Contoh Skripsi PTK Bahasa Inggris Terbaru
CHAPTER I
INTRODUCTION
1.1 Problem Background
Since English language is used as a foreign language in Indonesian government, so it is very important subject in Indonesian Education department. Because of that, both the government and all of Education departments can be supported and helped into language development in Indonesian future. Especially, teacher should have some knowledge which includes a basic science about that. Teacher can absorb and master all of English knowledge more, so they could teach it well and the student can join it well too. English function as a means of developing students’ knowledge in science, technology, art and culture, especially in competency of English language skill. In senior high school, English is taught to integrate within the fours skills, such as: reading, speaking, writing and listening. The language components are vocabulary, structure and pronunciation.
( GBPP;1994 )
Setiyadi, at all (2007;1.23) stated that ideally, in learning English students should be evaluated not only based on their mastery of language skills: listening, speaking, writing and reading, but also language components such as: vocabulary and grammar. Based on two statements above, as one of the language components, especially grammar has to be learnt for students to master of the language well. But in reality, according to writer experience during to be a student for three years in senior high school showed that many students still get problem in learning grammar especially in using tenses correctly in their sentences. Commonly, most of students thought that learning grammar was boring and they still get confused into select a suitable verb form especially in simple past tense. An additional, they had been assumption that study of grammar was very frightening and extremely difficult to learn.
Because of that, to solve that problem an English teacher should arrange a way to find suitable technique or suitable aids, so it can help students in mastering, understanding and memorizing of grammar lesson that has been taught, especially simple past tense. One of the aids is song. The writer believes through songs which appear high motivation in themselves and they enjoy in learning process especially simple past tense.
The writer intends to teach grammar through songs especially in simple past tense and because this class has already learnt grammar since junior high school. Songs are fun, unforgettable, and easy to learn. Songs can introduce new grammar in meaningful context to the students because the lyrics of the song contain certain grammar that was useful in the language learning. In this research, the writer tries to focus only on teaching English grammar especially in simple past tense.
The writer was very hopeful by presenting song with structural lyrics or sentences inside song can improve the student’s ability especially in grammar.
1.2 Problem Identification
1.2.1 Most of students generally have assumption or thinking that grammar is difficult subject to learn. So they feel scare about it. That condition makes students not interest to study well.
1.2.2 Most of students still have many difficulties and low ability in simple past tense subject when they face grammar tests exactly.
1.2.3 Several students also get confused and misunderstand to use verb form and to use auxiliary verb or modals especially in simple past tense form.
1.2.4 The teacher has been less ability in application technique of English teaching, so it makes student uninteresting.
1.3 Problem Limitation
Based on the identification of the problem above the researcher only would like to focus on improving students’ ability in learning simple past tense.
1.4 Problem Formulation
Can songs improve the student’s ability, especially in learning simple past tense sentences?
1.5 Research Objective
To find out so far whether songs can improve students’ ability, especially in learning simple past tense sentence.
1.6 Research Benefit
1.6.1 It gives new finding about teaching technique for the English teacher at senior high school as teaching variety in helping the students to master simple past tense.
1.6.2 It makes students more interested and challenged in learning English grammar especially in simple past tense.
1.7 Research Scope
The scope of the research as follow:
1.7.1 The subject of the research
The subject of the research is the student’s class X2 at the first year in academic year of 2010/2011. The researcher chooses it, because this class has a problem in grammar learning, especially in simple past tense.
1.7.2 The object of the research
1.7.3 The place of the research
The research is conducted at SMA N 2Metro Jl. Sriwijaya, 16a.
1.7.4 The time of the research
The research has started as the first semester in the academic year of 2011/2012.
1.7.5 The limitation
The limitation of Grammar especially in simple past tense during the treatments is by using songs.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Previous Research Overview
Kasminah, Asih. 2007. Increasing Students Achievement in the Simple Past Tense Trough Practice Generalization Reinforcement (PGR) Technique in Class VIII A. Script University of Muhammadiyah Metro.
Her research is focus on the action research that perform of collective self-inquiry undertake by participants in social situation in order to improve time rationality and justice of their own social or education practice as well as their understanding of these practices and the situation in these practice are carried out.
