THE EFFECT OF DIGITAL GAME ON GRADE TEN

STUDENTS’ GRAMMAR KNOWLEDGE AT SMK AL-IKHLAS

PONDOK GEDE BEKASI

THESIS
In Partial Fulfilment of the Requirements

For The Degree of Sarjana Pendidikan

Ridwan Jacob
NIM : 2520150062

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHING AND EDUCATIONAL SCIENCES
UNIVERSITAS ISLAM AS-SYAFI’IYAH
2020
 DECLARATION

I am as the person whom undersigned,

Name: Ridwan Jacob

NIM: 2520150062
Faculty: Faculty of Teaching and Educational Sciences Title:
The Effects of digital game on grade ten students grammar knowledge at SMK Al-
Iklas Pondok Gede Bekasi

Herewith declare that: this thesis, which has been prepared for meeting one of the
requirements for obtaining the S1 degree in Sarjana Pendidikan of English, from the faculty
of Teaching and Educational Sciences, As-Syafi‟iyah Islamic University, Jakarta, is indeed
my own genuine work.

Certain parts of articles quoted from other sources for the purpose of this thesis writing
have been properly used merely as references to sustain the main idea obtaining in this
thesis, and are obviously in accordance with the principles of scientific writing principle
and procedure.

In witness whereof, this statement is made for the purpose of declaring the originality of
the work I have prepared and produced.

th
Jakarta, 23 January 2020

Ridwan Jacob

i
Nama: Ridwan Jacob
NIM: 2520150062
Fakultas: Teaching and Educational Sciences
Judul: The Effect of Digital Game on Grade Ten Students’ Grammar
Knowledge at SMK Al-Ikhlas Pondo Gede – Bekasi.

ABSTRACT

Advances in technology make the use of media very rapidly, but its application in the
field of learning, especially English is still fairly minimal. Recently, the use of technology is
growing in popularity in the teaching of Digital Games. Therefore, this study aims to find out
whether or not there is an effect in the use of Digital Games in the Grammar Knowledge of
tenth grade students of Al-Ikhlas Vocational School Pondok Gede Bekasi academic year
2019/2020. The study consisted of two variables, namely the independent variable (Digital
Game) and the dependent variable (Grammar Knowledge). The population in this study
amounted to 90 students consisting of three classes. Samples from this study were taken by
cluster random sampling method. Class X AP 1 as a control class and X AP 3 as an
experimental class, a total of 60 students consisting of 30 students in each class.

The research method used was quasi-experimental research, with a randomized post-
test only control group design. To collect the data the researcher uses a multiple choice test
research instrument with 30 questions obtained from 60 questions that have been tryout in
class X SMK Dharma Bakti Pertiwi Bekasi to test students' Grammar Knowledge. The values
obtained from the tryout are then analyzed using validity, reliability, difficulty index, and
discrimination power tests to filter the weight of the questions.

The statistical method used to analyze data is a T-test using SPSS through the Zero
Hypothesis test, which is preceded by a normality and homogeneity test as a pre-requisite for
data analysis. The test results 0,000 < 0.05 show that H0 is rejected and Ha is accepted, this
proves that there is a significant effect of the use of Digital Games on Grammar Knowledge of
class X students of SMK Al-Ikhlas Pondok Gede.

Key Word: Digital Game, Media, Grammar.

Nama: Ridwan Jacob
NIM: 2520150062
Fakultas: Keguruan dan Ilmu Pendidikan
Judul: The Effect of Digital Game on Grade Ten Students’ Grammar
Knowledge at SMK Al-Ikhlas Pondo Gede – Bekasi.

ABSTRAKSI

Kemajuan teknlogi membuat penggunaan media sangat pesat, tetapi penerapannya

dalam bidang pembelajaran, terutama Bahasa Inggris masih terbilang minim. Baru-baru ini,
penggunaan teknologi tumbuh populer dalam pengajaran Digital Game adalah salah
satunya. Oleh karena itu, penelitian ini bertujuan untuk adalah untuk mengetahui ada atau
tidaknya efek dalam pemakaian Digital Game dalam Grammar Knowledge siswa kelas
sepuluh SMK Al-Ikhlas Pondok Gede Bekasi tahun akademis 2019/2020. Penelitian terdiri
dari dua variabel, yaitu variabel bebas (Digital Game) dan variabel terikat (Grammar
Knowledge). Populasi dalam penelitian ini berjumlah 90 siswa yang terdiri dari tiga kelas.
Sampel dari penelitian ini diambil dengan metode cluster random sampling. Kelas X AP 1
sebagai kelas kontrol dan X AP 3 sebagai kelas eksperimen, sejumlah 60 siswa yang terdiri
dari 30 siswa pada setiap kelas.

Metode penelitian yang digunakan adalah quasi-experimental research, dengan

desain penelitian randomized post-test only control group design. Untuk mengumpulkan
data penulis menggunakan instrumen penelitian tes pilihan ganda dengan 30 soal yang
didapat dari 60 soal yang telah ditry-outkan di kelas X SMK Dharma Bakti Pertiwi Bekasi
untuk menguji Grammar Knowledge siswa. Nilai yang didapat dari tryout kemudian
dianalisis dengan menggunakan uji validitas, reliabilitas, difficulty index, dan
discrimination power untuk menyaring bobot soal.

Metode statistik yang digunakan untuk menganalisis data adalah T-test

menggunakan SPSS melalui uji Hipotesis Nol, yang didahului dengan uji normalitas dan
homogentias sebagai pra-syarat analisis data. Hasil uji menunjukkan 0.00 < 0,05 bahwa H0
ditolak dan Ha diterima, hal ini membuktikan bahwa ada efek signifikan dari pemakaian
Digital Game terhadap Grammar Knowledge siswa kelas X SMK Al-Ikhlas Pondok Gede.

Kata Kunci: Digital Game, Media, Grammar.

iii
 ACKNOWLEDGEMENT

Assalamu ‘ alaikum Wr. Wb

In the name of Allah SWT, the most beneficient and the most merciful. All praises be to Allah
SWT, the lord of the worlds, who has given the health and strength to the writer in completing this
“Thesis”. May Allah SWT „s peaces and blessing be upon His Final Prophet and Messenger,
Muhammad SAW, his family and his companions.

This “Thesis” is presented to the English Department of Faculty of Teaching and

Educational Science Islamic University of As-Syafiiyah Jakarta as a partial fulfillment of the
requirement for the degree of the first strata.

It is the great honor for the writer to make acknowledgment of indebtedness to convey her
sincere gratitude to persons who have patiently given valuable advice and guidance to finalize this
“Thesis”.

Allhamdulillah, the writer has finished this “Thesis”. Absolutely it is not only an effort by
myself alone, there are many hands help me. In this occasion, my presents great honor to.

1. The most special persons in my live. My beloved “Mom” and “dad”. Who have given their
support, endless love, care, motivation and prayer that have encourages the writer in my
strive during my study and my writing “thesis”. Thank you so much for you kindness and
you are so patience. My beloved sister Ka Wita and Her husband Bang Makbul, my
nephew Salwa, Sakra and Kuwi. My beloved brother A’a Riyan and his wife Ka Yanti
and my nephew Syira and Iqnal for picking my up during my study, my allah bless you all.
2. Drs. Ari Sumitro, MM.MM.Pd. The dean of Teaching and Educational sciences
Faculty of Asyafi‟iyah Islamic University, for his permission to follow this examinatiob.
3. Nurul Hasanah Fajaria Spd, Mpd. Vice dean of Teaching and Educational Scinces
Faculty of As-Syafiiyah Islamic University, for his permission to arrange the paper
4. Drs. Deddy Suezdy, MM. The First Advisor, who has given his time, support,
guidance, kindness, constributions and patience in correcting and helping her in
finishing this thesis
5. Azizah. S.Pd, M.Si, The second and The head of English Department, whos has allocated
his time for giving the guidance in term of writing techniques of the paper rrangement.
6. All Lecturers who have taught my in this English department, for giving new knowledge,
advice in facing life, and for giving gorgeous study experiences.

iv
 7. Siti Munawaroh M.Pd. the Headmaster of SMK Al-IKHLAS Pondok Gede- Bekasi, hor
her kind and value permission given the writer to conduct th reseach in the school where
her is in charge of.
8. All teachers and student at SMK AL-IKHLAS Podok Gede -Bekasi. For giving permission
and helping the writer to do this research.
9. My beloved surviver friend at UIA Mute, Eva, Mom Herna, Puspita, Rapikah, Mei,
Amel, Panca, Zaki, Desta, Mia, Maul and special partner Lilin Susanto who have always
been in the writer side in facing the laugher and tears during my study.
10. My beloved friend Immanuel Debataraja Justo Simamora, who always helps me and
provides support to complete this thesis. You are my friend to the end.
11. To any other person who cannot bee mentioned one by one to their any constribution to the
writer
Finally, yet importantly, the writer realize that this “Thesis” still has come weakness and
mistake, I would be grateful to accept any suggestion and correction from anyone for th better
writing.

Wassalamualaikum Wr.Wb

Bekasi, Januari 2020

The writer

v
 AGREEMENT TO PUBLISH THESIS

Author of thesis: Ridwan Jacob

Student Registration Number: 2520150062
Department/Concentration: English Education
The Effect of Digital Game on Grade Ten Students’ Grammar Knowledge at SMK Al-
Ikhlas Pondo Gede – Bekasi
By signing this agreement, I hereby give my consent for the electronic publication of my
thesis on the World Wide Web or in any other format by Islamic University of As-Syafi‟iyah
Jakarta as long as UIA mentions my name and my advisor‟ name as the authors as well as the
owner of the copyright of my work.
In doing so, I certify that:

1) My thesis has been approved for making it public,

2) The printed version is identical to the electronic version that has been
submitted for publication,
3) The publication of this work does not infringe on any existing copyright.

th
Jakarta, 23 January
2020

Ridwan Jaco

vi
 PREFACE

Alhamdulillahi Robbil‟ Alamiin. Thanks to Allah SWT, the Most Gracious and the

Most Merciful that blessed me in finishing this research. The best regard send to the great

prophet Muhammad SAW.

This research is proposed to fulfill one of the requirement to reach a degree of Sarjana

Pendidikan in English Education Study Program at Faculty of Teaching and Educational

Sciences in As-Syafi‟iyah Islamic University. The tittle of this research is “The Effect of

Digital Game on Grade Ten Students’ Grammar Knowledge at SMK Al-Ikhlas Pondo Gede

– Bekasi”. The writer believes that this research is far from perfect, however, this is the best

work the writer has ever made.

