DEVELOPING STUDENTS’ ABILITY IN USING PRESENT CONTINUOUS TENSE THROUGH CONTEXTUAL TEACHING LEARNING (A Classroom Action Research in the Seventh Grade of SMP Al Mubarak Pondok Aren) By: ULFIANTI ULFA 106014000443 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011 ABSTRACT Ulfa, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Present Continuous Tense, Contextual Teaching Learning This research is conducted in order to develop students’ ability in using present continuous tense through contextual teaching learning at VII grade students of SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of SMP Al Mubarak Pondok Aren in managing classroom activities in learning grammar. As the subject of the study, were 32 students; 16 boys and 16 girls. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher taught present continuous tense by using contextual teaching learning approach at VII grade of SMP Al Mubarak Pondok Aren. This research consisted of two cycles and each cycle consisted of four elements, they are: planning, acting, observing, and reflecting. Each cycle conducted in three meetings for one and a half months. To collect and analyze the data, the researcher used the students’ score in pre-test and post-test and information from interview, observation, questionnaire in order to support the data collected. The result of this research shows that using contextual teaching learning in teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the students to study English and develop their grammar ability in using present continuous tense. The students’ responses showed that they are interesting in learning English grammar based on the result of interview and questionnaire they thought that the activities are interesting. Moreover, the analysis of the data showed that there was a significant difference of students’ achievement in the pre-test and post-test. The students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and the average score in post-test II was 72.06. The students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 18.75%, in post-test 1 was 50%, and in post-test II was 81.25%. Based on this result, the implication of the research showed that contextual teaching learning can be applied to develop students’ grammar ability. The implementation of contextual teaching learning in learning grammar help students to use grammatical patterns effectively, and also the students are motivate and interest in learning English grammar. i ABSTRAK Ulfah, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Present Continuous Tense, Contextual Teaching Learning Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan. Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan angket untuk mendukung pengumpulan data. Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2 dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM) pada pre-test sebesar 18.75%, pada post-test 1 sebesar 50% dan pada post- test II sebesar 81.25%. Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa contextual teaching learning bisa diterapkan untuk mengembangkan kemampuan grammar siswa. Penerapan contextual teaching learning dalam mempelajari grammar membantu siswa mampu menggunakan pola grammar secara efektif dan siswa juga termotivasi dan tertarik dalam mempelajari struktur bahasa Inggris. ii ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful. Praise and gratitude be to Allah for giving strength and guidance for the writer, so that this paper can be finished thoroughly. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all followers. This “skripsi” is presented to the faculty of Tarbiyah and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment of the requirement for the degree of Strata 1 (S1) at English Education Department. In this process of finishing this “skripsi”, the writer got many guidance and motivation from people around her. Therefore, the writer would like to express her deepest gratitude to her parents and her sibling who give support, love and pray for her. The writer would like to express her special gratitude to her honorable advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her time to finish this paper, hopefully Allah always bless her with her family, she is always healthy and May Allah grant all of her wishes. Besides, the writer would also deliver special thanks to: 1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher’s Training. 2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of the English Department. 3. Drs. Nasrun Mahmud M.Pd. who accept my paper title. 4. All lecturers in the English Department, for teaching precious knowledge and for giving wonderful study experience. 5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag. 6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah. 7. The writer’s great mother, Mrs. Nur Aini. 8. The writer’s great father, Mr. Mudori 9. The writer’s beloved sister, Hezmi Emimah and also my beloved Grandma iii and Grandpa who motivated her in doing “skripsi” and thanks on your pray, motivation and love. 10. Ms. Reni Septiati, S.Pd thank you so much for your advice and support. 11. The students of seventh grade of SMP Al Mubarak who have contributed her in collecting data during the research. 12. The writer’s best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri, Yuning, Nia thanks for their help, support and motivation. 13. The writer friend, Deden, thanks for his support and pray for her. 14. She would also thank to all her friends at “C” class of English Education Department academic year 2006, thank you for being a good friend during her study at UIN. 15. All the writer’s wonderful friends the English Department whom the writer cannot write all their names, who have continuously given aid, great support and suggestion to the writer in finishing this paper. 16. To any other person who cannot be mentioned one by one for their any contribution to the writer during finishing her “Skripsi”. 