A comparative Study in achievement of simple past tense between inductive and deductive instructional approach at the fourth year 0f SD N 1 Metro Pusat.
2.2 Theoretical Review
A. Concept of structure
According to Lado (1968:221) that structure is the system of unit and pattern of language and each language has its own distinct structure. It means that in the Word, each language has many differences of structure depend on the culture and habitual action. So, Indonesian structure is not same with English structure. Indonesia structure uses the same verbs to express the events in the different time. On the contrary, English have many verbs (irregular and regular verb) that are used in different time. It is called tenses. For example:
Indonesian structure | English structure |
1. Yogi bermain scrable setiap hari. 2. Yogi sedang bermain scrable di kamar sekarang. 3. Yogi bermain scrable kemarin pagi. | 1. Yogi plays scrable everyday. 2. Yogi is playing scrable in the room now. 3. Yogi played scrable yesterday morning. |
According to Henry (1985:306) Grammar is a step toward understanding how we learn language and be taught as an attempt to build a model of kind of structure that we eventually assign to English structure. This statement implies that learning words organize into structure. A sentence is not just sequence of words, but it has a meaning that is important by receiver. If we change the words order in sentences, so it will have an effect in change meaning and how the words order themselves interaction with each other, so communication isn’t run well.
According to Fries (1965:29) structure is the meaning carried out by the form of arrangement of words which has meaning. It is true, but sometimes we should realize that are not at all of the arrangement words have a meaningful. Even, sometimes they have meaningless. For example:
1. Riza watched TV in living room yesterday.
2. In living room, watched TV Riza yesterday.
The first sentence is certainly correct because it has perfect meaning, but in the second sentence, we can look that it is meaningless.
Generally, grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well.
Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of no prestige forms.
Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context.
Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know.
The communicative competence model balances these extremes. The model recognizes that overt grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks.
Based on some of the statement and definition grammar, that writer concludes that grammar is a rule of language which is used to construct and build a sentence with the utterances. Grammar is also an organized sentence of words to express a meaning which are thought and felt. On the other hand, grammar is the early basic to manage and to control in constructing or building the sequences of word to be sentence so the sentence has a good meaning for receiver. As we now that in learning a foreign language, without having a good knowledge in grammar of that language, someone will get problem and have many difficulties to make meaningful sentences. Besides, we also have a problem in expressing what we want, what we do and other, especially in written and oral. Different from that, if we have more knowledge about grammar even we master of the English grammar, we will be easy for them to understand what we meant. The function of it is to control whether we make mistake or not.
1. Concept of Simple Past Tense
One of differences between English language and Indonesian language is in the tense. English language has tense, but Indonesian language hasn’t it. Tense is a change verb form in English that explain an events or condition has happened in the last time. To elaborate a something which happen in past time, in English language use the different verb.
For example:
ð In sentences which use verb ”to be” ( am, is, are ).
In present | In past |
v I am pretty v Dimas is happy v She is beautiful v It is hard v We are fine v You are kind v They are tired | v I was pretty v Dimas was happy v She was beautiful v It was hard v We were fine v You were kind v They were tired |
Based on the Example, verb “to be” ( am, is, are ) change to become (was, were). Robby Lou (2nd edition;33).
According to Mas’ud( 2005;24) stated that the simple past tense appear with many functions. As following functions:
1. To express action that has done or happened in the past time (certain time).
Example:
1 I sing a song every morning.
2 Dhonni washed his motorcycle last week.
3 Indrawent to Denpasaryesterday.
2. To express habitual in past time.
Example:
1 Dika always carried an Umbrella.
2 Siskanever wentto Singapura.
3 We usually spoke English.
4 Last year it rained frequently in this area.
5 When I was young, I went swimming every day.
3 To express the action that is done clearly in past time (certain time), but it is nothing time determiner.
Example:
1 Ferrybought this game boyin Glodok.
2 When did you see me?.
3 The ship was ten minutes late.
According to Djuharie (2008;85), the usages of simple past tense have seven points importantly. But three point of them are the same with Mas’ud theory, so the writer’s initiative is only to show four points which are different from his theory. As the following usages:
1. To express an events which do in past time with using stative word.
Example:
1 He appeared to be creative genius.
2 I saw the beautiful view in Bromo mountain.
3 Hendraloved him.
2 As a tail sentence in conditional type two.
Example:
1. If he took better care of his self, he wouldn’t’ be absent so often.
2. If I went now, I wouldn’t meet you here. Ratu loved daises.
3. To express imaginative event which happen in recently time.
Example:
1 My darling wishes I helped his homework.
2 If only Ratu knew what I feel now.
2. Form of Simple Past Tense
The forms that consist one part only are usually labeled simple, there are only two such forms the simple present and simple past, all the other tense form are verb phrases containing one or more auxiliary (Frank, 1927;52).
