskan kembali. Terkadang mereka saya berikan PR.

51

11. Apakah siswa mendapatkan kesulitan membentuk kalimat positif dalam

present perfect?
Jawaban: Tentu saja ada siswa yang menggalami kesulitan dalam
membentuk kalimat positif khususnya dalam perubahan kata kerja ketiga
dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua siswa,
karena sebagian dari mereka adalah siswa-siswa yang memiliki
kemampuan akademis yang baik yang juga ditunjang dengan mengikuti
belajar bahasa Inggris di luar jam sekolah seperti kursus. Dan bagi mereka
yang kurang dapat berdiskusi belajar bersama dengan teman yang mampu
ketika menemui kesulitan.
12. Apakah siswa mendapatkan kesulitan membentuk kalimat negative dalam
present perfect?
Jawaban: Tentu saja ada siswa yang menggalami kesulitan dalam
membentuk kalimat negative khususnya dalam perubahan kata kerja ketiga
dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua siswa,
karena sebagian dari mereka adalah siswa-siswa yang memiliki
kemampuan akademis yang baik yang juga ditunjang dengan mengikuti
belajar bahasa Inggris di luar jam sekolah seperti kursus, dan bagi mereka
yang kurang dapat berdiskusi belajar bersama dengan teman yang mampu
ketika menemui kesulitan.
13. Apakah siswa mendapatkan kesulitan membentuk kalimat interrogative
dalam present perfect?
Jawaban: Tentu saja ada siswa yang menggalami kesulitan dalam
membentuk kalimat interrogative khususnya dalam perubahan kata kerja
ketiga dikarenakan kemampuan siswa berbeda-beda. Namun tidak semua
siswa, karena sebagian dari mereka adalah siswa-siswa yang memiliki
kemampuan akademis yang baik yang juga ditunjang dengan mengikuti
belajar bahasa Inggris di luar jam sekolah seperti kursus. Dan bagi mereka

52

yang kurang dapat berdiskusi belajar bersama dengan teman yang mampu
ketika menemui kesulitan.

Tangerang, 24 Februari 2010

Setiana S.W Sitepu S.Pd.

Linda Maisari

53

Appendix 5

Questioner
Hari\Tanggal : Rabu, 24 februari 2010
Nama
:
Jabatan
: Siswa
Tempat
: Dalam Kelas
A. Pertanyaan

1.

Apakah Anda menyukai pelajaran Grammar Khususnya Present Perfect?

2.

Apakah Anda bisa mengikuti dan memahami penjelasan guru Anda

tentang Present Perfect?

3.

Apakah sebelumnya anda pernah mempelajari grammar terutama Present

Perfect?

4.

Apakah Anda mengalami kesulitan dalam mempelajari Present Perfect

dalam perubahan verb (kata kerja ketiga)?

5.

Apakah Anda mengalami kesulitan membentuk kalimat positif?

6.

Apakah Anda mengalami kesulitan dalam membentuk kalimat negatif?

7.

Apakah

Anda

mengalami

kesulitan

dalam

membentuk

kalimat

interrogative?
8.

Apakah yang Anda lakukan ketika anda tidak mengerti tentang pelajaran
grammar khususnya present perfect?

9.

Dimanakah letak kesulitan Anda dalam mempelajari grammar terutama

present perfect?

54

Appendix 6

Hasil Questioner
Hari\Tanggal : Rabu, 24 Februari 2010
Nama
:
Jabatan
: Siswa
Tempat
: Dalam Kelas
A. Pertanyaa :
1. Apakah Anda menyukai pelajaran Grammar Khususnya Present Perfect?
A. Ya, karena pelajarannya tidak terlalu sulit.
B. Ya, Sempet suka, Susah sempet pusing.
C. Tidak.
D. Ya, karena cukup mudah.
E. Saya tidak terlalu menyukainya karena terlalu menyulitkan perubahan
kata kerjanya.
F. Tidak.
G. Ya, pelajaran itu tidak terlalu sulit.
H. Ya, pelajaran itu tidak terlalu sulit.
I. Tidak, karena baru kali ini.
J. Ya, karena pelajaran yang menyenangkan, mudah dipahami dan bisa
menambah pengetahuan.
K. Ya, karena soalnya mudah.
L. Lumayan, karena engga susah-susah banget.
M. Suka, karena mudah dimengerti.
N. Ya, saya menyukainya, karena saya menyukai pelajaran bahasa
Inggris.
O. Tidak, karena baru kali ini.
P. Yah, tapi sedikit sulit.
Q. Yah, karena agak mudah dimengerti.
R. Ya, karena saya ingin bisa.
S. Yah saya sangat menyukainya, tetapi saya masih banyak belum
memahaminya.
T. Ya, karena agak mudah dimengerti.
U. Tidak, karena saya belum terlalu bisa.
V. Ya, saya cukup menyukainya.
W. Ya, karena gurunya menjelaskan secara detail.
X. Yah, lumayan mudah.
Y. Yah, gurunya menyampaikan secara mudah, sehingga saya suka.
Z. Tidak, karna tidak tau.
2. Apakah Anda bisa mengikuti dan memahami penjelasan guru Anda
tentang Present Perfect?
A. Ya, karena pelajarannya tidak membosankan.
B. Ya bisa, tetapi untuk memahami penjelasan guru tidak, rumusnya
susah.

