TEACHING PAST TENSE USING COMMUNICATIVE APPROACH IN THE SIX GRADE AT PURWAWINAYA ELEMENTARY SCHOOL

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1 TEACHING PAST TENSE USING COMMUNICATIVE APPROACH IN THE SIX GRADE AT PURWAWINAYA ELEMENTARY SCHOOL (A Pre-experimental Study Done at SDN Purwawinaya Banjaran in 2012) Irfan Mahendra Putra English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACT The objectives of this research entitled Teaching Past Tense Using Communicative Approach at six grade student of SDN Purwawinaya Banjaran was to know whether or not communicative approach was effective to improves the student simple past tense mastery. This research used one group pretest-posttest design and quantitative research method. The instrument of the research was pretest and posttest. The population of this research was 40 of six grade student at SDN Purwawinaya Banjaran, and the sample was entire population. The data of this research were collected by giving pretest and posttest to student sample. The collected data was analyzed by using t-test formula. The results of the data analysis showed that: the mean score of pretest was 60.5 and the mean score of posttest was The t-observed was and the t-table with degree of freedom (df) 39 and level of significance at 0.05 (5%) was Based on the data above, the alternative hypothesis (Ha) was accepted because t-observed was higher than t-table (6.373 > 2.042). It also meant that teaching Past Tense using communicative approach was effective to improve the student simple past tense mastery. Key words: Past tense, communicative approach A. INTRODUCTION 1. Background of the Problem Studying language in the student s native language and studying language in the student s a foreign language is a quite different matter. Studying in their own language, in this case Indonesian is much easier than that of the foreign language because they have mastered the vocabulary and the structure of their own. For mastering a language we must have a sequence of knowledge which is related to its language. One of the sequences of language knowledge is a skill. There are four skills that we have to master in mastering a language, especially English language, they are reading skill, writing skill, listening skill and speaking skill. Studying in the target language, in this case English is really difficult for them. They are required to have adequate knowledge which has a different system, including vocabulary and structure as well as possible. The English structure is different from the Indonesian. English has tenses that are used in different situation such as simple present tense to talk about habitual 1

2 2 activity, simple past tense to talk about something in the past and so on. The problem usually appears when the student study about simple past tense. The use of second verb make the students confuse about the verb they are use in the sentences. 2. Statement of the Problem and Research Questions a. Is communicative approach effective for teaching The Simple Past Tense? b. Do the students get higher score after the treatment using communicative approach? 3. Hypothesis a. Null Hypothesis (Ho): There is no significant difference in the students mean score before and after the treatment using communicative approach in teaching the simple past tense. b. Alternative Hypothesis (Ha): There is significant difference in the students mean score before and after the treatment using communicative approach in teaching the simple past tense. B. THEORETICAL FOUNDATION 1. Communicative Approach The communicative approach to language teaching begins from a theory of language as communication the goal of language teaching according to this approach the develop communicative competence (Hymes:1972). Brown states that communicative competence is aspect of competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific context (Brown, 1978:199). a. Communicative Communicative, in oxford learner dictionary of current English is taken to mean ready and willing to talk with and give information to others. The process of communication stars will sensory perception, the relegates the result of this perception, and convey to another people communicate message b. Approach According to Anthony s model approach is the level at which assumptions and beliefs about language and language learning are specified and approach is very broad theory, which is basic to the teaching of language teaching learning. It describes nature of the subject matter to be taught, it states point of one beliefs cannot necessarily prove. c. Communicative Approach to Language Teaching The communicative approach to foreign language teaching has come out as a result of studies in language acquisition an in experimentation of teaching methods. Three areas have seemed to provide impacts on the development of this approach: studies in language acquisition originated in the United States, language teaching programs which emphasize total language exposure, and the European course credit system (cf. stern, 1983:113) The objective of teaching is to develop students competence to communicate in the target language in real communicative context. Communicative competence is indicated by an ability to use the language appropriate for a given social context (Larsen-Freeman, 1986).