According to Schrampfer A (1941;18) the simple past have some forms. As follow:
Category | Subject | Sentence | |
STATEMENT | I-You-She-He-It-We-They | · worked yesterday. · ate breakfast. | |
NEGATIVE | I-You-She-He-It-We-They | · did not(didn’t) work yesterday. · did not(didn’t) eat breakfast. | |
QUESTION | Did | I-You-She-He-It-We-They | · work yesterday? · eat breakfast? |
SHORT ANSWER | Yes, | I-You-She-He-It-We-They | · did · didn’t |
NO | |||
Ø Note: Did is NOT used with was and were.
ð Positive : {I-She-He-It} was right.
{We-You-They} were right.
ð Negative : {I-She-He-It} was not (wasn’t) busy.
{We-You-They} were not (weren’t) busy.
ð Question : Was{I-She-He-It} right?
Were {We-You-They} right?
Based on that, it can be formulated as follow:
ð S + V + O ð S +“ To be”(was,were) +C |
- For positive statement
Example:
Use V2 | Use verb “be” |
|
|
S + didn’t +V1 + O S + wasn’t/weren’t + C |
- For negative statement
Example:
Use V2 | Use verb “be” |
|
|
Did + S + V1 + O + ? Was/Were + S + C + ? |
- For interrogative statement:
Example:
Use V2 | Use verb “be” |
· Did I see him? · Did You/We/They see him? · Did She/He/It see him? | · Was I happy? · Were You/We/They happy? · Was She/He/It happy? |
Ø Determiner of times usually use in simple past, as follow:
English | Indonesian |
· Yesterday · Last…… · Last week · Last year · ……ago · Two days ago · The other day · In 1982 · Etc. | · Kemarin · ……yang lalu · Minggu yang lalu · Tahun yang lalu · ……yang lalu · Dua hari yang lalu · Dulu · Pada tahun 1982 · Dan sebagainya |
3. Types of verbs
Ø According to D.Djauhari (1986:36) it is consist of two forms:
1. Regular Verb
ð It is called regular, because kind of this verb always get additional suffix –ed that use into simple past tense or past perfect tense sentences. Example:
ð I talk very loudly every day. ð I talked very loudly the whole day yesterday. ð I have talked very loudly since sixth o’clock this morning |
ð The rule of additional suffix –ed, as follow:
1. If the word ending with consonant y and before the consonant y has any different consonant so it changes to be i + -ed as new additional suffix. Example:
Ø Cry | Ø Cried |
Ø Study | Ø Studied |
2. If the word ending with consonant y and in front of it that find a vowel, so it gives – ed as suffix. Example:
Ø Destroy | Ø Destroyed |
Ø Play | Ø Played |
3. A verb is consists of one word and two word which the ending consonant(p,g,b,l,r,t) that is pressing vice in pronunciation, into additional suffix –ed so the end word of consonant should be copied. Example:
Ø Stop | Ø Stopped |
Ø Fob | Ø Fobbed |
Ø Occur | Ø Occurred |
Ø Control | Ø Controled |
Ø Submit | Ø Submitted |
2. Irregular Verb
It is called irregular verb, because it can’t additional suffix –ed. But it has different forms in simple past, perfect tense or passive sentences. Example:
ð He steals my mangoes every night.
ð The thief stole my car last night.
ð That woman has stolen a bracelet from jewelry store.
ð Her car was stolen by Dina.
List of irregular verb:
Present | Past | Past participle |
· Are · Am, Is · Drink · Bring | · Were · Was · Drank · Brought | · Been · Been · Drunk · Brought |
- Concept of song
1. The criteria of the selecting song
Gasser and Waldam (1979;50) suggest some guidelines for choosing appropriate song to be taught:
ð The teacher should be able to use song to teach at least one of the four categories. They are grammar, pronunciation, vocabulary and culture.