The writer hopes that this research can give a bit contribution to those interested in

English teaching and learning.

th
Jakarta, 23 January 2020

Ridwan Jaco

vi
 TABLE OF CONTENT

APPROVAL SHEET ................................................................................... ii

VERIFICATION OF THE BOARD OF EXAMINERS ............................ iii
DECLARATION ........................................................................................ iv
ACTKNOWLEDGEMENT ......................................................................... v
AGREEMENT TO PUBLISH ..................................................................... vi
ABSTRAKSI ............................................................................................. vii
ABSTRACT .............................................................................................. viii
PREFACE ................................................................................................ ... ix
TABLE OF CONTENT ............................................................................... x
LIST OF TABLES ...................................................................................... xi
CHAPTER I INRODUCTION
A. Background of Knowledge .............................................................. 1
B. Identification of the Problem ……………………………………… 9
C. Formulation of the Problem ……………………………………… 10
D. Aim of the Research ……………………………………………… 11
E. Benefit of the Research ………………………………………….. 12
CHAPTER II THEORETICAL FOUNDATION AND HYPOTHESES FORMULATION
A. Definition of Gramar ...................................................................................... 13
B. Definition of Grammar Knowledge ........................................................... 14
C. Indicators How To Measure Grammar ...................................................... 14
D. Definition of Tenses ....................................................................................... 15
E. Kind of Tenses……………………………………………………...16
F. Definition of Digital Game ........................................................................... 16
G. Advantages And Disadvantages of Using Game ................................... 18
H. Step to Using Game ........................................................................................ 20
I. Indicators How To Measure Grammar ...................................................... 16
 J. The Bloom‟s Taxonomy ............................................................................... 27
CHAPTER III RESEARCH METHODOLOGY ................................................. 34

A. The Definition of Concept and Definition of Variable .................. 34

1. Definition of Concept .............................................................. 34
a. Grammar ............................................................................ 24
b. Media ................................................................................. 35
c. Grammar Knowledge ......................................................... 36
2. Operational Definition of Variable .......................................... 36
a. Independent of Variable ..................................................... 37
b. Dependent Variable ........................................................... 37
B. Research Procedure ........................................................................ 38
1. Planning ......................................................................................... 38
2. Collecting Data .............................................................................. 39
3. Data Analysis .................................................................................. 39
4. Reporting ........................................................................................ 39
C. Research Method and Research Design ......................................... 39
1. Research method ...................................................................... 40
2. Research Design ....................................................................... 40
D. Population and Sample .................................................................. 42
1. Population ................................................................................ 42
2. Sample ...................................................................................... 42
3. Sampling Technique ................................................................ 43
E. Place and Time of the Research ..................................................... 41
1. Place of the Research ............................................................... 41
2. Time of the Research ............................................................... 41
F. Research Instrument ....................................................................... 45
 1. Instrument Validity .................................................................. 47
2. Instrument Reliability .............................................................. 47
3. Difficulty Index ........................................................................ 48
4. Discrimination Power .............................................................. 49
G. Data collecting Technique ............................................................. 52
H. Data Analysis Technique ............................................................... 52
I. Pre-Requisite of Data Analysis ...................................................... 53

J. Testing Research hypotheses ....................................................................... 53

K. Interpretation and Conclusion ..................................................................... 54
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Descripton of the reseach data ..................................................................... 55
B. The Pre-requsite data analys......................................................................... 57
C. The testing of Hypothesis.............................................................................. 60
D. Intepretaion and Reseach Conlusion ......................................................... 62
E. Dicussion............................................................................................................ 63
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
F. Conclusion ......................................................................................................... 65
G. Implication ........................................................................................................ 66
H. Suggestion ......................................................................................................... 67
REFRENCES
APPENDICE
 CHAPTER 1

INTRODUCTION

A. Background of the Problem

Language (from Sanskrit , bhāṣā) is the ability that humans have to

communicate with other humans using signs, such as words and movements

(Wikipedia). Language is also the main tool of education. Education

contributes its invaluable shares to developing and fostering languages.

Both are important things that develop and enhance each other.

Language is very united with human life. Every human being a member of

society. Activities as a member of the community are very dependent on the

use of the language of the local community. Ideas, thoughts, hopes and

desires are delivered by language. Every community has a language and

uses these social communication tool. Human actions and reactions in

community groups depend on the language used. According to Samsuri

(1991)” Language is a clear sign of human personality. From the language

used, we can understand the desires, motives, educational backgrounds,

relationships and customs”(p.4)

14
 15

Ikah (2006) stated that English is an international language. Almost all

conutries have adapted English as a compulsory subject to be thaught at

school. English is taught from junior high school level up to university

level”(p.4). People realize that teaching English at this level becomes very

important and need much concern. As an English teacher, he or she

demands to explore effective techniques, method and approaches.

Bedasarkan peraturan Menteri Pendidikan Nasional No 24 tahun 2006.

Tentang pelaksanaan standar isi dan standar kompetensi kelulusan mata
pelajaran bahasa inggris pada keahlian menulis adalah mengungkapkan
makna secara tertulis teks fungsional pendek dan esai sederhana berbentuk
descriptive (descriptive, procedure, maupun report) dan Narrative
(narrative dan recount) dalam konteks kehidupan sehari-hari dengan
indicator
(Based on the National Education Minister Regulation No 24 of 2006 on
the implementation of content standards and graduation competency
standard of English subject on the writing skill is to reveal the functional
meaning of written text of short functional text and essay in the front of
descriptive, procedure, or report, narrative, and rcount and the context of
daily life indicator
1. Menentukan kata yang tepat untuk melengkapi teks rumpang
bentuk naratif sederhana
(Determine the correct word to complete the simple text of
recount/narrative)
2. Menentukan kata yang tepatuntuk melengkapi teks rumpang
descriptive/procedure sederhana
(Determine the correct word to complete the jumble text of
descriptive/procedure)
3. Menentukan susunan kata yang tepat untuk membuat kalimat yang
4. bermakna
(Determine the apropiate word to make a meaningful sentence)
5. Menentukan susunan kalimat yang tepat untuk membuat
paragraph yang padu dan bermakna
 16

(Determine the apropiate sentence structure to create a coherent a

meaningful paragraph)
Berdasarkan Surat Keputusan Dirjen Dikdasmen No 130/D/KEP/KR/2017

Tentang struktur kurikulum 2013 revisi tahun 2018 About the curriculum

structure of the 2013 revised 2017 Referring to the implementation of the

2013 curriculum, it must be used as a reference for vocational education

providers from the date of its adoption on 10 February 2017. List of

Kompetensi Inti, Kompetensi Dasar (KI,KD) SMK/MAK 2013 the latest

revision gives many changes, especially in the curriculum structure of

SMK. English competence in the 2013 curriculum "interpersonal,

transactional, and functional, speaking and writing, at the level of

informational literacy, to carry out social functions, in the context of

personal, socio-cultural, academic, and professional life, using various

forms of text, and elements linguistic elements precisely ". And in

accordance with the concept of the 2013 curriculum, that the emphasis of

learning does not only refer to cognitive aspects, but attitude (spiritual and

social) is the main one.

But learning English at school is not satisfactory. students have not been

able to achieve targets that are in accordance with the curriculum. proven

by students' writing skills and reading skill.

According to (Koda, 2005) Reading comprehensions skill is a active

activity. From a psycholinguistic point of view, the reading process

 17

encompasses many activities that start with the first apprehension of

printed features by the reader‟s eye to the production of textual

comprehension. For successful comprehension to occur, the reader

extracts and integrates various pieces of information from the text and

interprets this information by combining it with his or her background

knowledge. And writing is a complex process. According Brown (2001)

Written products are often the result of thinking, drafting, and revising

procedures that require specialized skills, skills that not every speaker

develops naturally (p.335).

Berdarkan Zinurahman (2018) Salah satu dari empat keterampilan

bahasa yang mendasar adalah menulis. Keterampilan berfikir kritis

(critical thingking) dan literasi (literacy skill) sudah menjadi

keterampilan berbahasa lanjutan (advance linguistic skill). Dalam

konteks akademik (academic writing) menulis merupakan kemampuan

yang sulit yang tidak dikuasai semua orang. (Based on Zinurahman

(2018) Writing is one of four basic language skills. Critical thinking

skills (berfikir kritis) and literacy (literacy skills) have become advanced

language skills (keterampilan bahasa lanjutan). Writing is a difficult

ability that is not mastered by anyone let alone writing in an academic

context (konteks akademik)).

 18

Shows writing is not an easy task for the students. The students‟

understanding is challenged and deepened through writing. The students

do not simply learn the theory of writing but they need to practice it step

by step

Based on data obtained from the Ministry of Culture's education center

(2018) English language exam results are considered lower than other

lessons because English is considered more difficult than other. Students

get an English score that is less than satisfactory. National achievements at

the level of vocational school on the English exam got an average score of

40.87. There are 3 aspects assessed in the English language exam, like,

Social Function, Text Structure, and Language Elements. In achieving the

average value of Vocational High School in the City level, in Bekasi there

are schools that obtain an average score of 31.00. All state or private

vocational schools in Bekasi City have an average score below 50.00. With

the acquisition of the score of social structure 50.87. Text Structure 37.85,

and Language Elements 42.06.

From The statement above, can be concluded that English competencies

must to be mastered by students of SMK in order that they are able to

determine the word and sentence in text from like social function, text

structure, and language element. Students have to master to dertemine the

words that correspond to the type of text, it is called grammar.

 19

Based on Crystal (2004) Grammar is the structural foundation of our ability

to express ourselves. The more we are aware of how it works, the more we
can monitor the meaning and effectiveness of the way we and others use
languanges. It can help foster precision. Detect ambiguity, and exploit the
richness of expresiion available in English. Additionally, it can help
everyone, not only teachers of English
In this research, the writer is focusing only on the grammar. Grammar is

among one of the most important subject taught in schools, as it is the key

to commuciation. Understanding grammar affects both oral and written

communication. Grammar, regardless of the country or the language, is the

foundation for communication -- the better the grammar, the clearer the

message, the more likelihood of understanding the message's intent and

meaning.

Dalam berkomunikasi dan pada pembelajaran bahasa inggris grammar

sangatlah berpengaruh, terutama dalam ke empat elemen untuk berbahasa

inggris, salah satunya untuk menguasai writing dan reading dalam bahasa

inggris juga sangat dibutuhkan penguasaan grammar. (In communicating

and learning English grammar is very influential, especially in the four

elements to speak English, one of which is to master writing and reading in

English is also very necessary to master grammar)

When teaching grammar, The teacher seldom use fun strategies to teach.

Students, get bored when the teacher teaches in the class, and does not

prioritize grammar as the main material due to many other English

materials. these factors cause the low ability of grammar. As is well known,
 20

a fun strategy can increase student motivation in learning English,

especially grammar.

Based on the explanation above, the English teachers need to provide their

students with the suitable method or strategy to implement their teaching-

learning processes in the real situation. In teaching. There are many kinds

of methods or strategy that can be implemented by the teachers. But it is not

easy to choose the suitable one which is suitable with their needs. In this

case, the writer wish to explain one of those strategy for teaching grammar

through digital game

Based on Soetopo (2012) “the use of games in learning can make learning

more relaxed and can stimulate students to learn more actively in solving

problems”.

Through the educational game also the learning atmosphere becomes more

interesting, considering that most students, especially Vocational Schools,

now often take the time to play games on their mobile phones. Based on

(McCallum 1980) “Thus the development of educational games as learning

media is expected to provide a pleasant atmosphere in the learning process.

The game provides language teachers with many advantages when they are

used to learn about the language”

 21

Games bring real-life situations to the confinement of the classroom which

provides learners with an opportunity to use the language. In addition to

these.

McCallum (1980) explains that there are many advantages of games such as
the fact that they
12. focus students‟ attention on specific structures, grammatical
patterns, and vocabulary items.

13. can function as reinforcement, review and enrichment.

14. involve equal participation from both slow and fast learners.

15. can be adjusted to suit the individual age and language levels of
the students.

16. contribute to an atmosphere of healthy competition, providing an

outlet for the creative use of natural language in a non-stressful
situation.

