Professional Documents
Culture Documents
Ahmad Sani Fitk
Ahmad Sani Fitk
By:
AHMAD SANI
NIM: 105014000370
LEMBAR PERNYATAAN
Yang bertanda tangan di bawah ini:
Nama Lengkap
: Ahmad Sani
: 105014000370
Jurusan
Judul Skripsi
: 19600718199403 1 002
Ahmad Sani
Skripsi
Presented to Department of English Education
In a partial fulfillment of requirements for the Degree of Strata 1
(S.Pd)
...............
...............
...............
...............
Acknowledged by
Dean of Tarbiya and Teachers Training Faculty
ABSTRACT
Sani, Ahmad. 2010, Teaching Conditional Sentence Type 1 through Communicative
Approach (A Pre Experimental Study at Eight Grade in SMP ISLAM AL IKHLAS),
Skripsi, English Education Department the Faculty of Tarbiya and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs. Agus Muchtar Rosyidi M.Ed
Key Words: Conditional Sentence, Communicative Appraoch, and EIGHT GRADE of SMP
ISLAM AL IKHLAS JAKARTA.
Grammar has an important role in learning teaching process of acquiring language in
order to help the students use the language grammatically and meaningfully. Grammar has a
lot of language elements; one of them is conditional sentence type 1. But, it needs a suitable
method in pursuing the target language while teaching learning process. One of the methods
is communicative approach because this method stresses on how to use the target language
communicatively and meaningfully.
The purpose of this study is to know whether or not the communicative approach is
effective in teaching conditional sentence type 1 at Eight Grade in SMP Islam AL IKHLAS
JAKARTA.
The population of this research is 120 students of Eight Grade of SMP ISLAM AL
IKHLAS JAKARTA, and the sample is 30 students taken by using cluster random sampling
technique. The writer did a pre experimental study as the method of the study, to know the
result of the score, the writer gave the test about conditional sentence type 1. The writer gave
a pre test before teaching learning process and gave the post test after the pre experimental
study. The type of the test is multiple choices and it is about conditional sentence type 1
which consists of 20 questions.
According to data of the test result, the t- test showed that to is higher than t table (tt).
It could be concluded from the result of the score that it is effective to teach conditional
sentence type 1 through communicative approach at Eight Grade in SMP ISLAM AL
IKHLAS.
ABSTRAK
Sani, Ahmad. 2010, Teaching Conditional Sentence Type 1 through Communicative
Approach (A Pre Experimental Study at Eight Grade in SMP ISLAM AL IKHLAS),
Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas
Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Agus Muchtar Rosyidi M. Ed
Kata kunci: Conditional sentence type 1, communicative approach, kelas 2 SMP Islam Al
Ikhlas Jakarta.
Grammar mempunyai peranan yang sangat penting dalam proses belajar mengajar
bahasa inggris agar peserta didik dapat menggunakan bahasa tersebut secara gramatikal dan
bermakna. Grammar mempunyai unsur kebahasaan; salah satu unsur bahasa tersebut adalah
conditional sentence type 1 atau kalimat pengandaian type 1. Akan tetapi, ini membutuhkan
metode pengajaran yang tepat dalam proses belajar mengajar agar tujuan bahasa tersebut
dapat tercapai. Salah satu metode tersebut adalah Communivative Approach karena metode
menekankan bagaimana cara menggunakan target bahasa secara komunikasi dan bermakna.
Tujuan penelitian ini adalah untuk mengetahui apakah metode communicative
approach itu efektif dalam pengajaran conditional sentence type 1 di kelas delapan SMP
Islam AL IKHLAS JAKARTA.
Populasi dalam penelitian ini adalah 120 peserta didik, dan sample dalam penelitian
ini adalah 30 peserta didik. Penulis menggunakan teknik cluster random sampling dalam
pengambilan sample. Penulis menggunakan metode penelitian pre expreimental, penulis
memberikan pre test sebelum pengajaran dengan communicative approach dan meberikan
post test setelah pengajaran dengan menggunakan communicative approach untuk
mengetahui apakah metode ini efektif dalam pengajaran conditional sentence type 1. test ini
bertujuan untuk mengetahui hasil nilai dari penggunaan test ini. Sedangkan jenis test yang
diberikan adalah pilihan ganda yang total test tersebut 20 pertanyaan.
Berdasarkan hasil data penulis, hasil post test (to) itu lebih besar dari pada hasil t
table. Penulis menyatakan bahwa ada pengaruh dalam pengajaran conditional sentence type 1
melalui metode communicative.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, Lord of the
World. Who has given the mercy and Blessing to the writer so he can accomplish his
Skripsi. Peace and Salutation be upon the Prophet Muhammad SAW, his families,
companions, and his followers forever.