ð The tone of the song should be easy to listening and simple to learning. It will be help if the lyrics are repetitive. Besides, the lyrics should be as representative as possible of standard spoken English.
ð It should not be necessary to change the lyrics to the students to enhance their pedagogical value.
According to the criteria above the researcher would like to say that in selecting appropriate songs the teacher should be more selective and the most important thing is that song must have pedagogical value and easy to learn. Looking back to the criteria above, the researcher chooses the song from Celine Dion. This is lyrics of the song:
Someone Like You
by : Adele
I heard
That you’re settled down
That you
Found a girl
And you’re
Married now
I heard
That your dreams came true
Guess she gave you things
I didn’t give to you
Old friend
Why are you so shy?
Ain’t like you to hold back
Or hide from the light
* I hate to turn up out of the blue uninvited
But i couldn’t stay away, i couldn’t fight it
I had hoped you’d see my face and that you’d be reminded
That for me it isn’t over
**Never mind
I’ll find someone like you
I wish nothing but the best for you too
“Don’t forget me”, i begged
“I’ll remember”, you said
“Sometimes it lasts in love
But sometimes it hurts instead,
Yeah.
You know how the timeflies
Only yesterday
It was the time of our lives
We were born and raised
In a summer haze
Bound by the surprise
Of our glory days
Back to *
Back to **
Nothing compares
No worries or cares
Regrets and mistakes
They are memories made
Who would have known
How bittersweet this would taste?
Back to **
Back to **
Sometimes it lasts in love
But sometimes it hurts instead
This song was chosen by researcher because it’s lyrics of the song contain grammatical sentences especially simple past tense pattern. It will help students to motivate their selves so they have more spirit to learn grammar well.
2. Teaching Grammar through Song
Instructors now to the idea of using songs as a teaching tool may be reluctant, as it once was, because they worry that some of their older, more “serious” students (usually found in an IEP or college program) will perceive songs as trivial, a waste of time and money. But we can successfully use songs with these adult students as long as we have specific lesson objectives and convey that songs are simply another source of authentic language input.
While there are many ways to use songs in language learning in general, many grammar instructors use song lyrics as sources of authentic language models of specific grammar points. Searching for lyrics that utilize the structure being taught is a time-consuming process, but luckily there are already some linked grammar/song sources available.
While there are many ways to use songs in language learning in general, many grammar instructors use song lyrics as sources of authentic language models of specific grammar points. Searching for lyrics that utilize the structure being taught is a time-consuming process, but luckily there are already some linked grammar/song sources available.
There are seven different songs lessons for low level grammar structures, nine intermediate lessons, and ten more advanced structure lessons right here on the Azar Grammar site in the collection of classroom materials. These lessons involve completing cloze exercises, sequencing, completing charts, analyzing and discussing grammar usage alternatives and meaning, listening for specific words and structures, using lyrics as a model for spoken and written production, and other activities.
Lyrics can be found at any one of many sites, like SongLyrics.com, but be sure to check the lyrics with the version of the song you are using because of slight variations in live vs. studio recordings and errors in lyrics transcribing. I frequently use YouTube as a free source of many songs, and the video is sometimes a stimulating source of discussion as well. (By Maria 2009. it is taken June 12th,2009 from cite www.azargrammar.com).
The relationship between language and music is an easily recognizable one. Both entities have significant common elements and similarity Songs might be looked upon as occupying the middle ground between the disciplines of linguistics and musicology, possessing bosh the communicative aspect of language and the entertainment aspect of music. Indeed it may be an impossible task so describe the point at which the “speech” of a given language ends and the song” categorization begins. One ethnomusi-cologist has attempted this, but even his proposal leaves an imprecise “grey area” between the t and is inapplicable to certain cultures.’ The theoretical comparison of songs to speech should perhaps be let s for more detailed discussion in other papers. It should be sufficient or our purpose here to recognize briefly the points of similarity as a theoretical justification for the use of songs in language teaching.
