Grade : 10 MIPA

School : SMA Swasta Taman Siswa Pematang Siantar

Materi : Present Perfect Tense

Skill : Writing

Approach : Deductive Teaching

Tittle : Improving Students Writing Skill on Present Perfect Tense through Deductive Teaching Approach
for Grade Ten Students of SMA Swasta Taman Siswa Pematang Siantar

Chapter.1

2.1 Literature Review of Writing Skill

A language is used for many kinds of purposes. Thus, it has many functions as well. Furthermore,
there are two macro skills of a language; they are receptive and productive skills. Writing skill is one of
the productive skills that should be mastered in using a language. It is because writing skill has
significances in improving a communicative competence of learning the language.
According to White (1986:10) writing is the process of expressing the ideas, information, knowledge,
or experience and understand the writing to acquire the knowledge or some information to share and
learn. Written products are often the result of thinking, drafting and revising procedures that require
specialized skills, skills that not every speaker develops naturally (Brown, 2003: 335). According to Rivers
(1981: 294), writing is conveying information or expression of original ideas in a consecutive way in the
new language.

Barli Bram (1995:7) says that writing means to try produce or reproduce written message, it should
have something meaningful to convey. To put the messages successfully, the writer apply a number of
writing strategies. According to Donn Byrne (1988: 2) writing is organizing the sentences into a text, into
a coherent whole which is as explicit as possible and complete in itself that are able to communicate
successfully with the readers through the medium of writing. From the definitions above, it can be
concluded that writing ability is capacity of someone to produce written message from words, into
sentences, into text, into coherence whole where the readers can understand the meaning.

For students in senior high school, writing looks very difficult because the students lack vocabulary
and they do not have ideas on their mind, they do not understand English grammar and they also lack
practice. Moreover they have to express their ideas in English, in foreign language, rather than their
mother tongue.

2.3 Deductive Approach

 Language teachers are inevitably confronted with various productions of errors made by students while
teaching the language. One of the major problems is writing, which is one of the four language skills
regarded as a difficult skill to learn as well as to practice. English has several types of tenses. The tenses,
nevertheless, have different rules, especially concerning the form of verbs used in each tense because
the form of the verbs helps indicate whether an action or an event happens in the present, past, or
future time. Therefore, English learners should know how to use tenses correctly and accurately. It is
often believed that without having sufficient knowledge of tenses, learners may find some difficulties to
construct grammatically correct English sentences since tenses help them express their ideas in English.

There are no perfect way presenting grammar rules, but teachers can use Deductive approach in
teaching grammar. A deductive approach to teaching language starts by giving learners rules, then
examples, then practice. It is a teacher-centred approach to presenting new content. This is compared
with an inductive approach, which starts with examples and asks learners to find rules, and hence is
more learner-centred. (p. 95).On the other hand, in a traditional way to present grammar deductive
method – rules are given prior to the illustration of examples. Learners have to memorize the rules of
grammar, hoping they can apply the rules to make meaningful sentence. Eisenstein (1987) suggests that
with the deductive approach, learners be in control during practice and have less fear of drawing an
incorrect conclusion related to how the target language is functioning. To sum up, the deductive
approach commences with the presentation of a rule taught and then is followed by examples in which
the rule is applied. In this regard, learners are expected to engage with it through the study and
manipulation of examples. Deductive method might be very boring and teacher-centered if the teacher
doesn’t involve the students participation. Most students may already be familiar with tenses, but they
are unable to use them appropriately. Consequently, interesting and varied activities have to be
provided.

2.4 Present Perfect Tense

The present perfect tense is a tense used in present to indicate the action that has taken place at some
specific time. It uses auxiliary verb and past participle for the main verb i.e. verb + ed. Some examples of
present perfect tense are – I have watched this movie before, He has completed his homework. You will
mostly use the present perfect in daily conversation while talking about some changes or experiences.

We use the present perfect to indicate a link between the present and the past. In other words, the time
of the action is before now but not stated. In fact, most of the time, the result interests us more than
the action itself. This tense forms by have/has + the past participle.

Thus, you will see that the construction of this verb tense is straightforward. Have or has is the first
element which depends on the subject-verb is conjugated with. Similarly, the second element is the past
participle of the very. It forms generally by adding –ed or –d to the root of the verb.

For instance, talked, leaned, wiped, mixed, and more. However, the English language does contain a few
verbs that have irregular past participles. For instance, done, won, eaten, gone, thought, and more.
Present Perfect Sentences for Describing

We use present perfect tense to describe:

 An action or situation which began in the past and is continuing to the present. I have lived in
Mumbai since 1995. It means you are still living in Mumbai.
 An action performed during a period that has not finished yet. He has been to the zoo thrice this
month. It means the month is not over yet.
 A repeated action in an unspecified period between the past and present. They have visited
London multiple times.
 An action that was completed in the very recent past. ‘Just’ is used to express it. We have just
completed our assignment.
 An action when the time does not carry much importance. She has read ‘Harry Potter’. Here, the
result of her reading carries importance. Similarly, please remember that you wish to give or ask
details about when, where, who, you must use the simple past.