This Skripsi is presented to the Education of English Department Faculty of
Tarbiyah and Teachers Training State Islamic University Syarif Hidayatullah Jakarta.
In this occasion, the writer would like to express his greatest appreciation, honor and
gratitude to his beloved parents (Bapak H. Saddudin Ahmad and Hj. Asmawah), for their
irreplaceable encouragement and patience to motivate the writer to finish his study, for their
prayer, motivation, support, and patience in his various endeavors, and also his lovely sisters
and brothers their support and kindness to him in doing this Skripsi and all families who
always give their prayer, love, support, motivation, and moral encouragement to finish his
study.
The writer also would like to express his deepest gratitude to Drs. Agus Muchtar
M,Ed who has give the writer advices, guidances, dedications, corrections, and suggestions in
finishing this Skripsi. His gratitude also goes to:
1.
All inspiring lectures of English Department for their encouragement to the writer during
his study at UIN Syarif Hidayatullah Jakarta.
2.
3.
Neneng Sunengsih, M.pd., the Secretary of English Education Department, and all the
staff of English Education Department.
4.
Prof. Dr. Dede Rosyada, M.A., the Dean of Faculty of Tarbiya and Teachers Training.
5.
The Staff and Officer of the Libraries of UIN, ATMAJAYA, and American Corner, who
have given the writer to use the books.
6.
Drs. H. Prasetyo., the principal of SMP ISLAM AL IKHLAS JAKARTA, who given the
writer an opportunity to carry out the research.
7.
Retno Lestari S.Pd., the English Teacher at Eight Grade of SMP ISLAM AL IKHLAS
JAKARTA, who given the writer for accompanying.
8.
The Writer
TABLE OF CONTENTS
ABSTRACT..... i
ABSTRAK ..... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ......V
LIST OF TABLES .VII
LIST OF APPENDICES ..VIII
BIBLIOGRAPHY ..
APPENDICES
LIST OF TABLES
LIST OF APPENDICES
Appendix 1
Form of Test 51
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
CHAPTER I
INTRODUCTION
learning process. Since several years ago, there are some methods and approaches
to get the English teaching method effectively. Nowadays, most of educational
institutions use communicative approach in teaching language to imitate foreign
language
teaching
system.
In
Indonesia,
the
curriculum
implements
C.J Brumfit and T.J. Robert, A Short Introduction to Language Teaching, (London:
Batsford Academic and Education Ltd, 1993) p, 182
CHAPTER II
THEORETICAL AND FRAMEWORK
A. Conditional Sentence
Conditional Sentences are also known as Conditional Clauses or If
Clauses. They are used to express that the action in the main clause (without if)
can only take place if a certain condition (in the clause with if) is fulfilled.
Conditional sentence is used to express something expected or unexpected
which may or may not be possible. It consist of two clauses, a dependent clause
that beginning with IF-Clause and the main Clause.1 And according to Oxford
Advanced learner Dictionary, a conditional sentence is one beginning with if or
unless.2
The place of the main clause and the if-clause could be at the first or the
second part of the sentence. It does not matter which come first, as can be seen in
the examples:
George E. Wishon and Julia Burk, Lets write English, (New York: American Book Company,
1980), p. 249
2
A.S. Hornby, Oxford Advanced Learners Dictionary, (London: Oxford Universtiy Press, 1991),
p. 239
sentence has two clauses, the main clause and the if-clause. and the if-clause
can probable happen or not if the certain condition of main clause is fullfilled
or not by that time. And The place of the main clause and the if-clause could be
at the first or the second part of the sentence.
b.
c.
From the statement above, the writer concluded that each conditional
sentence has different kinds and meaning. And then, the writer limits the
discussion only to the explanation of conditional type 1, but the writer still
3
A.J. Thompson and A.V. martinet, A practical English Grammar, (London: Oxford University
rd
Press, 3 edition, 1981, p. 186
need to know the differences between those three kinds in short. Betty
Schrampfer Azar has the table.4
Table 2.1
Kinds of Conditional Sentences
Meaning of the Verb Form in Verb Form in the
IF-Clause
True
in
the IF-Clause
the Simple present
present/future
Result Clause
Simple present
Simple future
Would + simple
present/future
form
past
participle
Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice hall
nd
Regents 2 Edition, 1989), p. 347
also used to indicate a situation that same or suitable with reality in the present
time. With real conditions indicates a possibility, namely conditions which are
suitability to fact. The if-clause is taking place at this moment and the
probable result can be real. The complete forms of conditional sentence type 1
will be described below by the writer.
a. Simple present tense in if-clause and present future in main clause
If you study hard, you will pass the exam
b. Statement with If with adjective expressing feelings
I will be happy if you come to my party
c. If + Simple Present + Imperative (Giving advice or Instruction)
If you feel tired, drink a cup of coffee
d. If + Simple Present + Simple Present (talking about laws of nature or
things that always happened)
If you heat Ice, it meals
e. If + Simple Present + May (The result of the condition is just a
possibility)
If we go to johns party, we may have a good time
f. If + should + Imperatives (To suggest that something is unlikely to
happen, or is not particularly probable)
If you should run onto Peter, tell him he owes me a letter
10
From the statement above, the writer concluded that there are some
usages in conditional sentence type 1. And the if-clause is affected by some
situation and predictable fact of the main clause.