Based on the statement above, we know that teaching grammar with
song can insist our teaching of grammar while providing a relaxed condition and motivated students. Teaching grammar especially in simple past tense through songs are centered to students, hence by using songs the teacher gives chance to students to express themselves, enjoy themselves during learning and use the reserve of their mind.
song can insist our teaching of grammar while providing a relaxed condition and motivated students. Teaching grammar especially in simple past tense through songs are centered to students, hence by using songs the teacher gives chance to students to express themselves, enjoy themselves during learning and use the reserve of their mind.
3. The procedure of teaching simple past trough songs.
Philips (1993;95) states some general guidelines for doing action songs in class, they are:
a. Play or sing the song once or more twice with the students just listening, so that they begin to adsorb the tone and rhythm.
b. Play and sing the song again and get them to clap the rhythm and the tone to the music.
c. Get them to join with you.
d. Ask them if they can tell you what the song means from the action which explains anything they don’t understand.
e. Play the song again. The students join with the action, and sing along with the words if they wish.
The researcher applies the guidelines to teaching procedures of song in the class, as follow:
1. Asking the students about their favorite songs or kind of songs that they often listen:
a. The teacher asks for some students about their favorite music and song.
b. Students respond the question which is given by teacher.
2. Teacher gives an example of songs and playing the song in the class, students just listen to the song, so that begin to adsorb the tone of the rhythm.
a. The teacher plays the cassette and asks students to listen to the song.
b. The students listen the song and try to adsorb the tone and the rhythm.
3. Once more to playing again and asking them to give a brief account about the song or story of the song in using the own language students.
4. After that, teacher gives a copy of the text song and the teacher ask the students to fill the blank that have in the song’s text based on what their hear moment and discuss together with their friend.
5. Next, the teacher repeat the song once more and teacher asks to them to practice sing that song together while fill the blank word.
6. Continue for students to discuss the song’s text and to describe the pattern used.
7. So it is clear, the teacher can repeat the song again and the teacher asks them to seek and make the formula of pattern based on the song.
8. If they get the point of the grammar target, and the teacher discuss it together with them, than continue to give a practice as class evaluation.
Chapter III
METHODOLOGY OF THE RESEARCH
3.1 Research Design
This is a classroom action research. The research is conducted to find out so far whether the songs can improve student’s ability especially in learning simple past tense sentences after three-times of teaching process. Therefore, the researcher uses pre-test and post-test design in this research. The researcher conducts try out to know the test level clarification which it includes in category of difficult, medium or easy test before pre-test and post-test are given to the students.
The researcher applies two cycles in this research. Each cycle consist of planning, action, observation and reflection. The second cycle is done by the researcher if the first cycle does not give significant result from the target by the treatments change.
3.2 Research Procedure
To make this research run well, the writer has to make research procedure. They are:
1. Planning
Before the writer will start this research, so he should make some planning to make easy when the writer do it. There are many steps to be planned by the writer they are consist of:
Ø Determining the subject of study.
The writer should determine the subject of study before the subject is given to the students, so students hasn’t confused with the subject. On the contrary, they are focus on the subject of study.
Ø Preparing try-out.
The writer prepared a kind of materials test (try-out) that was given to students. Exactly, it was given in the first meeting class. Based on the result of test, the writer meant to clarify the test level whether it includes in category difficult, medium or easy test which students do it.
Ø Preparing the pre-test.
The writer prepared a kind of tests (pre-test) that was given to students. The writer prepared the total number of test items and the material that was examined.
Ø Preparing the subject of material
The writer should prepare the subject of material before the material to be taught. Certainly, the material is about simple pas tense.
Ø Preparing the post-test
The writer prepared a kind of tests (post-test) that was given to students. The writer prepared the total number of test items and the material that was examined.
Ø Preparing Questionnaire Test
The writer prepared whatever it is needed in Questionnaire test. It was consist of 10 Questionnaires item which form in multiple choice with two option (A and B).
2. Action
In this part, the researcher starts to act the research design that had already been planned. There are some steps, as follow:
Ø In the first meeting, the writer gave try-out test. The teacher divide a piece of test paper to students and ask them do it without cheating. This test contains multiple choices that consist of 25 items.