55

C. Yah, karena mudah dipahami.

D. Bisa karena guru menjelaskannya dengan sangat jelas.
E. Saya memahaminya tetapi ketika sudah keluar dari pembahasan itu,
saya akan lupa.
F. Yah, karena mudah dipahami.
G. Ya, karena pelajarannya tidak membosankan.
H. Ya, karena mudah memahaminya.
I. Ya, karena mudah dipahami.
J. Ya, karena mudah dipahami.
K. Ya, karena mudah dipahaminya.
L. Ya, karena guru menjelaskannya dengan jelas.
M. Tidak, karena tidak terlalu sulit.
N. Saat guru menjelaskan saya mengerti dan bisa mengikutinya, tetapi
mudah lupa jika tidak dipelajari lagi.
O. Yah, karena mudah dipahami.
P. Ya, karena pelajarannya mudah dipahami.
Q. Ya, saya dapat memahaminya.
R. Saya kurang bisa tetapi, saya berusaha untuk memahaminya.
S. Semoga saja, saya bisa memahaminya.
T. Ya, saya dapat memahaminya.
U. Sedikit binggung
V. Insya Allah saya bisa memahaminya.
W. Ya, karena gurunya tidak membosankan.
X. Bisa, karena gurunya asik.
Y. Yah, karena gurunya menjelaskannya mudah dipahami.
Z. Sedikit-sedikit.
3. Apakah sebelumnya Anda pernah mempelajari grammar terutama
Present Perfect?
A. Belum, karena baru kali ini.
B. Tidak pernah mempelajarinya.
C. Yah.
D. Tidak, saya belum pernah mempelajarinya, baru sekarang ini.
E. Pernah, sewaktu saya SD, sebelumnya saya pernah belajar present
perfect tense.
F. Ya, gampang.
G. Belum, karena baru kali ini.
H. Tidak, karena baru kali ini.
I. Ya.
J. Belum pernah, karena memang belum diajari.
K. Tidak, karena baru kali ini.
L. Belum, baru kali ini.
M. Belum, hanya di sekolah saja.
N. Belum, baru saat ini ajah.
O. Tidak, karena sebelumnya belum pernah di pelajari.
P. Belum, baru kali ini saya belajar present perfect.

56

Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.

Ya, waktu saya masih SD saya pernah mempelajarinya.

Belum.
Belum pernah, baru kali ini saya mempelajarinya.
Yah, waktu saya SD, saya pernah mempelajarinya
Belum pernah
Belum, baru kali ini.
Tidak, baru kali ini.
Belum, sebelumnya kita belum pernah mempelajarinya.
Tidak, karena baru kali ini.
Belum dipelajari.