B. Communicative Approach
1. The Meaning of Communicative Approach
Janice Yalden said as follows, In this approach, language is viewed
not only as a body of knowledge about sound, vocabulary, and grammar but
also very much as an instrument for interpersonal communication for a whole
range of purposes as a wide variety of situation.6
Jeremy Harmer, who is also interested in communicative approach,
stated that a definition about communicative approach that is the focus on
communicative activities and the concentration on language as a mean of
communication.7 This is because as one of the approaches in the teaching of
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group
UK Etd,1991), p. 48
11
English with its basic aim to make the students are able to communicative
with others in English.
From the description above, the writer concluded that it seems Janice
yalden thought that the teaching of English must be about the body of
knowledge and the communicative function of it. Those are the materials of
English teaching according to the communicative approach.
Since the communicative capacity becomes the starting points of
communicative approach, it needs
situation that can make the students really feel interested and get involved to
the class environment, so that the students expand their ideas accordingly. And
the teacher serves as a facilitator who manages classroom activities in the
learning teaching process. Then the students are the communicators who are
actively to engage in communication in order the class activities are clearly
and more communicative. And the teacher initiates interactions among the
students.
Longman Dictionary of language teaching and applied linguistics
defines the communicative approach or communicative language teaching
(CLT) as an approach to foreign or second language teaching which
emphasize that the goal of language learning is communicative competence.8
This approach has been developed by British applied linguistics as reaction
away from grammar-based approaches.
From the statement above, the writer concluded that the goal of
language teaching based on communicative approach is to develop
communicative competence, it needs to understand the concept of
communicative competence.
Communicative competence is the competence which enables us to
transmit and interpret messages and give meaning in the interaction between
12
a. Grammatical Competence
This component is identical with linguistics competence. It involves
the mastery of language codes both verbal and non verbal, such as vocabulary,
sentence formation, pronunciation, spelling, and semantics. This competence
is required for the understanding and expressing meaning of an utterance.
b. Sociolinguistics Competence
Sociolinguistics competence relates to the extent an utterance
expressed and understood correctly in different sociolinguistic context, which
is turn depend on certain factors such as speaker-listener status, the objective
of the interaction and the rules and norms of the interaction. The
appropriateness involves form as well as meaning.
c. Discourse Competence
This component is concerned with the master of ways to combine
grammatical forms and meaning to reduce either spoken or written utterance
wholly in various forms. Unity of an utterance can be attained through form
cohesion and meaning coherence. Cohesion is the relationship between
utterances and grammatical structure devices to enable one to interpret the
D.H. Brown, Principles of language learning and teaching (Englewood Cliffs, New
Jersey: Prentice Hall, 1987), p. 199
13
d. Strategic Competence
These
components
consist
of
both
verbal
and
non
verbal
10
14
Keith Morrow and Keith Johnson in Diane Larsen freeman, Techniques and Principles
in Language teaching (Oxford: Oxford University Press, 1986), p. 132
15
12
Mary Finocchiaro and Christopher J. Brumfit, The Functional National Approach: from
Theory to practice (London: Oxford university Press, 1983), p.91
16
d. The task dependency principle can help to minimize this difference; the
students knowledge that someone in the class will read his letter and
utilize its important content.
e. The correction for content principle, argues that at some stage the
students language production should be judged on its communicative
efficacy in relation to a specific task. But the principle does not negate the
utility of teacher correction for grammatical accuracy at some other
stage.13
From the statement above, the writer concluded that there are many
characteristics and principles that have to know to the teacher while the
teacher explained the material by applaying communicative approach.
17
principles that must be know to the teacher while the teacher explained the
material by applaying communicative approach.
18
f. Unless the focus is on the accrucay stage of the lesson, learners are
corrected at the end of the activity soa s not to interrupt their thought
process.14
From the statement above, the writer concluded that the studetns
must use the target language communicatively and the students are expected
to interact each other rather than to the teacher. And also the students must
negosiate between theirself while teaching learning process.