Ø In the second meeting, the writer gave pre-test. The teacher divide a piece of test paper to students and ask them do it with each their selves. This test contains multiple choices that consist of 25 items.
Ø After giving the pre-test to students, the writer gives more treatment which three times of meeting about the difficult subject that were felt by students.
Ø In the final meeting, the writer gave post-test. The teacher divide a piece of test paper to students and ask them do it with each their selves. This test contains multiple choices that consist of 25 items. The items are same with pre-test and try out item, but each item is selected by randomly numbering.
Ø Then, in the end of the meeting the writer also gave a questionnaire test. It is consist of 7 questionnaire item to help the writer in collecting
3. Observation
This is the important part of the research. By observation, the researcher gets a document about reflection of student activity and student interaction in the class room.
4. Reflection
This is the final step that the researcher does. The researcher will be attempted to see and muse again something that the researcher has done. It is also to know whether there is any effect that can appear in the students learning process. By reflecting, the researcher will know the strength and weakness from the action that the researcher has done.
3.3 Research Variable
This research consists of two variables as follow: dependent variable and Independent variable. Dependent variable is a variable which the researcher observes and measures to determine the effect from the independent variable. Independent variable is a variable which is selected, manipulated and measured by the researcher. Based on description above, there are two variables in this research, as follow: Songs is as independent variable of this research and improving students’ ability in simple past tense is as the dependent variable.
3.4 Research Populations and Sample
The population of this research is the students of the first class or class in SMA N 1 Metro. There was consists of 6 classes of the first year. The writer only takes 2 classes as sample with randomly option. The first class was selected as an experimental class and the second class as a try out class. Sometimes to complete the data, the writer looks for information from some students.
3.5 Research Instrument
The research instrument for collecting the data was used:
v Questionnaire
It is consist of 7 questionnaire item. It was given for the students in the end of meeting by the writer. It was chosen by the writer to know so far the student’s argument when they join the learning process especially in grammar trough song. Whether they were happy and enjoy through it. Detail explanation, let see appendices.
v Test
In this research, It was consists of try-out, pre-test and post test item. The writer used 25 items. Each item of them is multiple choice forms with four options (A, B, C, and D). The material of the test is certainly in simple past form. Examples of the test let see in appendices.
3.6 Data Collecting Technique.
In collecting the data, the writer used the following procedure which can be described as follows:
1. Giving Try-out Test
It is given by teacher to know the level of difficulty and discrimination power, And also to find out the reability and validity of the test. Therefore the writer made and arranged 25 item test before it is given for pre-test and post-test. In the research, the writer made same item for pre-test and post-test.
2. Giving Pre-test
It is given before treatment to find out so far the student’s basic simple past knowledge in the beginning. So the writer knows quality and capacity from both classes.
3. Treatment
It is given in three times
4. Giving Post-test.
It is given after treatment that was done, to know the result of learning process especially in simple past knowledge whether they have progress or not.
3.7 Data Analysis
In order to know the student’s progress in attempt to master past tense, the writer accounted the student’s score by doing three activities:
a. Scoring the pre-test and the post test.
b. Tabulating the result of the test, and finding the mean of the pre-test and the post-test. The mean is calculated by applying for:
X = ∑X
N
Note :
X : Mean
∑X : The total score of the students
N : Number of students
c. Drawing conclusion from tabulated result of the test given, that is, by comparing the means of the pre-test and the post-test.
REFERENCES
Lau, Robby, English Grammar And How to Use It,2nd edition, E Plus.
Mas’ud, Fuad,2005, Essential of English Grammar, BPFE – Yogyakarta.
Djuharie S.,Otong, 2008, Functional English Grammar, Bandung: CV. Yrama Widya..
Setiady, Bambang dkk . 2007. TEFL I. Jakarta: Universitas Terbuka.
A. Schramfer, Betty, 1941, Fundamental of English Grammar, Second Edition, United stated of America.
Henry, Frank, 1985, Language Introductory, New York: Reading St. Martin’s Press.
Fries, Charles C, 1965 , Teacher and learning English as a Foreign Language, An Arbor, The University of Michigan,Press.
Setiyadi, Ag,B, 2002, Penelitian Dalam Pengajaran Bahasa Asing, Lampung:lampung University Press.