4. Apakah Anda mengalami kesulitan dalam mempelajari Present perfect

dalam perubahan verb (kata kerja ketiga)?
A. Tidak, karena mudah dipahami.
B. Sulit banget, tadi ajah engga ngerti.
C. Tidak, karena sudah paham.
D. Ya, karena ada yang beraturan dan ada yang tidak beraturan.
E. Iya, karena saya kesulitan menghafalkan rumusnya.
F. Tidak, karena sudah paham.
G. Tidak, karena mudah dipahami.
H. Ya, karena verb kata kerja ketiga sangat sulit.
I. Ya, karena tidak mengerti.
J. Ya, karena mengubah bentuk kata menjadi verb 3 itu sangat sulit.
K. Tidak, karena sudah paham.
L. Lumayan, karena masih kurang paham dalam perubahan verb.
M. Ya, perbedaan kata yang cukup rumit.
N. Ya, binggung.
O. Yah, sungguh sangat sulit.
P. Ya, perubahan kata yang membuat saya sangat sulit.
Q. Ya, menggalami kesulitan.
R. Ya, untuk penempatan verb ( kata kerja)
S. Yah, karena ini sulit untuk dipahami.
T. Ya, menggalami kesulitan.
U. Yah, saya belum terlalu bisa.
V. Yah, perubahan katanya membuat saya terkecoh.
W. Yah, karena menggunakan perubahan verb 3 (kata kerja ketiga).
X. Yah, karena saya belum bisa merubah verb3 (kata kerjanya)
Y. Tidak, karena cara guru menjelaskan membuat saya paham.
Z. Yah, karena belum mengerti.
5. Apakah Anda mengalami kesulitan membentuk kalimat positif?
A. Tidak, karena mudah.
B. Emang engga ngerti.
C. Tidak, karena mudah.
D. Karena cukup mudah.

57

E. Bagi saya itu mudah, tetapi saya tidak terlalu pandai dalam merubah
kata kerja.
F. Yah. Sudah ngerti.
G. Tidak, karena mudah.
H. Tidak, karena mudah.
I. Ya, susah dipahami.
J. Tidak terlalu sulit, karena soalnya tidak terlalu sulit.
K. Tidak, karena mudah.
L. Tidak, karena sudah paham.
M. Tak, karena mudah dimengerti.
N. Tidak, jika sudah tahu verbnya.
O. Yah, karena sangat sulit.
P. Masih binggung.
Q. Tidak, karena hanya mengikuti kata yang sudah ada.
R. Tidak, karena saya sudah mempelajarinya terlebih dahulu.
S. Sedikit.
T. Tidak, karena hanya mengikuti pola yang sudah ada.
U. Yah, karena binggung.
V. Yah.
W. Iyah, karena rumusnya tidak hapal.
X. Iya. Karena masih binggung dengan kalimat present perfect.
Y. Tidak, hanya mengikuti rumus.
Z. Yah, susah sekali.
6. Apakah Anda mengalami kesulitan dalam membentuk kalimat negatif?
A. Tidak, karena tingal ditambah kata not.
B. Orang jarang di pelajari, gimanah mau bisa kalau gituh.
C. Yah.
D. Tidak kerena cukup mudah.
E. Tidak terlalu sulit karena sebelumnya saya pernah mempelajarinya.
F. Yah, sudah ngerti.
G. Tidak, karena tinggal di tambah kata not saja.
H. Tidak, karena mudah.
I. Ya, susah dipahami
J. Tidak terlalu sulit karena hanya menambah kata not.
K. Tidak, karena hanya ditambah not saja.
L. Tidak, karena sudah paham.
M. Tak, karena tinggal ditambah not saja.
N. Tidak, jika sudah tahu verbnya.
O. Yah, membentuk kalimat negative tuh sangat sulit.
P. Sedikit mengerti.
Q. Yah, saya masih binggung dalam perubahan katanya.
R. Tidak, karena saya sudah dapat memahami cara penempatan kata.
S. Saya hanya sedikit memahaminya.
T. Ya, saya agak binggung dalam penambahan kata.
U. Yah, karena sulit.

58

V.
W.
X.
Y.
Z.

Yah, masih ada yang saya tidak mengerti.

Tidak hanya di tambah not saja
Tidak, karena hanya ditambah not saja.
Tidak, hanya ditambah not saja.
Yah, susah.