3. Designs
a. Objectives
Piepho (1981) discusses the following levels of objectives in a
communicative approach:
1.) An integrative and content level (language as means of expression)
2.) A linguistic and instrumental level (language as a semiotic system
and object of learning)
3.) An affective level of interpersonal relationship and conduct
(language as a means of expressing values and judgments about
oneself and others)
4.) A level of individual learning needs (remedial learning based on
error analysis)
5.) A general educational level of extra-linguistic goals (language
learning within the school curriculum).15
14
19
b. Weakness
1.) It takes more time for the teacher to make preparation
2.) It needs teachers creativity to make the class a live
3.) The teacher should master the materials in sorts of real situation in class
activities
4.) Discouraging shy students to express their ides (to produce sentences)
because they are shy to other people in front of the class
5.) Often makes difficult for a non native teacher who is not very proficient in
the second language to teach effectively.16
From the statement above, the writer concluded that there are many
strangeth and weakness of communicative approach in teaching learning
process. The teachers have to maximize a responsibility for determining
and responding to learner language needs.
16
20
C. Teaching
Conditional
Sentence
Type
Through
Communicative Approach
1. The Techniques of Presentation
Techniques of presentation model should be appropriate to the context
without demanding total realism. There is a right to expect the presentation
models to be acceptable as exponents of communicative function. On the other
hands, it is believed that what is presented could be used for a communicative
purpose. Because of the reason, the writer uses some techniques in presenting
conditional sentence type 1 such as games, scrambled sentences, song, picture,
dialogue, role play, and work in discussion. Each technique should be based
on classroom situation at once.
a. Games
This technique is used in the communicative approach. The
students will find the enjoyable and if the game is designed, the techniques
give the students valuable communicative practice. Lets see the example
below:
1.) First, the writer divided the class into groups of four. And the
writer copied and cut up one sheet per group
2.) Second, the writer asked for each student to choose a topic sentence
3.) Next, the writer explained to the students that the students must
finish off the first sentence, using the correct tense for the first
conditional. Then the students must start the second sentence with
the end of their first sentence. Demonstrate with one of the
sentence.
4.) Then, the students fold their first sentence under so that all that can
be seen is the half of the new conditional sentence. Then the
students passed their sheet to the next student in the group.
5.) And the next student continued that sentence and then writes the
start of the next one.
21
6.) This activity continues in this way until all the students in each
group have written sentences in all the columns.
7.) And the writer just monitor and checked the students are using the
first conditional correctly and make a note of any repeated error to
go through as a class at the end of the activity.
8.) And the class can vote for the most interesting series of sentences.
22
b. Scrambled Sentences
The writer will give the students some sentences in scrambled
order and then the students try to make about coherence.
Table 2.2
Technique of Presentation by Scramble Sentences
You
are You
are You
next year.
top
fashion model.
1. If I work
country
1. If I travel
fashion
round the
model,
1. If I play
year,
as a top
for
world,
(arsenal
T
Team),
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
23
Home
Get
If
Will
You
Telephone
The
To
Wont
Go
Rains
We
Match
If
It
Party
Come
Will
You
To
If
Invite
My
You
If
Finish
Watch
Television
My
Football
Will
Homework
24
Mike
If
Is
Will
Retire
He
65
Go
Zoo
Is
Wont
It
The
If
Hot
They
Too
To
Buy
Will
If
You
Half
Eat
Cake
The
At
If
Meet
You
Me
Will
Arrive
25
Airport
c. Song
Teaching conditional sentence type 1 through song is enough
interesting since most of the students like singing songs, especially from
the western and enable to make them learn by heart. The most important
thing to keep in mind is the songs provide engaging context that makes it
easier to structures.
Gasser and Waldman suggest the following procedure for using
song in the classroom:
1.) Begin by introducing the song and tell a little about it
2.) Make a lyrics available to the students, either by writing them on
the board for the students to copy, handing out mimeographed
copies of the words, or providing lyrics with key words or
structures missing (a modified cloze exercise) that students must
listen for and fill in. this provides recognition practice as well
3.) Sing or play the song once and allow students to listen and enjoy it
4.) Go
through
the
lyrics
with
students
aloud
and
check
17
26
students of the class love completing this sentence and create others.
The picture and the text below is a big Gorilla in the jungle and
The picture and the text are put on the big screen and filled by colorful
picture, in order to the students can be more interested and the teacher
conducts a questions such as What will you do if you meet a Gorilla?
which will elicit responses with conditional type 1 sentences.
27
walked out to the car and drove to the forest. With the baby in my arms, I start to
walk in among the trees. I was worried. if the mother doesnt recognize the baby,
she wont take it back, I thought. Perhaps shell even kill it.
The family was there. I put the baby Gorilla down on the ground and
walked a few meters away. Then I stopped and watched. I could see the mother
looking at the baby, and I thought, will she come closer? What will she do?