Lado,Robert. 1964. Language Teaching: A scientificApproch New York: Mac Graw Hill Inc.
D.Djauhari, Imam.1986. Master of English Part of Speech. Indah-Surabaya.
Setiyadi,Ag.B.2002. Penelitian Dalam Pengajaran Bahasa Asing.Lampung: Lampung University Press.
SpelleriInstructor, Maria.2009. Teaching Grammar with songs. http://www.azargrammar.com/teacherTalk/blog/2009/03/teaching-grammar-with-songs.html, 4 May, diakses pada tanggal 12 Juni 2009. Department of Language and Literature, Manatee Community College, Florida, USA.
Dean Emeritus, Dr. James E. Alatis. Teaching Grammar. http://www.nclrc.org/essentials/grammar/grindex.htm.School of Languages and Linguistics, Georgetown University
Santoso, Dra. Eunice,2009, Learning English with Fun Through Popular Songs, Jakarta : Mitra Utama.
Puasa, Kuran S.Pd,2007, Teaching English Through Pop Songs , Bandung : CV.YRAMA WIDYA
APPENDICES
Ø Data Pre-survey
Data pre-survey are taken from information by one of English teacher’s SMA N I Metro with informal condition by the writer. This is the data of scoring the student’s of the first year or tenth class academic year 2010/2011.
Category | Score | A sum of student (%) |
Ø High Ø Middle Ø Low | 80 – 100 70 – 80 55 – 70 | 50% 20% 30% |
Total | 100% | |
Ø Text song (original)
Wake Me Up When September Ends
Oleh : Green Day
Summer has come and passed
The innocent can never last
wake me up when September ends
like my fathers come to pass
seven years has gone so fast
wake me up when September ends
here comes the rain again
falling from the stars
drenched in my pain again
becoming who we are
as my memory rests
but never forgets what I lost
wake me up when September ends
summer has come and passed
the innocent can never last
wake me up when September ends
ring out the bells again
like we did when spring began
wake me up when September ends
here comes the rain again
falling from the stars
drenched in my pain again
becoming who we are
as my memory rests
but never forgets what I lost
wake me up when September ends
Summer has come and passed
The innocent can never last
wake me up when September ends
like my father's come to pass
twenty years has gone so fast
wake me up when September ends
wake me up when September ends
wake me up when September ends
The innocent can never last
wake me up when September ends
like my fathers come to pass
seven years has gone so fast
wake me up when September ends
here comes the rain again
falling from the stars
drenched in my pain again
becoming who we are
as my memory rests
but never forgets what I lost
wake me up when September ends
summer has come and passed
the innocent can never last
wake me up when September ends
ring out the bells again
like we did when spring began
wake me up when September ends
here comes the rain again
falling from the stars
drenched in my pain again
becoming who we are
as my memory rests
but never forgets what I lost
wake me up when September ends
Summer has come and passed
The innocent can never last
wake me up when September ends
like my father's come to pass
twenty years has gone so fast
wake me up when September ends
wake me up when September ends
wake me up when September ends
Direction: fill the blanks word in the texts song below ! based on the song that has played by teacher.
Wake Me Up When September Ends
Oleh : Green Day
Ø Chorus
Summer has come and …..
The innocent can never last
........ me up when September ends
like my fathers come to pass
seven years has ….. so fast
wake me up when September ends
The innocent can never last
........ me up when September ends
like my fathers come to pass
seven years has ….. so fast
wake me up when September ends
Ø Chorus
here comes the rain again
falling from the stars
…….. in my pain again
becoming who we are
as my memory rests
but never …… what I lost
wake me up when September ends
summer has come and ……
the innocent can never last
wake me up when September ends
ring out the bells again
like we …… when spring began
wake me up when September ends
Ø Repeat chorus
like my father's come to pass
twenty years has gone so fast
wake me up when September ends
wake me up when September ends
wake me up when September ends
Ø Quistionnaire
Kuisioner untuk siswa
Petunjuk: Jawablah pertanyaan ini dengan jujur. Jawaban anda tidak akan mempengaruhi nilai anda.
- Apakah anda senang dengan kegiatan belajar simple past melalui lagu?