17. can be used in any language teaching situations and with all skill
areas (reading, writing, speaking or listening

According To Lee (1995) there are several main advntages when games are

applied in the classroom, including a welcome break from the usual

routine of the language class, motivating and challenging, effort of

learning. And language practice in the various skills.

Based on the description of the benefit and useful of digital game proved

by several prvious relevant research conducted by Sara Jalali and

Masoumeh Dousti previewed : Effectivness using of Grammar gain

Through Computer Educational Games. And conducted by Nazatul Shima

 22

previewed “The Influence of game based learning on enhancing grammar”

therefore, the writer will conduct a research in terms of digital game with

entitled. "The Effect Of Digital Game On Grade Ten Students Knowledge

of Grammar At SMK AL-IKHLAS PONDOK GEDE - BEKASI”

B. Identification of the problem

According to the background of the problem above, there are some

problems that can be identified in the English language teaching as follows

1. Students‟ performance of English in National Examination (UN) is

still low

2. This low achievement is caused by several factor, one of them is

students motivation in learning grammar is still low

3. Students reading skill is low because students grammar knowledge is

low

4. The teachers seldom use effective strategy or media in teaching

grammar knowledge

5. Most of teachers have not yet relized the benefit and usefulness of

using digital game in teaching grammar.

 23

C. Formulation of The Problem

Based on the background and identification of the problem above,

reseach question can be formulated as folows. : is there significant effect of

the use of digital Game On Grade Ten Students Knowledge of Grammar At

SMK AL-IKHLAS PONDOK GEDE - BEKASI

D. The Aims of the Reseach

This research is aimed to find out empirical data “ whether there is or

no influence of using digital game on students grammar knowledge at SMK

Al – Ikhlas Pondok - Bekasi”.

E. Benefit of the research

This result of this research is expected to be useful for:

1. School

This research is hoped useful as a strategy lesson to enhance the quality of

teaching in the school.

2. Students

This research is hoped useful as a motivation for students toimprove their

grammar knowledge.

3. Teacher
 24

This research is hoped useful as a new reference in teaching andlearning

English to enhance students‟ grammar knowledge

4. University

This research is expected to become the additional reference ofscientific

research, especially for English Study Program and can be useful for other

collages related to the using digital game on students grammar at SMK Al –

Ikhlas Pondok Gede Bekasi

5 . Writer

„This reseach is to fulfill graduation requirement

 25

CHAPTER II

THEORETICAL FOUNDATION AND HYPOTHESIS

In this part the researcher will discuss more about theories relates to digital game

on students grammar, showing some previous relevant research, frame of thought

and hypothesis framework.

A. Definition of Grammar

In his section the researcher will show some theories and definition of Grammar

from the expert. Every language has its own grammar. It is crucial because it is

needed to help in understanding the language, grammar makes possible the

production and comprehension of a potentially unlimited number of utterance,

because no language can exist without grammar and none can use a language

fluently without knowledge of it. Therefore, grammar plays very important role as

a bridge between speaker and listener in people communication in both speaking

or writing.

The word grammar has several meanings and there is no universally accepted

definition. Different experts define the term grammar differently. Acording to

Lado (1977) grammar as the study of rules that are claimed, to tell the students

what should and should not say in order to speak language of the social educated

class. (p.141)
 26

According to Harmer (2001 “defines grammar as the description of the ways in

which words can change their forms and can be combined into sentences in the

language”(p.12)

According to Gerot and Wignell (1994) “grammar is a theory of a language, of

how language is put together and how it works. So, grammar is the study of the

classes of words, their inflections and their functions and relations in the sentence

of a language” (p.2)

According to Richard ad Schmidt (2002) “grammar is a decription of the structure

of a language and the way which linguistic unit such as words and phrases are
combined to procedure sentence the language. Grammar is very important when
people want to write or want to speak something correctly”(p.230)
According to Tucker (2012) “it is like a taxi driver that must know the street

direction people must know language rules before they can make a sentence”.(p.2)

From several theories and definition of grammar above, the researcher conclude

that learn English language should learn its grammar its self. There are so many

theories show that grammar is the important elements which have to be master

first beside four basic skill in English language.

 27

B. Definition of Grammar Knowledge

Grammar is an important component in learning English both to support speaking

and writing skills. Grammar is a structuring rule for a language such as how to

combine words, arrange words, and change words based on their relationship with

other words that become sentence units that are clear in meaning and meaning

(Anonymous, 2012).

Accroding to Then Bőrjars (2010) that with the grammar knowledge that we have
when we make a good writing for a speech or report, then we can better evaluate
the use of words in arranging sentences that are good and right so that both
readers and listeners understand. Because the better the arrangement of the words
we make, the easier the listener or reader to understand what we mean to convey
to be more effective and efficient.
Acording to Harmer (2004) grammar is a way of describing words that can be

changed in form and can be combined with other words so that it becomes a

meaningful sentence in language

There are some indicator for Grammar Learning stated by (Silabus SMK
Kurikulum 2013 Revisi)
a. Siswa memahami teks lisan dan tulis untuk menyatakan, menanyakan
tentang keharusan melakukan suatu tindakan/kegiatan pada waktu
yang akan datang, saat ini, baru saja atau waktu lampau (Student are
able to understand about simple present, simple past, simple perfect
and simple future)
b. Siswa mendengarkan dan membaca banyak kalimat tentang keharusan
melakukan tindakan paa waktu yang akan datang, saat ini, baru saja
atau waktu lampau . (Student are able to read and listen of sentence
about simple present, simple past, simple perfect and simple future)
c. Siswa mengikuti interaksi tentang keharusan melakukan suatu
tindakan/kejadian pada waktu yang akan datang, saat ini, baru saja
atau akan waktu lampau selama proses pembelajaran, dengan
bimbingan guru. (Student are able to following about simple present,
simple past, simple perfect and simple future)
d. Siswa menirukan contoh-contoh kalimat tindakan/kejadian pada waktu
yang akan datang, saat ini, baru saja atau akan waktu lampau selama
 28

proses pembelajaran (Student are able to applying about simple

present, simple past, simple perfect and simple future)

e. Siswa mengidentifikasi ciri-ciri kalimat tindakan/kejadian pada waktu

yang akan datang, saat ini, baru saja atau akan waktu lampau selama

proses pembelajaran (Student are able to identify From some of

indicators, the researcher take some of it that use reseach, as follows

a. Student are able to recall the formula of grammar

b. Student are able to identify grammatical pattern

c. Student are able to aplly the use of grammar

It can be concluded, based on the explanation that grammar is a set of rules in a

language that is useful to help the arrangement of words become meaningful

systematically

C. Definition of Tenses

Tenses or what is commonly referred to as time sentences in English is a pattern

of every sentence in English, so we will know when a condition or action is

carried out by the subject of the sentence in question even though the sentence is

not given a time statement.

1. Simple Present Tense

Pattern: Subject + Verb1 (s / es) + Object

Function:

a. Stating daily activities or daily routines.

b. State the schedule or program.

c. State the truth or general facts.

 29

.
2. Present Perfect Tense

Pattern: Subject + have / has + Verb3 + Object

Function:

a. States what happened at a certain time and was unknown in the past.
b. State the action that has just happened or has been done.

3. Simple Past Tense

Pattern: Subject + Verb2 + Object

Function:

a. State the activities carried out or that occurred in the past.

b. Expressing habits that were done in the past.

4. Simple Future Tense

Pattern: Subject + shall / will + Verb1 + Object

Function:
This tense is used to express an activity that will be carried out in the future.

D. Definition of Digital Game

1. Definition of digital game

Nowadays, Teaching English Language is needed a creative strategy to make

students interest to the lesson. In teaching grammar, there are so many strategy,

method and technique one of them is digital game. A number of effective teaching

techniques are used to stimulate beginners‟ interests. Using games in classroom is

one of recommended techniques. Lee (1995) stated that to use games in classroom

can support English learning in many perspectives. Furthermore, in this case the

researcher will discuss some theories and how digital games worked in the class.
 30

Games (digital games) are not new in Indonesian society. Almost all people from

various circles have played games. Games can be played anywhere practically and

easily. A simple game, but not boring and can make players want to come back to

play it is a game concept that is appropriately applied in educational games.

Various approaches continue to be developed to make a game that is simple,

interesting and can also be played on mobile or mobile devices, one of which is

based on Android.

Android is an operating system for mobile devices based on Linux. The

emergence of this operating system has been around for several years, but

Android is only popular lately. This is inseparable from the number of Android-

based phones on the market. Android is an operating system that is open for

developers to create their own applications freely.

Current technological developments make games can be applied to an Android

Smartphone that supports touchscreen. Games can be used as a medium in

providing knowledge about grammar so that it can improve students' abilities

based on the knowledge of grammar. That is it provides opportunities for target

grammar practice, encourages students to communicate by using all four language

skills, and creates a real life situation for using language. Moreover, the foremost

students‟ problem in learning English is lack of interest; hence, Wright,

Betteridge, and Buckby (2005) suggested that games were the effective means

sustaining students‟ interest and getting rid of anxiety in class. In addition, in

terms of social relationship, Jacobs and Kline Liu (1996) and Ersoz (2005)

mentioned that games develop students‟ social skills in co-operating with others
 31

as well as build up team spirit. Furthermore, relevance to different intelligences,

Gardner (1999) recommended that games can develop three types of intelligences:

spatial, bodily kinesthetic and interpersonal intelligence

a. Advantages of Digital Game

Games bring real-life situations to the confinement of the classroom which

provides learners with an opportunity to use the language. In addition to these,

McCallum (1980) explains that there are many advantages of games such as the

fact that they

1. focus students‟ attention on specific structures, grammatical patterns, and

vocabulary items.

2. can function as reinforcement, review and enrichment.

3. involve equal participation from both slow and fast learners.

4. can be adjusted to suit the individual age and language levels of the

students.

5. contribute to an atmosphere of healthy competition, providing an outlet for

the creative use of natural language in a non-stressful situation.

6. can be used in any language teaching situations and with all skill areas

(reading, writing, speaking or listening

2. Disvadvantages of Digital Game

Disadvantages of online gaming include glitches, addiction, piracy, server errors

and reduced interaction with others. However, extended online gaming can

Addictive habits. Some gamers suffer from addictions that cause the gamer to play

for extended periods of time without performing other productive activity.

 32

3. The Benefit of Digital Game on Teaching Grammar

Learning tools and technology enable students to develop effective self-directed

learning skills. They are able to identify what they need to learn, find and use

online resources, apply the information on the problem at hand, and even evaluate

resultant feedback. This increases their efficiency and productivity. In addition to

engaging students, digital learning tools and technology sharpen critical thinking

skills, which are the basis for the development of analytic reasoning. Children

who explore open-ended questions with imagination and logic learn how to make

decisions, as opposed to just temporarily memorizing the textbook.

Educational tools by digital game such as "Speedy Grammar game" student can

learn grammar thorugh games, reminder about tenses and all topic about grammar

and student can to collaborate and work successfully in groups. This is typically

done through gamification.

Interactive social skill games are excellent learning tools that teach student

discipline because playing games requires student to follow rules and guidelines

in order to participate. Even children who might grow frustrated with other

learning methods may stick with games longer because playing itself is rewarding.