17. Atma Jaya Library, PKBB. 18. Last, but not least thank to all the writer’s friends and teachers. Jakarta, Juni 2011 The Writer iv TABLE OF CONTENTS TITLE APPROVAL ENDORSEMENT SHEET OF EXAMINATION COMMITTEE ABSTRACT .................................................................................................. i ABSTRAK ..................................................................................................... ii ACKNOWLEDGEMENT ............................................................................. iii TABLE OF CONTENTS .............................................................................. v LIST OF TABLES ........................................................................................ viii LIST OF FIGURES ...................................................................................... ix LIST OF APPENDICES ............................................................................... x CHAPTER I INTRODUCTION A. The Background of the Problem ....................................... 1 B. The Identification of the Problem ..................................... 4 C. The Limitation of the Problem ......................................... 4 D. The Formulation of the Problem ....................................... 5 E. The Aim of the Research ................................................. 5 F. The Significance of the Research ..................................... 5 CHAPTER II THEORETICAL FRAMEWORK A. Present Continuous Tense ................................................ 6 1. The Understanding of Present Continuous Tense ......... 6 2. The Usage of Present Continuous Tense ...................... 11 3. The Form of Present Continuous Tense ....................... 12 B. Contextual Teaching Learning ………………………… ... 15 1. The Understanding of Contextual Teaching Learning . 15 2. The Characteristics of Contextual Teaching Learning . 17 3. The Strategies of Contextual Teaching Learning ......... 19 4. The Components of Contextual Teaching Learning ..... 21 C. Action Hypothesis ............................................................. 23 v D. Relevant of the Study ........................................................ 24 CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ............................................. 25 B. The Time and the Place of the Research ............................ 25 C. The Method of the Research .............................................. 26 D. The Subject and the Object of the Research ....................... 26 1. The Subject of the Research ........................................ 27 2. The Object of the Research ......................................... 27 E. The Researcher’s Role on the Research ............................ 27 F. Research Design ............................................................... 27 G. The Classroom Action Research Procedure ...................... 30 1. Planning Phase ........................................................... 30 2. Acting Phase .............................................................. 30 3. Observing Phase ......................................................... 30 4. Reflecting Phase ......................................................... 31 H. The Result of Expected Action Intervention ...................... 31 I. The Data and Sources of Data ........................................... 31 J. The Instrument of Data Collection .................................... 32 K. The Technique of Collecting Data ..................................... 32 L. The Technique of Data Analysis ....................................... 33 M. The Trustworthiness of Study ............................................ 35 1. Validity of Data ...................................................... 35 2. Discriminating Power .............................................. 37 3. Difficulty Item ......................................................... 38 N. Criteria of the Action Success .......................................... 39 CHAPTER IV RESULT AND DISCUSSION A. The Descriptions of the Data ............................................. 40 1 The Result of Observation ................................. 40 2 The Result of Pre Interview ............................... 41 vi 3. The Result of Questionnaire ............................... 41 4. The Result of Pre-Test ........................................ 44 B. The Implementation of Cycle 1 ......................................... 47 1. Planning .......................................................... 47 2. Acting ............................................................. 48 3. Observing ........................................................ 49 4. Reflecting ........................................................ 51 C. The Implementation of Cycle II .......................................... 51 1. Planning ........................................................... 51 2. Acting ............................................................. 51 3. Observing ........................................................ 53 4. Reflecting ........................................................ 54 D. The Data Analysis .............................................................. 54 1. The Result of Post Interview…………………. ... 54 2. The Result of Post Questionnaire ……………... . 55 3. The Result of Post Test……………………….. ... 59 a. The Result of Post Test in the First Cycle……. ... 59 b. The Result of Post Test in the Second Cycle…. ... 62 E. The Interpretation of Test Result......................................... 65 F. Discussion………………………………………………… . 68 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ....................................................................... 69 B. Suggestion ....................................................................... 70 BIBLIOGRAPHY ........................................................................................ 73 APPENDICES .............................................................................................. 75 vii