7. Apakah Anda mengalami kesulitan dalam membentuk kalimat

interrogative?
A. Ya, karena bingung mengubah kata kerja ketiga.
B. Sering menggalami kesulitan, karena belum dipelajari.
C. Ya, karena menggubah kata-katanya.
D. Tidak, karena cukup mudah.
E. Tidak terlalu sulit, karena sebelumnya saya pernah mempelajarinya.
F. Yah, karena merubah kata kerjanya.
G. Ya, karena binggung mengubah kata-katanya.
H. Ya, karena sangat susah.
I. Ya, susah dipahami.
J. Tidak terlalu sulit, karena hanya dibalik saja.
K. Ya, karena merubah kata-katanya.
L. Tidak, karena sudah paham.
M. Lumayan, karena kata-katanya hanya dibalik sajah.
N. Tidak jika sudah tahu verbnya.
O. Yah, membentuk kalimat interrogative tu sangat sulit.
P. Tidak, karena tinggal ditambah kalimat perubahannya.
Q. Tidak, karena hanya dibolak-balik saja.
R. Tidak, karena mudah dikerjakan.
S. Masih kurang paham.
T. Tidak, karna hanya dibolak-balik saja
U. Yah, sedikit binggung.
V. Tidak.
W. Yah, Karena tidak bisa merubah kata kerja.
X. Tidak, karena gampang.
Y. Yah, karena ada perubahan rumus, sehingga saya binggung
merubahnya.
Z. Yah, susah.
8. Apakah yang Anda lakukan ketika anda tidak mengerti tentang pelajaran
grammar khususnya present perfect?
A. Ya, bertanya kepada Guru.
B. Menanya kepada guru jika tidak mengerti.
C. Yah, bertanya kepada guru yang mengajar.
D. Bertanya kepada guru.
E. Bertanya kepada teman.
F. Bertanya kepada guru.
G. Bertanya kembali pada guru.
H. Bertanya kepada guru.

59

I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.

Bertanya kepada guru.

Menanyakan kepada guru untuk diminta dijelaskan kembali.
Bertanya kepada guru yang menggajar.
Meminta guru untuk meneranginya lagi.
Menanyakan pada guru.
Meminta guru menjelaskan kembali atau bertanya pada teman yang
sudah mengerti.
Diam saja.
Bertanya kepada guru agar lebih mengerti
Bertanya kepada guru hingga mengerti.
Mencoba untuk memahaminya pada saat pelajaran.
Bertanya kepada guru agar lebih paham.
Bertanya kepada guru hingga saya mengerti.
Bertanya kepada guru.
Bertanya pada guru agar lebih paham dan mengerti.
Bertanya kembali kepada guru.
Menyakan kepada guru bidang study.
Bertanya kepada guru.
Bertanya kepada guru.

9. Dimanakah letak kesulitan Anda dalam mempelajari grammar terutama

present perfect?
A. Ketika harus merubah kalimat interrogative.
B. Kesulitan, membuat kalimat positif, negative dan interrogative. Karena
sulit dimengerti.
C. Dikalimat interrogative.
D. Merubah verb1, verb 2 dan verb 3.
E. Saya menggalami kesulitan dalam pengubahan kata kerja.
F. Dikalimat interrogative.
G. Dikalimat interrogative.
H. Dikalimat interrogative.
I. Verbnya tidak mengerti.
J. Membentuk suatu kata kedalam (verb 3) kata kerja ketiga.
K. Dikalimat interrogative.
L. Perubahan verb 1, verb 2, dan verb 3
M. Membentuk verb 3 (kata kerja yang ketiga).
N. Perubahan verb (kata kerja).
O. Ya, dalam menentukan kata kerjanya (verb).
P. Diperubahan verb 3 (kata kerja ketiga).
Q. Kalimat interrogative.
R. Dalam penempatan kata kerja dan perubahan kata kerja ketiga (verb 3).
S. Perubahan verb.
T. Dalam perubahan kalimat negative.
U. Semuanya, karena saya tidak paham semuanya.
V. Perubahan kata kerja (verb 3).
W. Dalam kalimat interrogative.

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X. Dalam perubahan verb 3 (kata kerja ketiga).

Y. Dalam perubahan Dikalimat interrogative.
Z. Semuannya pelajaran present perfect dan perubah verb 1, verb 2 dan
verb3.

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

MATA PELAJARAN
: Bahasa Inggris
KELAS / SEMESTER
: IX / 2
PERTEMUAN
: ke 1
ALOKASI WAKTU
: 2 x 40 menit
STANDAR KOMPETENSI : S.K. Memahami makna dalam percakapan lisan
pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari,
khususnya present perfect tense.
STANDAR KOMPETENSI : K.D. Merespon makna yang terdapat dalam
percakapan pendek sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur
memberi berita yang menarik perhatian, dan memberi komentar terhadap berita,
khususnya present perfect tense.
Indikator Pembelajaran:
Siswa dapat:
1. Merespon kalimat yang berbentuk positive
2. Merubah kalimat positive kedalam bentuk negative
3. Merubah kalimat negative menjadi kalimat tanya
4. Menjelaskan perubahan kata kerja

Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Menentukan kalimat positif
2. Memilih jawaban dengan cepat
3. Merubah kalimat positif menjadi negative
4. Merubah kalimat positif menjadi kalimat tanya.
5. Menulis kalimat positif, negative dan interrogative dengan tepat