Suddenly the father was there, in front of me. He was the biggest Gorilla
of the family. It was frightening because he was only few meters away. I was
frightened, but I knew what I to do. People think gorillas often attack people, but
they dont-they only attack when you show youre so scared. if I turn and run
away, this gorilla will attack me, I thought. But I dont move, hell go away. I
didnt move.
Suddenly male gorilla lifted his hand. I was terrified. But he wanted to
frighten me, not hit me. After few seconds, he dropped his hand and turned. He
went over the baby, picked it up and moved away into the trees. I sat down on the
ground. I was shaking.18
e. Dialogue
Using realistic dialogue, the students will be easily in applying the
function of conditional sentence type 1. Realistic dialogue sets in a
perfectly acceptable context: a situation where one speaker does not find,
meanwhile the other is doing and wanting to find out.
Alex in dialogue below is trying to make a conversation with Dave
and Amy. And language is used presented as purposeful behavior, and can
be readily accepted as relevant to the students potential communicative
needs. Let us see the dialogue below:
Alex: you like Amy a lot, dont you?
Dave: well, yeah, I do. Shes lovely
Alex: does she like you too?
Dave: how should I know?
18
Herbert and Jeff Stranks, English in Mind. Cambridge University Press, 2007
28
f. Role Play
Role play can be set up so that the students are structured. The use of
role play in teaching and learning process can give the students an
opportunity to practice communication in different social context and in
different social roles.
For instance, the students think one of the conditional sentence type
1 in the form of a question such as, what will you do if you meet a Gorilla
in the jungle? and ask that question to other students and the students
must answer in 10 seconds, if the student can no answer in 10 seconds, the
student must write 3 possible answer from that question on the whiteboard
correctly. From that example, the teachers role is being monitor whether
the students answer are correct, then after all the student get turn, the
students make a dialog in pair based on the statement written above and
demonstrate it in front of the class.19
g. Work Discussion
Group work is particularly useful in the transaction of knowledge
and also very effective for developing foreign language. This technique
19
2007)
Herbert Puchta and jeff Stranks, Teacher Resourches, (Cambridge University Press,
29
20
Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang: IKIP Malang
publisher, 1998), p. 85
21
30
CHAPTER III
RESEARCH METHODOLOGY
A. The Purpose of Research
The purpose of research in this Skripsi is to know whether or not the
communicative approach is effective in teaching conditional sentence type 1 at
Eight Grade in SMP Islam AL IKHLAS.
Amirul Hadi and Haryono, Metodologi Penelitian Pendidikan. (Bandung: Pustaka setia,
1998), p. 205
30
31
Based on the statement above, the writer concludes that the independent
variable of this study is communicative approach and the dependent variable is the
result of teaching conditional sentence type 1 through communicative approach.
2. The Sample
The writer took the sample as the research to 1 class and takes a half of the
population. The totals of samples are 30 students. And the writer took the
cluster ramdom sampling at Eight Grade in SMP ISLAM AL IKHLAS
JAKARTA.
E. Method of Study
The writer conducted Pre experimental study. To know whether or not the
communicative approach is effective in teaching conditional sentence type 1, the
writer gave the pre test before the teaching learning process through
communicative approach and the writer gave the post test after treated the
teaching learning process through communicative approach. In the research the
writer used the pre experimental method by using pre test and post test design.
The writer uses t-test to analyze the students score, the writer did the research
only one class. The writer hold a pre test before the teaching learning process and
gave a post test after treated the teaching learning process through communicative
32
approach. In the end of the research, the writer gave twenty questions to the
students in order to find students ability after learning conditional type 1 through
communicative approach. The questions are included as the instrument of
research.
33
2. Post Test
The writer gave the test to the students a post test after the treatment given
by teaching conditional sentence through communicative approach. The writer
wants to know the result of the students score after teaching conditional
sentence through communicative approach. The writer used the test multiple-
34
choice. The writer used this kind of the tests may be this test is very suitable for
testing knowledge of grammatical structure, use of tenses, and vocabulary.4
35
teaching learning process, such as the teacher gave some examples in jumbled
words and asked the students to make in a good order. After one of the students
can give the correct order, the teacher explains about the conditional sentence type
1 based on the students opinion in the first stage. For example, I will run away if
I meet a Gorilla in the jungle or if I do not move, the Gorilla will go away.
Form that example, the sentence has main clause and if clause. The main clause is
I will run away which has rule: subject + will + verb1 + object/complement.