A. Ya B. Tidak
Alasan :………
- Apakah anda terlibat secara aktif dalam pembelajaran tadi(belajar simple past melalui lagu)?
B. Ya B. Tidak
Alasan :………
- Apakah anda senang dengan adanya kegiatan kelompok dalam belajar simple past tense melalui lagu?
A. Ya B. Tidak
Alasan :………
- Apakah anda mengalami kesulitan dalam memahami materi pelajaran terutama simple past tense melalui lagu?
A. Ya B. Tidak
Alasan :………
- Apakah dengan belajar melalui lagu anda lebih mengerti simple past tense?
A. Ya B. Tidak
Alasan :………
- Buatlah contoh kalimat simple past tense?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
- Apakah belaja simple past tense melalui lagu bermanfaat dalam kehidupan sehari-hari?
A. Ya B. Tidak
Alasan :………
Ø Test ( try-out, pre-test and post-test use the same test, but in each items arrange with numbering randomly ). Example:
Direction: Choose the correct answer A, B, C or D.
1. I…… someone playing game.
a. see b. saw c. seen d. seeing
2. T he students…… outside school under the trees.
a. were b. was c. is d. are
3. The song was singing when I……
a. come b. coming c. comed d. came
4. The teacher ……. The lesson on the board yesterday.
a. wrote b. written c. write d. writing
5. When you ….. I give you something.
a. meet b. met c. meeting d. meetted
6. Today rained hard but yesterday……
a. rain b. rains c. is fine d. was fine
7. The mangoes trees …… fruits last month.
a. began b. begin c. begun d. beginning
8. The thunder …… stopped two hours ago.
a. didn’t b. wasn’t c. isn’t d. weren’t
9. Tono and Budi….. market to buy new clothes.
a. go to b. goes to c. went to d. gone to
10.The boy whom I ….. Last month is your daughter.
a. was b. did c. meet d. met
11.I’m reading the book when he …… in my house.
a. sleeps b. sleep c. slept d. sleeped
12.She ….. born in June, 25st 1987.
a. is b. were c. did d. was
13.He …… a new car last year.
a. brought b. buy c. buys d. buyed
14.Tika …… English lesson last night.
a. study b. studies c. studied d. was study
15.Iwan …… a letter in his room when his mother came in.
a. wrote b. was writing c. write d. has writing
16.He asked me ……
a. whether I grew my own vegetables. c. did I grow my own vegetables
b. you grow your own vegetables d. I grew my own vegetables
17.Here is letter …… full information about the matter.
a. Given b. giving c. gives d. gave
18.Neither the students nor their professor ……happy about the result of the experiment.
a. are b. was c. to be d. were
19.The teacher has the children …… to the passage twice.
a. listen b. listened c. listening d. to listen
20.I wish I were a millionaire. This means ‘ I…..a millionaire.
a. am b. was c. would be d. am not
21.Rudi : Do the two girls differ very much?
Anto : No, I can’t see the …… between them.
a. different b. differ c. difference d. differential
22.The progress of the class needs …….
a. evaluated b. to evaluated c. to be evaluated d.be evaluated
23.I don’t like your …… late every time.
a. come b. came c. comes d. coming
24.‘Don’t do that again’, the teacher ……Hamid.
a. am b. was c. would be d. am not
25.‘Don’t do that again’, the teacher ……Hamid.
a. warned b. wished c. thanked d. said
Curriculum Vitae
Rina Wulandari was born on December 8th,1989 in Punggur, Cental-Lampung. The daughter of Muncarno, an Lecture of Lampung University, and Rusmartini, Amd, an teacher of Junior high school. She has one brotherand one no sister and also he is the second child in herfamily. He attended SMA PGRI I Punggur in 2007 and a student of English Education Prody. Sheentered the Department of Applied Linguistics as the faculty of Education and Teacher Training at the University of Muhammadiyah Metro in July 2011.
Now, she is still being students of English Education Prody of University of Muhammadiyah metro. Exactly, he is still in semester VI. She has followed study S-1 in University of Muhammadiyah Metro for two years and she was in finishing process his study S-1.
This S-1 thesis was typed by the author, Rina Wulandari with a tittle The Improving student’s ability in learning simple past tense trough song at the first year of SMA N 2 Metro academic year 2010/2011.
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