This ends up helping them develop patience, another useful life skill and to train

about their grammar

Student also develop positive feelings of accomplishment from mastering new

knowledge and skills using digitized learning tools giving them the confidence

they need to want to learn even more new things especially about grammar. It is
 33

commendable that millions of courses by the best educators are available for free

to anyone with an internet connection. The possibilities are endless.

4. Step/Procedres of Using Digital Game

1. Access the Google Play

store: https://play.google.com/store

2. On the left side of the Play store

homepage, click the Apps option.

3. In the navigation bar near the top of

the Apps page, click on

the Categories drop-down list.

5. Select App Speedy Grammar Game.

The page shows a refined list of

apps or games, based on the type or

genre you selected. Find the app or

game you want to download and

click on the icon or name of it.

6. On the app or game page, click the

green Install button.

7. Follow any additional steps and

respond to any prompts that appear

to download the install the app or

game on your smartphone.

 34

8. The app includes an irregular verb

conjugation trainer. reference book

includes a list of irregular verbs and

has very simple color-coded

grammar explanations and real

world examples of that grammar in

use.

9. For each learning level (A1 & A2

and B1) there are challenge games

which test your language skills for

the whole level.

10. Choose whether you want to learn

American or British English

vocabulary and pronunciation.

11. Play a variety of interactive games

which are designed to program your

brain quickly and keep you

motivated

12. The trainer gives you tips when you

make mistakes. the learning method

fixes mistakes instantly

 35

13. Learn the words and vocabulary

that glue sentences together and are

essential for speaking and

conversation.

14. Practice with unlimited example

questions that show the use of

grammar structures in real world

conversations.

15. The lessons are split into small bite-

sized lessons for quick daily

practice sessions. Keep going if you

wish!

16. The course has been carefully

designed by experienced teachers.

5. Previous relevant research

Several researches have been done by previous researchers who do some research

in English language teaching, especially in teaching grammar. They do some

researches about the use effective media in how to increase students‟ grammar.

Sara Jalali, mousumeh Dousti (2012) This study investigated the effect of

computer educational games on Iranian elementary learners‟ grammar and

vocabulary gain. A total of 58 female, who were selected out of 80 elementary

institute EFL learners participated in the study. Their age range is between 13-15
 36

one experimental and one control group took part in this study. The study

followed a quasi-experimental pre- and post-test design. In order to compare the

results of their performance, an independent samples t-test was conducted. In

comparing the pre-test and post-test scores, the results demonstrated no significant

differences between the experimental and control groups. However, the

involvement of all learners, their enthusiasm to use the new technology in

language learning and learners‟ positive attitudes toward learning was apparent in

the experimental group. The presence of such a high motivation among the

learners in experimental group could contribute to their active involvement in the

process of learning. This implies that computers have a significant role in

motivating learners‟ involvement in the learning process.

Nazatul Shima (2018) This session reports on a study that aimed to explore the

benefits of using game to teach grammar. The study was carried out among Pre

TESL students of Ganesha Education University,. The data from the study were

analyzed by using frequency table, bar charts and Independent T-Test. The session

will present the overall results of the study, revealing the beneficial effects of

using board game in teaching grammar. A quantitative research design by means

of experimental and survey were used to answer the research questions. The

population of the study consists of TESL foundation program students of Ganesha

Education University who enrolled into the program in May. They were 115

students who were divided into four groups (A, B, C & D). The first two groups

(A &B) were assigned into experimental group and the other two groups (C & D)
 37

were placed into the control group. The total number of samples in the

experimental group was 57 and 58 in the control group

6. Frame of thought

As we know, in studyng English there are 4 (four) skills that must be mastered by

the students, as follows: Listening, speaking, reading and writing. In writing,

grammar is one of supporting factors. Lack of basic competencies and other

supporting factors would obscure the meaning and confuse the reader

Based on the writer experiences that a lot of student do not understand in

grammar especially the usage of verbs. That‟s why teacher should find a new way

to involve students in learning process and improve their ability on grammar

Digital game is a media to recall information and make connection between

already known concepts and the forthcoming learning material. It will help

students to prepare and focus on the new information. Through digital game, it

will increase on students of grammar.

Based on several researches above, it motivated the researcher to analyze about

students‟ performance in grammar knowledge in the same area because of the

positive effect of the use of digital game (grammar game) media in grammar

learning. Then, the researcher decided to conduct this study about "The Effect of

Digital Game on Grade Ten Students knowledge of Grammar at SMK Al-Ikhlas

Pondok Gede - Bekasi”.

7. Bloom's Taxonomy of Learning Domains

 38

Bloom's Taxonomy was created in 1956 under the leadership of educational

psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in

education, such as analyzing and evaluating concepts, processes, procedures, and

principles, rather than just remembering facts (rote learning). It is most often used

when designing educational, training, and learning processes.

According to Bloom (1956) The committee identified three domains of

educational activities or learning

o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)

o Psychomotor: manual or physical skills (skills)

Since the work was produced by higher education, the words tend to be a little

bigger than we normally use. Domains may be thought of as categories.

Instructional designers, trainers, and educators often refer to these three categories

as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]).

This taxonomy of learning behaviors may be thought of as “the goals of the

learning process.” That is, after a learning episode, the learner should have

acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and

affective domains, they omitted the psychomotor domain. Their explanation for

this oversight was that they have little experience in teaching manual skills within
 39

the college level. However, there have been at least three psychomotor

models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the

simplest cognitive process or behavior to the most complex. The divisions

outlined are not absolutes and there are other systems or hierarchies that have

been devised, such as the Structure of Observed Learning Outcome (SOLO).

However, Bloom's taxonomy is easily understood and is probably the most widely

applied one in use today.

The cognitive domain involves knowledge and the development of intellectual

skills (Bloom, 1956). This includes the recall or recognition of specific facts,

procedural patterns, and concepts that serve in the development of intellectual

abilities and skills. There are six major categories of cognitive an processes,

starting from the simplest to the most complex (see the table below for an in-depth

coverage of each category):

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation
 40

The categories can be thought of as degrees of difficulties. That is, the first ones

must normally be mastered before the next one can take place

Tabel 2.1

Examples, key words (verbs), and

Category
technologies for learning (activities)

Examples: Recite a policy. Quote prices

from memory to a customer. Recite the

safety rules.
C1 : Remembering: Recall or
Key Words: defines, describes, knows,
retrieve previous learned
labels, lists, matches, names, outlines,
information.
recalls, recognizes, reproduces, selects, states

Technologies: book marking, flash cards,

rote learning based on repetition, reading

C2:Understanding: Examples: Rewrite the principles of test

Comprehending the meaning, writing. Explain in one's own words the steps

identify, translation, interpolation, for performing a complex task. Translate an

and interpretation of instructions equation into a computer spreadsheet.

and problems. State a problem in

Key Words: identifies, comprehends,
one's own words.
converts, defends, distinguishes, estimates,
 41

explains, extends, generalizes, gives an

example, infers, interprets, paraphrases,

predicts, rewrites, summarizes, translates

Technologies: create an analogy,

participating in cooperative learning, taking

notes, storytelling, Internet search

Examples: Use a manual to calculate an

employee's vacation time. Apply laws of

statistics to evaluate the reliability of a

C3 : Applying: Use a concept in
written test.
a new situation or unprompted

use of an abstraction. Applies Key Words: applies, computes, constructs,

what was learned in the demonstrates, discovers, manipulates,

classroom into novel situations in modifies, operates, predicts, prepares,

the work place. produces, relates, shows, solves, uses

Technologies: collaborative learning, create

a process, blog, practice

C4 : Analyzing: Separates Examples: Troubleshoot a piece of

material or concepts into equipment by using logical deduction.

component parts so that its Recognize logical fallacies in

organizational structure may be reasoning. Gathers information from a

 42

understood. Distinguishes department and selects the required tasks for

between facts and inferences. training.

Key Words: analyzes, breaks down,

compares, contrasts, diagrams, deconstructs,

differentiates, discriminates, distinguishes,

identifies, illustrates, infers, outlines, relates,

selects, separates

Technologies: Fishbowls, debating,

questioning what happened, run a test

Examples: Select the most effective solution.

Hire the most qualified candidate. Explain

and justify a new budget.

C5 : Evaluating: Make Key Words: appraises, compares, concludes,

judgments about the value of contrasts, criticizes, critiques, defends,

ideas or materials. describes, discriminates, evaluates, explains,

interprets, justifies, relates, summarizes,

supports

Technologies: survey, blogging

C6 : Creating: Builds a structure Examples: Write a company operations or

 43

or pattern from diverse elements. process manual. Design a machine to

Put parts together to form a perform a specific task. Integrates training

whole, with emphasis on creating from several sources to solve a problem.

a new meaning or structure. Revises and process to improve the outcome.

Key Words: categorizes, combines,

compiles, composes, creates, devises,

designs, explains, generates, modifies,

organizes, plans, rearranges, reconstructs,

relates, reorganizes, revises, rewrites,

summarizes, tells, writes

Technologies: Create a new model, write an

essay, network with others

8. Hypotheses formulation

Based on the theoretical foundation and frame of thought above, there are two

hypotheses formulated to be tasted:

1. H0 (Null Hypotheses): there is no significant effect of "The Effect of

Digital Game on Grade Ten Students Knowledge of Grammar At

SMK Al-Ikhlas Pondok Gede”

 44

2. HA (Alternative Hypotheses): there is a significant effect of "The

Effect of Digital Game on Grade Ten Students Knowledge of

Grammar At SMK Al-Ikhlas Pondok Gede”

 45

CHAPTER III

RESEARCH METHODOLOGY

In this section, the researcher will discuss more about research variables, place

and time that research will take place, population and sample, method and

research design, data collection and anything which relates to research

methodology that the researcher will take at SMK AL-IKHLAS.

A. Definition of Concept and Operational Definition Variables

1. Definition of Concept

a. Digital Game

Games are virtual media that accommodate users to play a strategy match to be

able to solve a problem and win the challenges presented in it. Games that are

used as learning media are not only edu game genre, but also have challenging

variations to be played including adventure games, action games , casual games,

fun games and simulation games. In addition cellular phones can also be played as

learning media by playing online games

According to Sadiman (2006) as a learning media, the game has several

advantages, namely: the game is something fun to do, something that is

entertaining and interesting. The game allows active participation from students to

study. The game can provide immediate feedback. Games allow students to solve

real problems. Game provide real experience and can be repeated as many times

as desired, operational error errors can be corrected. Besides that using game

student can improve their grarmmar knowledge and their communicative abilities.
 46

Furtherrmore, Games are flexible, can be used for various educational purposes.

And it can be easily made and reproduced (Rahmawati indah .2010)

b. Media

According Latuheru (1988) “Learning media are all tools (aids) or objects used

for teaching and learning activities, with the intention of conveying messages

(information) learning from sources (teachers and other sources) to recipients.

(p.14). Based on the expert's opinion it can be concluded that learning media are

tools to convey messages from sources to recipients. Many kinds of learning

media can be chosen by the teacher to get a fun learning media. Can be through

music, movies, stories, comics and even games.

c. Grammar Knowledge

Grammar is an important component in learning English both to support speaking

and writing skills. Grammar is a structuring rule for a language such as how to

combine words, arrange words, and change words based on their relationship with

other words that become sentence units that are clear and meaning (Anonymous,

2012).