And that example has if clause. The if clause is if I meet a Gorilla in the jungle
which has rule: if + subject + verb1 + object. The teacher explained that
conditional sentence type 1 is used to indicate a situation that same or suitable
with reality in the present time. With real conditions indicates a possibility,
namely conditions which are suitability to fact. The if-clause is taking place at this
moment and the probable result can be real. Then the teacher asked the students to
improve the material communicatively.
attention by giving question-answer drill. What program will you watch if you
watch TV this evening? and the result was good because the students started to
make a communication, discussing it with their friends and tried to answer the
questions. Many various answer by the students: I will watch cartoon movies, I
will watch news sport, and I will watch drama film.
Third, skill practice. The teacher gave the students a picture from the text
book. The picture is a Gorilla in the jungle. The text is Narrative text, the text is:
36
Suddenly the father was there, in front of me. He was the biggest Gorilla
of the family. It was frightening because he was only few meters away. I was
frightened, but I knew what I to do. People think gorillas often attack people, but
they dont-they only attack when you show youre so scared. if I turn and run
away, this gorilla will attack me, I thought. But I dont move, hell go away. I
didnt move.
Suddenly male gorilla lifted his hand. I was terrified. But he wanted to
frighten me, not hit me. After few seconds, he dropped his hand and turned. He
went over the baby, picked it up and moved away into the trees. I sat down on the
ground. I was shaking.7
The teacher asked the students to read the text and imagine that what will
you do if you meet the Gorillas in the jungle? The teacher asked the students to
work in pairs or groups to find some conditional sentences type 1 from the text
above. The teacher divided into groups because a group is usually a number of
people who interact with one another.8 And the teachers roles are facilitator and
monitor to the students learning. The teacher monitored and facilitated the
students and gave explanation about things which have not understood by the
students.
After monitoring the students, the teacher asked the students to sit back
individually and asked the students whether the students had some questions.
Then the teacher gave the students a test which consists of 20 questions. And the
students to give spaces between each other in order the students did the test
individually and minimized the probability of cheating, the teacher gave the time
about 15 minutes. And the result of the test is listed in the research finding.
Fourth, the teacher reviewed the material and gave the conclusion about
conditional sentence type 1 by giving a little bit presentation to listen the
dialogues between Dave and Amy, and asked the students to underline the
dialogue that using conditional sentence type 1 and give the correction if
necessary.
7
Herbert and Jeff Stranks, English in Mind. Cambridge University Press, 2007
Interview with the teacher
37
Last, the teacher closed the session. But, the teacher gave the students changes to
ask some questions. After giving changes to the students to ask some questions,
the teacher played songs that related to the material above.
The writer felt that the language learning process in the class room has
interactions between the teacher and the students and it was very fun because the
teacher often asked the students opinions and participation in the classroom. The
learning teaching process at SMP ISLAM AL IKHLAS are suitable with the
statement form Keith Morrow, that are communicative approach has three
characteristics, they are: information gap, choice, and feedback.9
Finally, the writer concluded that the learning teaching process at SMP ISLAM
AL IKHLAS has the standard communicative approach.
Md
t=
2
( 1)
Md = Mean of differences from pre test and post test, which are calculated
with the formula:
Md =
38
2 =
( )2
39
CHAPTER IV
RESEARCH FINDING
A. Data Description
As previously stated of this Skripsi, the writer conducted A Pre
Experimental Study and collected the data from the pre test and gave the post
test. There are 120 students of Eight grade of SMP ISLAM IL IKHLAS, then the
writer have done the test for thirty students as a sample. The writer uses cluster
random sampling as the technique of sampling. The writer gave the test which
consisted 20 items and each item that answer correctly gets 5 points. The
instrument of the test can be seen in the appendix.
Here is the report of concerning the data description. The score of the pre
test and post test.
a. Pre Test Score
Table 4.1
The Result of Pre Test
NO
NO
85
16
85
75
17
75
85
18
70
85
19
60
85
20
80
65
21
90
39
40
85
22
85
95
23
60
70
24
65
10
65
25
65
11
70
26
70
12
75
27
65
13
70
28
65
14
60
29
75
15
75
30
75
After seeing the result of the pre test above, the writer calculated the mean score
of the data which called Variable x ( x) that has total score.. It is calculated
with formula:
Mean Score =
2,250
30
= 75
From the result above, the writer can see that the score of 60 is the lowest score
and the highest score is 95.
NO
85
16
90
80
17
75
80
18
80
85
19
70
85
20
75
70
21
85
41
80
22
90
90
23
65
80
24
70
10
70
25
75
11
75
26
75
12
85
27
70
13
75
28
60
14
65
29
80
15
75
30
80
Mean Score =
2,320
30
= 77.3
From the result above, the writer can see that the score of 60 is the
lowest score and the highest score is 90.