Materi Pembelajaran
1. Pengertian Present Prefect Tense
2. Penjelasan tentang perubahan kata kerja dalam Present Prefect Tense
3. Penjelasan tentang kalimat positive, dan negative dalam Present Prefect Tense
4. Penjelasan tentang Interogative dalam Present Perfect Tense

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Langkah Pembelajaran
a. Kegiatan Pendahuluan

Pembukaan

Tanya jawab tentang pelajaran yang kemarin

b. Kegiatan Inti

Mengajak siswa untuk dapat membedakan Tenses khususnya dalam

kalimat yang berbentuk present perfect tense

Mendengarkan penjelasan tentang bentuk positive dalam kalimat present

perfect tense

Mendengarkan penjelasan tentang bentuk negative (havent / hasnt)

Mendengarkan penjelasan tentang bentuk interrogative

Merubah kata kerja menjadi past participle

Mendengarkan pelafalan kata kerja yang tersedia

Kegiatan Penutup
1. Menanyakan kesulitan belajar siswa
2. Menyimpulkan kegiatan pembelajaran
Sumber atau alat belajar :
1. The teacher use book Stepping more, Junior High School grade IX,
Firmansyah Diyata.
2. The Bridge English Competence for SMP Grade IX, Penerbit Yusdhistira
Penilaian
a. Teknik

: Tes tertulis

b. Bentuk

: Pilihan ganda

c. Istrumen
Choose the correct answer to fill in the blank of the sentence below by
corssing A, B, C, D or E use only present perfect tense.
1. . you ever visited Mexico?
a. are

b. have

c. had

d. were

2. I have (write) my wife a letter every other day for the last two weeks.
a. written

b. wrote

c. writen

3. I (attend, not) . Any parties since I came here.

a. Hasnt attended

c. hadnt attentded

b. Havent attended

d. has attended

d. wratten

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4. How long . Anna lived here?

a. is

b. Did

c. have

d. has

5. In her whole lifetime, Anna (see, never)............. Snow.

a. has never seen

c. has never see

b. have never seen

d. have never been seen

6. I (Finish) .................. my Work. I finished it two hour ago.

a. finished

c. has finished

b. have finished

d. have finishing

7. Up to now, Professor Williams........ given our class live tests.

a. is

b. were

c. have

d. has

8. I have (get) ......... four letters so far this week.

a. got

b. went

c. gotten

d. gone

c. locks

d. lock

c. does

d. were

c. were

d. been

9. You have....... The door.

a. locked

b. locking

10. ........... You seen that movie?

a. did

b. have

11. We have (be) .......... here for two weeks.

a. was

b. did

12. I have (like)........... cowboy movie ever since I was a child

a. liked

b. liking

c. look

d. likes

c. has

d. were

c. known

d. knowing

13. We ........ had four tests so far

a. are

b. have

14. I have (know)...... him for many years

a. knew

b. knowed

15. They have (move)......... into a new apartment.

a. moved

b. moving

c. moven

d. been inoven

16. Mr. Parker travels to Washington, D.C., frequently she......... flown there many
time.
a. has

b. have

c. does

d. is

17. Have you even (eat).............. at that restaurant?

a. eaten

b. ate

c. eating

d. have eaten

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18. Try not be absent from class again for the rest of, term. You have already
(miss).............. top many classes.
a. missing

b. missed

c. mised

d. mousse

19. So far this week. I ........... had two tests and a quiz.
a. are

b. have

c. has

d. had

c. seen

d. sow

c. clean

d. cleaned

20. I have already ...........that movie. .

a. see

b. saw

21. His niece has............ the table

a. cleans

b. cleaning

22. I (meet)..........Anns husband. I met him at a party last week.

a. has met

b. have meet

c. have met

d. had met

23. I have......... this same pair of shoes for three years.

a. have

b. having

c. has

d. had

24. Our younger brother hasn't............the window.

a. open

b. opening

c. opened

d. opens

c. has

d. had

25. They ......... done their homework

a. are

b. have

d. Pedoman Penilaian
1.

Untuk tiap nomor dengan jawaban benar mendapat skor 2

2.

Jumlah skor maksimal benar dikiali 2 dan dibagi 5 maka nilainya 10

3.

Nilai maksimal 10

4.

Nilai siswa = skor perolehan x 2

5
Cipuatat, 24 Februari 2010
Guru Mata Pelajaran

Setiana S.W. Sitepu. S.Pd.

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