Acording to Harmer (2004) grammar (grammar) is a way of describing words that

can be changed in form and can be combined with other words so that it becomes

a meaningful sentence in language

Accroding to Then Bőrjars (2010) with the grammar knowledge that we have

when we make a good writing for a speech or report, then we can better evaluate

the use of words in arranging sentences that are good and right so that both

readers and listeners understand. Because the better the arrangement of the words
 47

we make, the easier the listener or reader to understand what we mean to convey

to be more effective and efficient.

Based on the explanation above . It can be concluded grammar is a set of rules in

a language that is useful to help the arrangement of words become meaningful

systematically

2. Operational Definition of Variables

There are two variables used in this research, namely Independent Variable (x) :

Digital Game and Dependent Variable (y) : Grammar Learning.

Digital Game Grammar Knowledge

(X) (Y)

a. Independent Variable

In this research Independent Variable is Digital game. Digital game is one of

media used to teach grammar. In teaching grammar by using digital game , it can

be used as a tool for students to discover the relationships between vocabulary

words. The researcher using this media to make student learn grammar more

interesting and easier to understand the word.

b. Dependent Variable

Dependent variable in this research is students‟ grammar Knowledge. Grammar

Knowledge is the process in language teaching how the teacher transfers the

knowledge to the students. It includes, the material, strategy, method, technique,

 48

media and so on used by the teacher. So, grammar Knowledge is the process how

teacher teach grammar to the students.

Considering the limitation of time for the effectiveness, the writer proposes the

use of only three indicators to measure digital game on student grammar for which

each indicator represents each of the cognitive aspect there are taken from the

syllabus of SMK as follows

1. C1 : The student are able to recall in Grammar (in this case

Tenses : Present Simple Tense, Past Simple Tense, Present

Perfect Tense and Present Future Tense)

2. C2 : The student are able to identify the usage of grammar (in

this case Tenses : Present Simple Tense, Past Simple Tense,

Present perfect Tense and Present Future Tense)

3. C3 : The student are able to apply the grammar in this case

Tenses : Present Simple Tense, Past Simple Tense, Present

perfect Tense and Present Future Tense)

B. Research Procedure

Procedure of the research are :

1. Planning

Planning of this research involves preparing and establishing the research method

and design. Formulatethe hypothesis based on some related theories, constructing

the instrument to measure students‟ Grammar Learning. Reviewing some previous

relevant research relates to this research. conducting tryout of the instrument in

the tryout class and analyzing it in terms of its validity, reliability, discrimination
 49

power and difficulty index. The treatment is prepared by using digital game on

students grammar for experimental class

2. Data Collecting

The data were was conducted through treatment in experimental class using

Digital Game and control class without Digital Game Followed by Post-test given

to both classes of samples to obtain data

3. Data Analysis

The data collected from the sample classes are analyzed using SPSS T-test after

they have fulfilled the pre-requisites to data analysis, test of normality and of

homogeneity.

4. Reporting

The research findings were reported and written based on the formal frame of

writing from English Study Program, Faculty of Teaching and Educational

Sciences, As-Syafi‟iyah Islamic University. The report consists of background,

foundation of theories and hypothesis formulated including research methodology

which is used in this research and the data analyzing procedures backed up with

the needed documents.

C. Research Method and Research Design

1. Research Method

In this research, the researcher will be going to use Quasi Experimental research

method. As stated by Sugiyono (2013, p. 112) in quasi-design the writer uses the

design which can not control all the external variables that influence the course of

the experiment. The main characteristic of quasi experimental design is the

 50

sample used for the experiment or control group randomly selected from a

particular population. In this research, the researcher will give some treatment by

using digital game in experimental class. Beside, some treatment by using digital

game will not be allowed in control class.

2. Research Design

This research will only apply post-test only control group design as a research

design. There are two groups in this research design, one of them namely as

experimentalgroup and the other one namely as control group. The experimental

group will apply digital game as a treatment in grammar Knowledge. While, the

control group just use conventional method in grammar Knowledge without using

digital game. Here is some illustrated of research design.

Table 3.1

R X T
R - T

X = Experiment class (using digital game)

- = Control class (Without using

digital game)

T = Post-test after treatment

When applied specifically, the design to this research will read as follows:
 51

Table 3.2

Group Name Treatment Test

X
Experimental
( Treatment with digital
Class
game)
Post-Test

-
(after treatment)

Control Class (conventional method)

D. Place and Time of the Research

1. Place of the Research

The research will be conducted in SMK AL- IKHLAS Pondok Gede Bekasi,

which is located in Jalan Gamprit Raya No 79 Pondok Gede - Bekasi.

2. Time of the Research

The research will be conducted in November, the first semester of 2019/2020

academic years.
 52

E. Population and Sample

3. Population

According to Sugiyono (2015) “Populasi adalah wilayah generalisasi yang terdiri atas:

obyek/subyek yang mempunyai kualitas dan karakteristik tertentu yang dtetapkan oleh

peneliti untuk dipelajari dan kemudian ditarik kesimpulannya” (Population is the

generalization region consisting of objects/ subjects that have certain qualities and

characteristics defined by the researchers to learned and then drawn conclusions) (p. 80)

Population of this research is all students of eleventh grade of SMK AL-IKHLAS.. The

population sitting in three classes, therefore each class consist of 30 students. The

totaling of all students in eleventh grade is 90 students as population in this research.

4. Sample

Sample is partially or representative of the population studied. Called the study sample,

if we intend to generalize the results of the sample study (Suharismi Arikunto,

2010:174). The number of sample that will participate in this research is about 60 (sixty)

students sitting in two classes, 30 students as experiment class and 30 students as control

class

5. Sampling Technique

The writer will use cluster random sampling the writer draw random sample of clusters,

then select elements within clusters (Susan, 2016, p.4). Every group has the same

opportunity to be chosen as sample. Here are the procedures of Cluster Random

Sampling:
 53

a. Writing down the name of the classes on several small pieces of

paper, rolling the paper, and putting them into a glass. The glass is

covered with a paper or plastic and it will be holed right in the middle.

b. Shuffling them thoroughly.

c. Letting two pieces of paper come out from the glass and determining

the first paper that come out as experiment class and the second

paper as control class.

d. The research needs one class as the Experiment Class and another

one as the Control Class. The result of shuffling the paper is the

classes that are determined as Experiment Class they are X AP 1 as

experiment class And X AP 3 as the control class.

Teaching Procedures Using Digital Game

Table 3.3

Summary of Instructional Activities

Experimental Class Control Class

1. Greeting and introduction the 1. Greeting and introduction the topic of

topic of the lesson about Digital the lesson about kind of tenses

game

(first meeting).
 54

2. The teacher asks the students if

2. The teacher give explanation about
they are so interest with digital game
the definition of tnses, and giving some
that will be discussed in the game,
insight about the material
along with some explanation and

information about the topic or the

each level inside digital game

3. Playin a digital game

4. The teacher conducts discussion about

the topic presented in a game, also

3. The teacher reads some examples of
asking the students‟ opinions and several
the text and asks some students to read
questions
it as well.
about the each level

5. The teacher asks the students to do 4. The teacher asks the students to

the comprehension test of find difficult tenses

 55

what is true or false regarding the each

level inside game

6. The students finds and analyzes the 5. The students finds and analyzes the

grammatical context present grammatical context present in

in digital game the text.

7. The teacher and the students discuss 6. The teacher and the students discuss

the grammar found in digital game the grammar found in the text.

8. The students practice with the 7. The students practice with the

grammar found in digital game grammar found in the text.

9. Evaluation 8. Evaluation

F. Research Instrument

Instrument is needed for colecting data from the sample in the investigation. The writer

will use objective test consists of 60 questions that will be given to the tryout class.

Tryout school taken from other school namly SMK Dhar Bakti The blueprint can be

seen as follows:
 56

Table 3.4

Blueprint on Students’ Grammar Achievment (Before Tryout)

Cognitive Domain And Total Items

No Indicators Number Question items

C1 C2 C3
1 The student are able to recall in
Grammar(in this case Tenses : √

Present Simple Tense, 1,2,3,4,5,6,8

,9,10,11, 11
12
Simple Past Tense, 16,23,
24,25,
26,27, 9
28,29,
30
Future Tense and 32,33,34,35,
36,38,39, 9
40,41,42
Present Perfect Tense 50,51,52,53,
54,55,58,59, 9
60
2 The student are able to identify the √
usage of grammar (in this case)
Present Simple Tense, 7,13,14, 4
15
Simple Past Tense, 17,20, 21, 4
22,
Future Tense 43,44,45 3
Present Perfect Tense 48,49,56,5 4
7
3 The student are able to apply the √
grammar (in this case)
Present Simple Tense - 0
Simple Past Tense 18,19, 2

Future Tense 31, 37 2

Present Perfect Tense) 46, 47 2

Total Questions 60
 57

6. Instrument Validity

Validity is the extent to which an instrument measures what it is supposed to measure and performs

as it is designed to perform. It is rare, if nearly impossible, that an instrument be 100% valid, so

validity is generally measured in degrees. As a process, validation involves collecting and

analyzing data to assess the accuracy of an instrument. There are numerous statistical tests and

measures to assess the validity of quantitative instruments, which generally involves pilot testing.

The remainder of this discussion focuses on external validity and content validity

7. Instrument Reliability

According to Sugiyono (2011:121) Reliability is the consistency of a set of

measurements, whether the instrument measures the same way each time in the same

condition with the same subject. The reliability will be calculated by using formula of

Alpha Cronbach and it can be helped by using SPSS.

Table 3.5 Table of Reliability

Correlation coefficient score The correlation degree

Less than 0,200 Very low

0,200-0,399 Low

0,400-0,599 Medium

0,600-0,799 High

0,800-0,999 Very high

1,000 Perfect

8. Difficulty Index

This test is to determine the level of difficulty of instrument whether they are in

three categories of easy, medium or difficult.

 58

According to Arikunto (2013, p.223) the interpretation criteria of Difficulty index as

follows:

Note: P = �

P : Difficulty Index
B : Number of students’ correct
answer
Js: Total Number of Students

P= 0,00-0,30 Difficult

P= 0,31-0,70 Medium

P= 0,71-1,00 Easy

9. Discrimination Power

The aim of this test is to find out the students who have high and poor ability. The

formula and classifications of discrimination power are

as follows:
𝑩𝑨 𝑩𝑩
𝑫= − = 𝑷𝑨 − 𝑷𝑩
𝑱𝑨 𝑱𝑩

Note :

D: Dicrimination power

JA: Number of upper group

JB: Number of lower group

BA: Number of correct from the answer of upper group BB: Number of Correct

from the answer of lower group PA: Index difficulties of upper group

PB: Index difficulties of lower group

 59

Classification table of discrimination power according to Arikunto (2013,

p. 232) as follows:

0,71-1,00 = Excellent

0,41-0,70 = Good

0,21-0,40 = Satisfactory

0,00-0,20 = Poor

After analyzing the instrument by using validity, reliability, difficulty index, and

discrimination power, the appropriate instrument was found. The modified blueprint can

be seen as follows:
 60

Table 3.6
Blueprint Grammar Achievment
(After Tryout)
Cognitive Domain And Total Items

No Indicators Number Question items

C1 C2 C3
1 The student are able to recall in
Grammar(in this case Tenses : √

Present Simple Tense, 1,2,3,5,6

5
Simple Past Tense, 9,13,14, 15,
16, 17, 18.
7
Future Tense and 21, 22, 23,
24, 26, 27, 7
28
Present Perfect Tense 19
1

2 The student are able to identify the √

usage of grammar (in this case)
Present Simple Tense, 4,7,8 3
Simple Past Tense, 10, 1
Future Tense 29 1
Present Perfect Tense 30 1
3 The student are able to apply the √
grammar (in this case)
Present Simple Tense - 0
Simple Past Tense 11,12 2

Future Tense 20,25 2

Present Perfect Tense) - 0

Total Questions 30
 61

I. Data Collecting Technique

The data collecting consists of two phases, the treatment and the post-test. In the

treatment phase, students are given treatment by the use of digital game in the

experimental class. The treatment is performed five times by having discussions and

giving them evaluation regarding the videos they have watched. In the post-test phase,

the students are given test after the treatment process. The score will be analyzed using

T-test.