B. Data Analysis
The writer would like to calculate the differences score between the pre test
and the post test or the writer would like to calculate Gain (d). the writer uses
the formula:
D=yx
In which:
D= gain or differences score between the pre test and the post test
Y= post test
X= pre test
Table 4.3
The results of the Pre Test and the Post Test
NO
y)
42
85
85
75
80
+5
85
80
-5
85
85
85
85
65
70
+5
85
80
-5
95
90
-5
70
80
+10
10
65
70
+5
11
70
75
+5
12
75
85
+10
13
70
75
+5
14
60
65
+5
15
75
75
16
85
90
+5
17
75
75
18
70
80
+10
19
60
70
+10
20
80
75
-5
21
90
85
-5
22
85
90
+5
23
60
65
+5
24
65
70
+5
25
65
70
+5
26
70
75
+5
27
65
70
+5
28
65
60
-5
29
75
80
+5
30
75
80
+5
43
X= 2,250:30= 75
Y= 2,320:30=77.3
d= 90
After seeing the data above, the writer calculated the differences score
between the pre test and post test (Md). The writer uses the formula below:
Md =
=
90
30
=3
After getting the (Md), the writer determined the Quadrate deviation ( 2 ).
The writer uses the formula as below:
2 = 2
( )2
Xd (d-Md)
-3
+5
+2
24.1667
-5
-8
-24.1667
-3
-3
+5
+2
24.1667
+5
-8
-24.1667
-5
-8
-24.1667
+10
+7
96.667
44
10
+5
24.1667
11
+5
+8
24.1667
12
+10
+7
96.667
13
+5
+2
24.1667
14
+5
+2
24.1667
15
-3
16
+5
+2
24.1667
17
-3
18
+10
+7
96.667
19
+10
+7
96.667
20
+5
+8
-24.1667
21
-5
+8
-24.1667
22
+5
+2
24.1667
23
+5
+2
24.1667
24
+5
+2
24.1667
25
+5
+2
24.1667
26
+5
+2
24.1667
27
+5
+2
24.1667
28
-5
-8
-24.1667
29
+5
+2
24.1667
30
+5
+2
24.1667
2 = 5
2 = 725.001
d= 90
After getting the data, the writer determined t value, the writer uses the
formula as follow:
Md
t=
45
2
( 1)
t=
3
725.001
39(39 1)
t=
3
0.91
t = 3. 29
C.
Interpretation
After collecting and analyzing the data, the writer used the interpretation
through tt (t table). From the result of the data above, the writer interpreted that
the result of the to is higher than t table (tt). It hyphotized that there is a good
influence in teaching conditional sentence type 1 through communicative
approach.
47
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
After collecting and analyzing the data, the writer concluded from A Pre
Experimental Study that the result of the score above and from the t table (tt)
shown that there is a good influence in teaching conditional type 1 through
communicative approach at Eight Grade of the students in SMP ISLAM AL
IKHLAS JAKARTA.
B. SUGGESTION
Based on the research, the writer would like to give some suggestions as
follows:
1. The teachers are suggested to use communicative approach in teaching
conditional sentence type 1
2. The teacher should be able to motivate the students in teaching learning
process in order to the students understood about the material
3. The teacher should be able to choose the suitable technique in applying
communicative approach
4. It hope that the teacher can explain conditional sentence type 1 clearly, in
order to the students can understand well
5. The teacher should give the students some assignments about conditional
sentence type 1
46
48
6. It hopes that the teacher makes review about conditional sentence type 1, in
order to the students memorize it.
BIBLIOGRAPHY
A.J. Thompson and A.V. martinet, A practical English Grammar. (3rd Ed) London: Oxford
University Press, 1981.
A.S. Hornby, Oxford Advanced Learners Dictionary. London: Oxford Universtiy Press, 1991.
Amirul hadi and Haryono, Metodologi Penelitian Pendidikan. Bandung: Pustaka setia, 1998.
Arikunto Suharsini, Dasar-Dasar Evaluasi pendidikan. Jakarta: Bumi Aksara, 1988.
Azar Betty S, Understanding and Using English Grammar. (2nd Ed). New Jersey: Prentice Hall
Regents, 1989.
Billow F. L. the techniques of language teaching, London: Longman group limited, 1961.
Brown D.H., Principles of language learning and teaching. Englewood Cliffs, New Jersey:
Prentice Hall, 1987.
Brumfit C.J and J. Robert T, A Short Introduction to Language Teaching, London: Batsford
Academic and Education Ltd, 1993.
C. Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
Cambridge: Cambridge University press, 1986.
C. Jack Richard, Longman Dictionary of language teaching and Applied Linguistics London:
Longman Group UK Limited, 1992.
Canale Michael, from Communicative Competence Language Pedagogy, in Richards J.C and
R.W. Schmidt, Language and Communication London: Longman Group Limited, 1983.
Cantron Karin M and Graham karl. Internet. Http: www. Karinsplayground.com, 28 February
2010.