3 3 2. The Nature of Verb Aspect refers to nature of the action described by the verb. There are three aspect: Indefinite (or simple), complete (or perfect), continuing (or progressive). A verb in the indefinite aspect is used when the beginning or ending of an action, an event, or condition is unknown or unimportant to the meaning of the sentence. The in definteaspect is also used to indicate a habitual or repeated action, event, or condition 3. An Action Was done at Past Time The verb is most complex part of speech. It is so basic that other functions (subject, other and complement) are determined in relation to it, it also has the gramatical properties of person and number. Properties which require agreement with the subject. The simple past tense is used to show that an action began to happen at, or after a given another action in the past. The characteristics of this form are: yesterday, last night, last week, last month, last year, etc 4. Types of Verb a. Regular Verbs Regular verb are verbs whose simple past tense and past participle are formed by adding ed / d to the infinitive b. Irregular Verb The term irregular verb is used for those verbs which do not have the suffix ed for past participle. Irregular verbs form the past tense and past participle in different ways 5. The Nature of Tense Frank (1972: 14) defines: Tense are special verb ending or accompanying verb signaling the time or event taken place. Based on the definition above, the writer would like to say that the word tense stands for a verb or series of verb forms used to express a time situation 6. The Nature of Past Tense Comrie (1985:41) in Transmitting (2007: 16) states that: The meaning of the past tense is this location in time period to the present moment, and any further deductions about temporal location that are made on the basic of individual sentences in the past tense are the results of factors other than simply the choice of tense. The simple past tense 7. Function of the Simple Past Tense The simple past tense is used to talk about activities or situations that began and ended at a particular time in the past. A past adverbial is either expressed or else understood from the context in which past tense is use. 8. Form of the Simple Past Tense Was and were are the past form of be. Was and were is used if the subject of the sentence is followed by noun, adjective, or adverb 9. Simple Past Tense in Communicative Approach Correlation between communicative approach as method of teaching and simple past tense as material are closely correlate each other. Communicative approach which that emphasizes the students communicatively and interactive. Where the simple past tense usually used in practicing daily communication or dialogue. The writer conclude that communicative approach can be used as a means of teaching the simple past tense.

4 4 C. RESEARCH METHODOLOGY 1. Kinds of Research According to Hatch and Farhady (1982: 19): Pre-experimental designs are not really considered modals experiments because they do not account for extraneous variables which may have influenced the results. The internal validity of such a design is also questionable. However, they are easy, useful ways of getting preliminary information on research questions (Also they are good example of what you should not do when you carry out certain final research projects). 2. Subject of Research a. Population Population is all members of the group, events, or object which is already formulated clearly. to be investigated and population can be regarded as a group of objects of an investigation. The population of this study is the fifth grade students of SDN Purwawinaya consist of two classes b. Sample According to Arikunto (1998:117) Sample adalah sebagian atau wakil populasi yang diteliti. it means sample is a part or representative of the population being studied. The sample of this study is the fifth grade students of SDN Purwawinaya consist of two classes. This is also call total sample. To collect the data, the writer will take some steps to make the easier process. The steps as follows: - Collecting the scores of the pretest. The scores of the pre-test is obtained of pre-test result. The pretest is used to measure students ability before treatment - Collecting the scores of the posttest. - Calculating the pre-test and posttest scores to gain the t-result D. DATA ANALYSIS 1. Computing the mean of Pre-test The means of pre-test is Computing the mean of Post-test The means of Post-test is Computing the difference between two means: Pre-test and Post-test The difference between two means: Pre-test and Post-test obtain D=520 and D 2 = The standard deviation obtain SD=12.9 The t-test result obtain t- count= Interpretation The writer has checked the t-count of in the t-distribution table. He has found that he needs at least a value at 0.05 level significance, the t- count of is higher than the t-table at the table distribution. If t-count < t-table then, Ho is accepted If t-count > t-table then, Ha is accepted According the data above t-count > t-table so, he concludes that There is significant difference in the students mean score before and after the treatment using communicative approach in teaching the simple past tense. It also means that Ha is accepted. E. CONCLUSIONS AND SUGGESTIONS 1. Conclusions Based on the research finding, the t- count is and it is higher then the t-

5 5 table needed It means that communicative approach is effective for teaching Simple Past Tense in SDN Purwawinaya. Communicative approach can make the students active in the class so, they have good motivation in studying Simple Past Tense. Communicative approach is effective in order to improve student s ability in understanding the use of Simple Past Tense in the sentences 2. Suggestions There are so many approaches, methods, and techniques to be applied in teaching learning activities. Choosing the right one for the success of teaching learning activities is crucial in order to develop the quality of the study. Teachers should be creative in applying an approach, a method, and a technique in the school. They have to choose wisely by considering the students need and ability Massachusetts: Newbury House Publisher, Inc. - Richard, Jack C Curriculum Development in Language Teaching. New York: Cambridge University Press - Sugiyono Metode Penelitian Kuantitatif Kualitatif dan R&D. BIBLIOGRAPHY - Alwasilah, A. Chaedar Pokoknya Kualitatif. Jakarta: Dunia Pustaka Jaya - Arikunto, Suharsimi Prosedur Penelitian. Jakarta: PT Asdi Mahasatya - Azar, Betty Schrampfer Fundamental Of English Grammar - Brown, H.D Teaching by Principles: an Interactive Approach to Language Pedagogy. USA: Addison Wesley Longman Inc. - Hatch, Evelyn & Hossein Farhady Research Design and Statistics for Applied Linguistics.

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