J. Data Analysis Technique

The writer will use T-test to find out whether the alternative hypotheses is rejected or

accepted. There are requirements before using T-test, the sample derived from normal

population and it must be homogenous.

 62

K. Pre-requisite of Data Analysis

a. Normality Test

Normality test is done to find out the data that has been collected distribution normal or

taken from normal population. According to Santoso (2015, p.60) “the purpose of

normality test is to know whether or not distribution of the data follows the normal

distribution”. The writer will use Kolmogorov-Smirnov statistic test on SPSS.

b. Homogenity Test

To find out whether the sample have same variation or not. Nisfiannoor (2015, p.62)

stated: “Homogeneity test is performed to determine whether the variance between the

different groups tested or not, the variants are heterogeneous or homogeneous. Data are

expected to be homogeneous”. To do this test, the writer will uses Levene test on SPSS.

L. Testing the Research Hypotheses

The interpretation with using SPSS 26 based on T-test, the step of test of hypotheses

which are aimed to determine, whether or not there is significant effect of using digital

game on grade ten students‟ grammar

a. Formulating Hypotheses

H0: There is no significant effect of Digital Game on grade ten students‟ Grmmar at SMK

AL-IKHLAS.
 63

Ha: There is significant effect of Digital Game on grade ten students‟ Grammar at

SMK AL-IKHLAS

b. Determining scope of Fobserved based on the table of distribution.

c. Determining the criteria of hypotheses test:

i. When the significant score ≤ 0.05 in SPSS, so Ha is accepted and

Ho is rejected

ii. When the significant score ≥ 0.05 in SPSS, so Ho is accepted and

Ha is rejected

M. Interpretation and Conclusion

a. Interpretation

i. F observed < F table ( if using SPSS, when the sig. > 0.05), Ho is

accepted and Ha is rejected.

ii. F observed > F table ( if using SPSS, when the sig. < 0,05), Ho is

rejected and Ha is accepted

b. Conclusion

i. When the result shows Ho is accepted, the writer will conclude

that “There is no effect of Digital Game on grade Ten

students‟ Grammar at SMK Al-IKHLAS.

ii. When the result shows Ha is accepted, the writer will conclude

that “There is significant effect of Digital Game on grade Ten

students‟ Grammar at SMK Al-IKHLAS.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

Description of the Research Data

The writer will show the result of the research in this chapter. The scores were taken

from the post-test in the experimental class. The data was processed with SPSS 22, the

result in the form of descriptive statistics is as follows:

Table 4.1 Descriptive Statistics

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1. The Scores of Experimental Class

Based on the scores of the students‟ Grammar Knowlodge which were taught by using

digital game that is usually used by the class teacher, the range of score is 50, lowest

score is 40, the highest score is 90. by the total sample (n) is 30 students. The frequency

table is displayed as follows:

Table 4.2
Frequency Table of Experimental Class

Valid Cumulative
Frequency Percent Percent Percent
Valid 40 1 3.33 3.33 3.33
60 1 3.33 3.33 6.66
65 1 3.33 3.33 9.99
70 4 13.3 13.3 23.20
72 4 13.3 13.3 36.50
73 1 20.0 20.0 77.10
75 1 3.33 3.33 43.10
77 2 6.7 6.7 49.80
78 1 3.33 3.33 53.10
80 10 33.3 33.3 86.40
85 2 6.7 6.7 93.10
90 2 6.7 6.7 100.0
TOTAL 30 100.0 100.0 100.0

2. The Scores of Control Class

Based on the scores of the students‟ Grammar Knowledge which were taught by using

digital game that is usually used by the class teacher, the range of score is 50, lowest

score is 30, the highest score is 90

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Table 4.3
Frequency Table of Control Class

Valid Cumulative
Frequency Percent Percent Percent
Valid 30 1 3.3 3.3 3.33
40 4 13.3 13.3 16.63
45 4 13.3 13.3 29.93
50 7 23.3 23.3 53.23
55 2 6.7 6.7 59.93
60 8 26.6 26.6 86.53
65 1 3.33 3.33 89.86
70 2 6.7 6.7 96.56
80 1 3.3 3.3 100.0
TOTAL 30 100.0 100.0 100.0

A. The Pre-requisite Data Analysis

1. Normality Test

The normality analysis is applied to the data from the post-test. The analysis uses

Kolmogorov-Smirnov‟s formula.

The formulation of hypotheses reads as follows:

H0: Samples come from normally distributed population.

HA: Samples do not come from normally distributed population.

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The following is the result of analysis applied to data from both control and

experimental class:

Table 4.4 Tests of Normality

The calculation showed that significance value of Experimental Class is 0.815. The

significance value 1.003 > 0.05 H0 is accepted and Ha is rejected. It means that the

samples in Experimental Class come from normally distributed population.

The significance value of Control Class is 0.815 The significance value 0.815 > 0.05 H0

is accepted and Ha is rejected. It can be concluded that the samples in Control Class

come from normally distributed population.

2. Homogeneity Test

The following table is the resut of homogeneity test applied with Levene Statistics to

the data taken from the post-test

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Table 4.5
Test of Homogeneity of Variances

Formulation of Hypotheses

H0 : Variances of every group are homogeneous.

HA : Variances of every group are different/heterogeneous. The

determination:

a. When significance value > 0.05, it means that samples come from

homogeneous population

b. When significance <0.05, it means that samples does not come

from homogeneous population (heterogeneous).

Based on the result, the calculation showed that the significance 0.216

> 0.05 (experimental class), 0.270 > 0.05 (control class), H0 is accepted and Ha is

rejected. It means that variance of each group of samples are homogeneous population.
 69

B. The Testing of Hypotheses

The result of the data analysis using SPSS 22 based T-test from the analysis applied to

both control and experimental class data, the result can be seen as follows:

Table 4.6

T-Test

Group Statistics
Kelas N Mean Std. Deviation Std. Error Mean

Hasil 1 30 53,17 10,787 1,969

2 30 75,43 9,471 1,729

Independent Samples Test

Levene's Test for Equality

of Variances t-test for Equality of Means

95% Confidence Interval

of the Difference
Sig. (2- Mean Std. Error
F Sig. T Df tailed) Difference Difference Lower Upper

Hasil Equal variances

assumed 1,568 ,216 -8,496 58 ,000 -22,267 2,621 -27,513 -17,021

Equal variances not

-8,496 57,046 ,000 -22,267 2,621 -27,515 -17,019
assumed
 70

Formulation of hypotheses:

Ho : There is no significant effect of variable X (Digital Game) on variable Y

(Students‟ Grammar Knowledge).

Ha : There is significant effect of variable X (REAP strategy) on variable Y

(Students‟Grammar Knowledge).

The determination:

1. When significance 2- tailed (>) 0.05 it shows there is no difference between

sample. It means Ho is accepted and Ha is rejected.

2. When significance 2- tailed (<) 0.05 it shows there is deference between

samples. It means Ho is rejected and Ha is rejected an Ha is accepted.

The conclusion of result of T-Test above is the significance (2- tailed) value 0.000 is lower

than (<) 0.05 it means, there is difference between experimental and control class. So Ho is

rejected and Ha is accepted. And mean of experimental class (2) 75,43 is higher than

control class (1) 53,17

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A. Interpretation and Research Conclusion

1. Interpretation

Based on the analysis of the statistic using SPSS 22 based on T-test to the hypotheses, it

was revealed that Ho is rejected and Ha is accepted based on the result of T-Test, which

showed Sig. 2- tailed 0.000 is lower than (<) 0.05. The writer concluded that there is the

significant effect is caused by the treatment using digital game given to the experimental

class to measure their grammar knowledge

2. Conclusion of Statistics-based Hypotheses Testing

The research revealed that Ha is accepted which means that there is significant effect in

variable after the investigation. This significant effect is caused by the treatment of the use

Digital game on students‟ grammar.

Therefore, the writer concludes that the treatment has significant effect by using use

Digital game on students‟ grammar at SMK AL-IKHLAS PONDOK GEDE BEKASI

had proven to be effective.

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Discussion

The aim of this research is the study about the effect of using Digital game on students‟

grammar. This research empirically prove that there is significant effect of using Digital

game on students‟ grammar at SMK Al-Ikhlas Pondok Gede as the significance (Sig.)

which is 0.00 is lower than 0.005.

Based on the results, it can be seen back from one of the supporting theories:

Acording to (Ariesto Hadi Soetopo (2012: 12)) explains that the use of games in learning can
make learning more relaxed and can stimulate students to learn more actively in solving
problems. Through the educational game also the learning atmosphere becomes more
interesting, considering that most students, especially Vocational Schools, now often take the
time to play games on their mobile phones.

The result also match with previous relevant research done by Sara Jalali, mousumeh

Dousti (2012) This study investigated the effect of computer educational games on Iranian

elementary learners‟ grammar and vocabulary gain. the involvement of all learners, their

enthusiasm to use the new technology in language learning and learners‟ positive attitudes

toward learning was apparent in the experimental group. The presence of such a high

motivation among the learners in experimental group could contribute to their active

involvement in the process of learning. This implies that computers have a significantt role

in motivating learners‟ involvement in the learning process.

Nazatul Shima (2018) This session reports on a study that aimed to explore the benefits of

using game to teach grammar. The study was carried out among Pre TESL students of

Ganesha Education University. McCallum (1980) explains that there are many

advantages of games such as the fact that they

1. focus students‟ attention on specific structures, grammatical patterns,

and vocabulary items.

2. can function as reinforcement, review and enrichment.

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3. involve equal participation from both slow and fast learners.

4. can be adjusted to suit the individual age and language levels of the

students.

5. contribute to an atmosphere of healthy competition, providing an

outlet for the creative use of natural language in a non-stressful

situation.

6. can be used in any language teaching situations and with all skill areas

(reading, writing, speaking or listening)

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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion
In this reseach, the writer found that using Digital Game On students Grammar the study

conducted at (SMK Al – Ikhlas Pondok Gede) which consist of 30 students class X.Ap.1 as an

experimental class and 30 students class XI.Ap 3 as a control class. The result of data analysis

of this research, such as ANOVA in the chapter IV, As presented in chapter IV, the writer

found the significance (sig) value is 0.000, when significance value 0.000 is lower than (<)

0.05, the research has rejected null hypothesis (H0) and accepted the alternative

hypothesis (Ha), the writer can draw final conclusion of this research:

There was significant effect of "The Effect Of Digital Game On Grade Ten Students

Knowledge Of Grammar At SMK AL-IKHLAS PONDOK GEDE – BEKASI” it

shown by the data analysis which explained that Null Hypotesis (H0) was rejected

and the alternative hypothesis was accepted

 75

B. Implication
The implication of conducting the research showed that using digital game can be one of the

options of teaching media that can be used by English teacher of SMK AL-IKHLAS. Using Digital

Game in English classroom has many benefits, but as no teaching strategy and media is perfect, it

also has some problems and disadvantages. Disadvantages of online gaming include glitches,

addiction, piracy, server errors and reduced interaction with others. However, extended

online gaming can Addictive habits. Some gamers suffer from addictions that cause the

gamer to play for extended periods of time without performing other productive activities.