Cristopher Brumfit, Communicative methodology in Language Teaching, Cambridge: Cambridge
University press, 1984.
Steinberg D, Danny, An Introduction to Psycholinguistics. London: Longman Group Limited,
1993.
Donna Johnson M. Approaches to Researches in Second Language Learning, London: Longman
Group, 1992.
49
50
E. George Wishon and Burk Julia, Lets write English, New York: American Book Company,
1980.
Finocchiaro Mary Finocchiaro and Brumfit Christopher J. The Functional National Approach:
from Theory to practice. London: Oxford University Press, 1983.
H.G. Widdowson, Teaching Language as Communication. (3rd Ed). Oxford: Oxford University
press, 1988.
Herbert Puchta and jeff Stranks, Teacher Resourches, Cambridge University Press, 2007.
J. Sandra Sauvignon, Communicative Language Teaching: State of Art, TESOL Quarterly
volume 25, 1991.
Janice yalden, Communication language Teaching. Ontario: The Ontario Institute for studies in
education press.
Jeremy Harmer, The Practice of English Language Teaching, London: Longman Group UK
Etd,1991.
Johnson Keith, Communicative syllabus Design and methodology, Oxford: Pergamon Institute of
English, 1982.
Keith Morrow and Johnson Keith in Diane Larsen freeman, Techniques and Principles in
Language teaching Oxford: Oxford University Press, 1986.
M. Rivers Wilga, Teaching Foreign-Language Skills, Chicago: the University of Chicago Press,
1968.
Mackey F. William, Language Learning analysis, London: longman, Greenand Co, ltd, 1966.
Nuril Huda, Language Learning and Teaching: Malang: IKIP Malang publisher, 1998.
Littlewood William, Communicative Language Teaching, Cambridge: Cambridge University
Press, 1981.
Ciputat,10Januari2009
Nomor
Lampiran
Hal
: Istimewa
:1 (satu)
: PengajuanJudul Skiripsi
Kepada Yth,
Ketua Jurusan
PendidikanBahasaInggris
Di
Tempat
Nama
AHIvIAD SANI
NIM
I 0 5 0 1 4 000370
Fakultas
Ilmu TarbiyahdanKeguruan
Jurusan
Pendidikan
BahasaInggris
/fu, ",f
DEPARTEMENAGAMA---I-
,d\"
-&W&. ulNJAKARTA
- _ _ --.
_
i-"
i ronmlrnr
Jt rr H ruagda
No
lr:y,r":::!,,*l
el
ln
A'f
FrFhrrAr
r^
\.rvr\,{ | TEr1tvtLJHUNAN
N o r r r o r: U n . 0l / l r .l / 1 r p . 0 0l t9. 7 L / l : 0 0 g
Larrrp. : OutlinctPropo.;al t
Hal
: PerrnohoninIzin penelitian
l4lN p
r\o.uoKumen :
Fl'fK_FR_AKD-082
I gt. I erotr
N o . Revisi
Hal
1 september200g
00
.. 1tlr
ENELITIAN
Jakarla,13 Februari2009
KepadaYth.
Kepala SMP Islanr Al-Ihhlas
Jakarta
Assn/atttu'
alo i htm wr.tvh.
Deugarr
lrorrnatliarnisi:rrrpajkan
balrua,
Nanra
NIM
Senrcster
Jurtrsan
JuciirlSl'ipsi
: A h n t a dS a n i
:105014000370
: Vlll
: Pendidikan
BahasaInggr.is
: A r r a l y s ios n f e a c h i n gC o n c l i t i o nS
a le r r t e n cType
e I Through
Colririturricltivc
Approaclr( A Sttrcll,
cusc,
at l : i g h C
t rldro
: f ' S M pl s l a r n
AlIkhlasJakarra
adalahbettartnaltasisrva/i
Irakultasll'ru 1'arbi1,ah
c]a, Kegurtra' UIN Jakartava'g sedang
nlen\/rlslln
skripsi'danakalitttettgadaka'peneliiiarr
(riset)diinstansi;,a'g saLrdara
pimpin.
UIrtuk itu kar:ri nrolton Sattdaraclapat
nrengizinkanma6asis*,atersebutnrelaksanakan
.
penelitian
di tenrpatdimaksud.
Atasperhatia'cla, kerjasanrasarrclarer,
kar'i ,capka' terimakasih.
II/asscrI utn tr'uIq i kuttt tyr.tp
b.
iln\/ts
Ternbusan:
l D e k a nI : l ' l K
2 . P e r n b a n tD
u e k a nl l i c l a n gA k a d e r n i k
3 . N l a h a s i s r v) ,aa r r sb c r . s a n g l i u t a n
3 63 5 6