This strategy requires multimedia setup in order to be applied in the classroom, and students are

required to have some background knowledge regarding digital game.

Finally, digital game can be applied to any field of study learning. It is important to

direct them in order to consciously control the thinking process in learning.

76
 77

C. Suggestions

Based on the conclusion and implication of the research above, the writer provide the

sugestions for concerned pasrties as follows:

1. School

This strategy would be better for the school to suggest and motivate the teacher and

student, especially English teacher at SMK AL- IKHLAS

2. Teacher

The writer suggest that the teacher, to implement digital game in teaching English because

can develop students‟ grammar in learning process and increase their knowledge.

3. Students

The suggestion for the students, the students should have motivation . Therefore, it is

important to applying digital game , it means that before starting the learning process, the

students explained the goals of learning, so that they are motivated to achieve the learning

objectives.

4. Campuss

It will be better for the lectures, especially at English Education Study Program, Faculty of

Teaching and Educational Sciences to inform the college students and how to apply it in

the classroom as a media to help students‟ learning.

 78

5. Future Researchers

The writer suggests that the future researchers who may be interested in with this strategy

to conduct better result by using better research methodology, as better research

instruments and involving a large number of samples in order to verify of grammar

learning.
 79

REFRENCES

Herawati, S., Suharto, M., & Cholifah, M. (2016). Penerapan Metode Bermain Game Dan
Pengaruhnya Terhadap Kemampuan Berbicara Bahasa Inggris Mahasiswa Pada Mata Kuliah Speaking
2. Jurnal Inspirasi Pendidikan, 6(2), 905. https://doi.org/10.21067/jip.v6i2.1346

Ii, B. A. B. (2008). pengembangan media pembelajaran dengan materi wangsalan untuk siswa kelas
VIII. 7–31.

Jalali, S., & Dousti, M. (2012). Vocabulary and grammar gain through computer educational games.
GEMA Online Journal of Language Studies, 12(4), 1077–1088.

Marbun, R., Education, E., Program, S., & Training, T. (n.d.). The effectiveness of using four square
writing method in teaching analytical exposition text writing. 1–10.

Sartika, T. (n.d.). Penggunaan bahasa indonesia dan bahasa inggris sebagai pengantar pembelajaran
di indonesia. 1–9.

Septiani, R., Tarbiya, F. O. F., & Training, T. (2014). the Correlation Between Grammar Mastery and
Writing Ability. 86. Retrieved from
http://repository.uinjkt.ac.id/dspace/bitstream/123456789/25290/3/RENI SEPTIANI-FITK.pdf

Sriyanto, W. (2018). Edmodo Dalam Pembelajaran Grammar Dan Tingkat Literasi Teknologi
Mahasiswa. PROSIDING Seminar Nasional Pendidikan Era Revolusi, (2004), 433–448. Retrieved from
https://jurnal.umj.ac.id/index.php/SNP/article/view/2840

Tengku Paris, T. N. S., & Yussof, R. L. (2012). Enhancing Grammar Using Board Game. Procedia -
Social and Behavioral Sciences, 68, 213–221. https://doi.org/10.1016/j.sbspro.2012.12.221

Ahmadi, M. R., Ismail, H. N., Kamarul, M., & Abdullah, K. (2013). ―The Importance of
Metacognitive Reading Strategy Awareness in Reading Comprehension, English Language
Teaching‖, 6, 235–244

Clark, R Mayer (208), E-Learning secon edition

Marina, rismava (2015) The effectiveness of using four squa re writing method in teaching analytical
explosion text writing, jurnal personality.

Kemendikbud, (2019, September 10). Kompetensi Inti, Kompetensi dasar

(https://www.muttaqin.id/2018/06/ki-kd-bahasa-inggris-smk-kurikulum-2013-revisi.html)
 80

LIST OF APPENDICES

Appendix 1 : Try Out Instrument

Appendix 2 : Validity and Reability Test of the instrument

Appendix 3 : The Result of Validity and Reability Test of the Instrument

Appendix 4 : Lesson Plan of the Control Class (1st Meeting)

Appendix 5 : Lesson Plan of the Control Class (2ND Meeting)

Appendix 6 : Lesson Plan of the Control Class (3Rd Meeting)

Appendix 7 : Lesson Plan of the Control Class (4Th Meeting)

Appendix 8 : Lesson Plan of the Experiment Class (1St Meeting)

Appendix 9 : Lesson Plan of the Experiment Class (2nd Meeting)

Appendix 10 : Lesson Plan of the Experiment Class (3Rd Meeting)

Appendix 11 : Lesson Plan of the Experiment Class (4Th Meeting)

Appendix 12 : The Post Test Scores of Control Class

Appdendix 13 : The Post Test Scores of Experiment Class

Appendix 14 : Data Analysis of One- Way Anova

Appedndix 15 : Surat Keputusan Tentang izin penyusunan Skripsi dari pihak kampus.

Appendix 16 : Lembar bimbingan ke Dosen Pembimbing Skripsi 1

Appendix 17 : Lembar bimbingan Ke dosen Pembimbing Skripsi 2

Appendix 18 : Surat Izin Melakukan Penelitian dari pihak kampus

Appendix 19 : Surat Keterangan Telah Melakukan penelitian dari pihak sekolah

Appendix 20 : Plagiarism Chek

 81

1. Budi …. his aquarium once a week.

a. To clean
b. Clean
c. Cleans
d. Cleaning

4. My mother and I …. to Market to buy vegetables every morning.

a. Go
b. Goes
c. Went
d. Gone

5. He and she …. not pay attention of teacher‟s announcement.

a. Do
b. Does
c. See
d. Listening

7. “ We eat fried rice everyday”.

The sentence above is example of …. tenses.
a. Simple present tense‟

b. Future Tense

c. Simple past tense

d. Continous tense

8. We always ….. in the karaoke twice a month.

a. Sang
b. Sings
c. Sing
d. Sung

9. You are prohibited to use this bicycle, because it ….. broken.

a. Are
b. Is
c. Do
13. I get up at 5 o’clock every morning.

Terjemahkankedalam Bahasa Indonesia

a. sayabangunpukul 5 setiappagi

b. sayasudahbangunpukul 5 setiappagi

c. sayaakanbangunpukul 5 setiappagi

d. sayasedangbangunpukul 5 setiappagi

14. The correct negative sentence of simple present tense Is ….

a. I do not play football

b. I does not play football

 82

c. I did not play football

c. I do not played football

16. Verb two for arrive is ….

a. arrives

b. arrived

c. arriving

d. arrive

17. Saya belajar Bahasa Inggrisdua jam yang lalu

Terjemahkankedalam Bahasa Inggris

a. I study English two days ago

b. I studied English two days ago

c. I study English two hours ago

d. I studied English two hours ago

18.Firda – did – go – want – Cinema – not – to – the – to

The correct sentence arrangement is ….

a. Firda did not want to go to the Cinema

b. Firda did want not to go to the Cinema

c. Firda want did not to go to the Cinema

d. Firda want to did not to go the Cinema

19. She – write - ? – did – story – a – month – last

The correct sentence arrangement is ..

a. She did a story write a last month?

b. She did write a story last month ?
c. Did she write story a last month ?
d. Did she write a story last month ?
23. They……. this music two hours ago

a.listened

b.listen

c.listening

d.be listen________________________________________

24. Anita……me in this Market yesterday

 83

a.meeting

b.meets

c.met

d.meet________________________________________25. Dona……. this delicious food for us 1

hour ago

a.cooking

b.cooked

c.cooks

d.cook________________________________________

26. I….. this floor yesterday

a.swept

b.sweep

c.sweeps

d.sweeped

27. My brother…….this novel yesterday

a.reading

b.reads

c.read

d.readed

28. We……to the Collage yesterday

a.walking

b.walk

c.walked

d.be walking

29. My little brother……..a new motorcycle yesterday

a.has

b.have

c.having

d.had
 84

31.Rachmat – to – week – next – Denny – invite - the - party – will

The correct sentence arrangement is …

a. Rachmat to the party next week will invite Denny

b. Rachmatwill invite Denny to the party next week

c. Rachmat next week will invite Denny to the party

d. To the party Rachmat will invite Denny next week

32. Manda and I . . . . . some plates and glasses on the dining table for dinner last night.

a. Was preparing

b. Prepared

c. Shall prepare

d. Prepare

34. Ami : “Hey! Look at those dark clouds!”

Kiki : “Woow! It is . . . . . rain soon”

a. Will

b. The

c. Coming

d. Going to

35. … Rama give back Dayat‟s phone?

a. Is

b. Will

c. Does

d. Was

36. Will you . . . . . the suspect tomorrow?

a. Arresting
 85

b. Arrest

c. Arrested

d. To arrest

37. Accident – my – about – the – Dad – will – I – not - tell

The correct sentence arrangement is …

a. I will not tell my Dad about the accident

b. The accident I will not tell my Dad about

c. My Dad about the accident I will not tell

d. I will not about the accident tell my Dad

38. The athletes . . . . . with the college track team next month.

a. Trains

b. Trained

c. Will train

d. Have joined

39. Manda : I . . . . . the students exchange programme next year.

Kiki : that‟s good idea

a. Join

b. Joined

c. Will join

d. Have joined

41. Yongki : what is your planing for this weekend?

Yoga : I . . . . . my uncle.

a. Will have visited

b. Have visited

c. Visited

d. Will visit

43. The correct interrogative sentences of simple future tense is …

 86

a. Will you visited Sidney next month ?

b. Will you visit Sidney next month ?

c. Will you visiting Sidney next month ?

d. Do you visit Sidney next month ?

48. I have writen a letter for 2 hours

Terjemahkankedalam Bahasa Indonesia

a. Saya menulissebuahsurat 2 jam kemudian

b. Saya telahmenulissebuahsurat 2 jam yang lalu

c. Saya akanmenulissebuahsurat 2 jam lagi

d. Saya sudahmenulissebuahsuratselama 2 jam

50. We have……. this new novel together since yesterday

a.read

b.reads

c.reading

d.readed

52. We have…….this film since last night

a.watching

b.watched

c.watches

d.watch

56. The correct positive sentence of present perfect tense is …

a. We have cooked this delicious food special for you

b. We has cooked this delicious food special for you

c. We had cooked this delicious food special for you

d. We are cooked this delicious food special for y

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Present Future Tense
Alokasi Waktu : 1 x 2JP

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan mnyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk
pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi teks tentang tindakan/kejadian yang dilakukan di waktu yang akan datang
(Present Future Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan di waktu yang
akan datang (Present Future Tense)
 88

6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan di
waktu yang akan datang (Present Future Tense)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasipeserta didik
dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang di waktu yang akan datang (Present
Future Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian di waktu yang akan datang
(Present Future Tense)
5. Membuat kalimat di waktu yang akan datang (Present Future Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan di
waktu yang akan datang (Present Future Tense)

E. Materi Pembelajaran
(Present Future Tense)
 Fungsi social
Menyatakan kegiatan yang yang dilakukan di waktu yang akan datang (Present Future Tense)

Rachmat will invite Denny to the party next week

 Unsur kebahasaan
(1) Present Future Tense
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak
yang jelas dan rapi.
 Present Future Tense
 (+) S + WILL + VERB 1 + O + ADV OF TIME
 (-) S + WILL+ NOT + VERB 1 + ADV OF TIME
 (?) WILL + S + VERB 1 + O + ADV OF TIME

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca banyak kalimat Present Future Tense dalam berbagai
konteks.
- Siswa berinteraksi menggunakan kalimat Present Future Tense selama proses
pembelajaran, dengan bimbingan guru.
 89

- Siswa menirukan contoh-contoh kalimat Present Future Tense

- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Present
Future Tense (fungsi sosial, struktur teks, dan unsur kebahasaan).
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai Present Future Tense yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu yang
akan dating yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam
bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dalam bahasa Inggris selama proses pembelajaran.
4. Mengasosiasi
- Siswa membandingkan kalimat Present Future Tense yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
- Siswa membandingkan antara kalimat Present Future Tense dalam bahasa Inggris
dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau
bahasa Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
-
Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
 90

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Present Perfect Tense
Alokasi Waktu : 1 x 2JP

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk
pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi teks tentang tindakan/kejadian yang baru saja terjadi (Present Perfect Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang baru saja terjadi (Present
Perfect Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang baru saja terjadi
(Present Perfect Tense)
 91

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasipeserta didik
dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang baru saja terjadi (Present Perfect
Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang baru saja terjadi (Present
Perfect Tense)
5. Membuat kalimat tentang kejadian baru saja terjadi (Present Perfect Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang baru saja terjadi
(Present Perfect Tense)

E. Materi Pembelajaran
(Present Perfect Tense)
 Fungsi social
Menyatakan kegiatan yang baru saja terjadi (Present Perfect Tense)

 Struktur teks

I has not called him for two hours. I had called him for two hours

 Unsur kebahasaan
(Present Perfect Tense)
 (+) S + HAVE/HAS+ VERB 3 + O + ADV OF TIME
 (-) S + HAVE/HAS + NOT + VERB 3 + ADV OF TIME
 (?)HAVE/HAS + S + VERB 1 + O + ADV OF TIME

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca banyak kalimat (Present Perfect Tense) dalam berbagai
konteks.
- Siswa berinteraksi menggunakan kalimat (Present Perfect Tense) selama proses
pembelajaran, dengan bimbingan guru.
- Siswa menirukan contoh-contoh kalimat (Present Perfect Tense)
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat (Present Perfect
Tense) (fungsi sosial, struktur teks, dan unsur kebahasaan).
2. Mempertanyakan
 92

- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai (Present Perfect Tense) yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang baru saja terjadi yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris dalam
konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang baru saja terjadi
merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris
selama proses pembelajaran.
4. Mengasosiasi
- Siswa membandingkan kalimat (Present Perfect Tense) yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
- Siswa membandingkan antara kalimat (Present Perfect Tense) dalam bahasa Inggris dengan
kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa
Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang baru saja terjadi yang
merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dengan bahasa Inggris,
di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang baru saja terjadi yang merujuk waktu terjadinya
dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
-
Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
 93

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Simple Past Tense
Alokasi Waktu : 1 x 2JP

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan mnyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk
pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi teks tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau (Past
Simple)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan/terjadi di waktu
lampau (Past Simple)
 94

6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
di waktu lampau (Past Simple)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasipeserta didik
dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang dilakukan/terjadi di waktu
lampau (Past Simple)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan/terjadi di waktu
lampau (Past Simple)
5. Membuat kalimat tentang (Past Simple).
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
di waktu lampau (Past Simple)

E. Materi Pembelajaran
(Simple Past Tense)
 Fungsi sosial
Menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu
 Struktur teks
I studied English two days ago, . I was not angry to you two days ago

 Unsur kebahasaan
(1) Past Simple

(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak
yang jelas dan rapi.
 Simple Past tense
 (+) S + VERB 2 + O + ADV OF TIME
Beni went to jogja last week
I ate bread yesterday
 (-) S + DID + NOT + VERB 1 + ADV OF TIME
Beni did not go to Jogja last week
I did not eat bread yesterday
 (?) DID + S + VERB 1 + O + ADV OF TIME
Did Beni go to Jogja last week?
Did you eat bread yesterday?

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
 95

b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca banyak kalimat Past Simple dalam berbagai konteks.
- Siswa berinteraksi menggunakan kalimat Past Simple selama proses pembelajaran, dengan
bimbingan guru.
- Siswa menirukan contoh-contoh kalimat Past Simple
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri
kalimat Past Simple (fungsi sosial, struktur teks, dan unsur kebahasaan).
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai past simple yang ada dalam bahasa Inggris, dan perbedaan ungkapan dalam bahasa
Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam
bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dalam bahasa Inggris selama proses pembelajaran.

4. Mengasosiasi
- Siswa membandingkan kalimat Past Simple yang telah dipelajari dengan ungkapan-
ungkapan lainnya.
- Siswa membandingkan antara kalimat Past Simple dalam bahasa Inggris dengan
kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa
Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
-
 96

Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Bekasi, November 2019

 97

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Simple Present Tense
Alokasi Waktu : 1 x 2JP

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan mnyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk
pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
 98

3. Mengutahui isi teks tentang tindakan/kejadian yang dilakukan berulang/kebiasaan

(habituall) (Simple Present Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan berulang ataui
menunjukan suatu fakta (Simple Present Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
berulang ataui menunjukan suatu fakta (Simple Present Tense)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasipeserta didik
dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang berulang ataui menunjukan suatu
fakta (Simple Present Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang berulang ataui menunjukan
suatu fakta (Simple Present Tense)
5. Membuat kalimat tentang (Simple Present Tense).
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
di waktu lampau (Simple Present Tense)

E. Materi Pembelajaran
(Simple Present Tense)
 Fungsi social
Menyatakan kegiatan yang berulang (kebiasaan) daily activities dan menunjukan suatu fakta
 Struktur teks
I go to school everyday, He Drives to go to office everyday
 Unsur kebahasaan
(1) Simple Present Tense
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak
yang jelas dan rapi.
 Simple Present Tense
 (+) S + VERB 1(S/ES) + O + ADV OF TIME
 (-) S + DON‟T/DOESN‟T+ NOT + VERB 1 + ADV OF TIME
 (?) DO/DOES + S + VERB 1 + O + ADV OF TIME

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
 99

- Siswa mendengarkan dan membaca banyak kalimat Simple Present Tense dalam berbagai
konteks.
- Siswa berinteraksi menggunakan kalimat Simple Present Tense selama proses pembelajaran,
dengan bimbingan guru.
- Siswa menirukan contoh-contoh kalimat Simple Present Tense
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Simple Present
Tense (fungsi sosial, struktur teks, dan unsur kebahasaan).
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai Simple Present Tense yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam
bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dalam bahasa Inggris selama proses pembelajaran.
4. Mengasosiasi
- Siswa membandingkan kalimat Simple Present Tense yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
- Siswa membandingkan antara kalimat Simple Present Tense dalam bahasa Inggris dengan
kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa
Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
-
Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
 100

- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Bekasi, November 2019

Mengetahui,
Guru Kepala Sekolah Mahasiswa Praktikan
 101

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Simple Present Tense
Alokasi Waktu : 1 x 2JP ( 2 Pertemuan/Tatap Muka)

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan mnyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi berulang atau kebiasaan, sesuai dengan
konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi berulang atau kebiasaan yang merujuk waktu terjadinya dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai
konteks.

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengetahui isi teks tentang tindakan/kejadian yang dilakukan berulang/kebiasaan
(habitual) (Simple Present Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan berulang atau
menunjukan suatu fakta (Simple Present Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
berulang atau menunjukan suatu fakta (Simple Present Tense)
 102

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode dengan digital game dan persentasi
peserta didik dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengetahui isi dialog tentang tindakan/kejadian yang berulang atau menunjukan suatu
fakta (Simple Present Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang berulang atau menunjukan
suatu fakta (Simple Present Tense)
5. Membuat kalimat tentang (Simple Present Tense).
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan/terjadi
di waktu lampau (Simple Present Tense)

E. Materi Pembelajaran
(Simple Present Tense)
 Fungsi social
Menyatakan kegiatan yang berulang (kebiasaan) daily activities dan menunjukan suatu fakta
 Struktur teks
I go to school everyday, He Drives to go to office everyday
 Unsur kebahasaan
(1) Simple Present Tense
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak
yang jelas dan rapi.
 Simple Present Tense
 (+) S + VERB 1(S/ES) + O + ADV OF TIME
 (-) S + DON‟T/DOESN‟T+ NOT + VERB 1 + ADV OF TIME
 (?) DO/DOES + S + VERB 1 + O + ADV OF TIME

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi dengan menggunakan
digital game (media pembelajaran)

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca langkah dalam memulai digital game (Speedy English
Grammar) Simple Present Tense
- Siswa memecahkan masalah tentang simple present tense yang terdapat dalam games selama
proses pembelajaran, dengan bimbingan guru.
 103

- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Simple Present
Tense (fungsi sosial, struktur teks, dan unsur kebahasaan).
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara
berbagai Simple Present Tense yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi berulang atau
menunjukan suatu fakta dalam bahasa Inggris dalam konteks simulasi, role-play, dan
kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan berulang
atau menunjukan suatu fakta dalam bahasa Inggris selama proses pembelajaran yamg sudah
diterapkan melalui digital game

4. Mengasosiasi
- Siswa membandingkan kalimat Simple Present Tense yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
- Siswa membandingkan antara kalimat Simple Present Tense dalam bahasa Inggris dengan
kalimat tentang kejadian yang dilakukan di waktu berulang atau menunjukan suatu fakta
dalam bahasa ibu atau bahasa Indonesia.
5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan berulang atau
menunjukan suatu fakta dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan berulang atau menunjukan suatu fakta
dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
- Smartphone
- Speedy Grammar Game

Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Bekasi, 2019
Mengetahui,
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
 104

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Simple Past Tense
Alokasi Waktu : 1 x 2JP (2 Kali Pertemuan/ Tatap Muka)

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu
terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya
dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
 105

3. Mengetahui isi teks tentang tindakan/kejadian yang dilakukan/terjadi di waktu

lampau (Past Simple)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan/terjadi di
waktu lampau (Past Simple)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang
dilakukan/terjadi di waktu lampau (Past Simple)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasi dengan
menggunakan digital game peserta didik dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang dilakukan/terjadi di waktu
lampau (Past Simple)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan/terjadi di
waktu lampau (Past Simple)
5. Membuat kalimat tentang (Past Simple).
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang
dilakukan/terjadi di waktu lampau (Past Simple)

E. Materi Pembelajaran
(Simple Past Tense)
 Fungsi sosial
Menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu
lampau
 Struktur teks
I studied English two days ago, . I was not angry to you two days ago

 Unsur kebahasaan
Past Simple
 Simple Past tense
 (+) S + VERB 2 + O + ADV OF TIME
Beni went to jogja last week
I ate bread yesterday
 (-) S + DID + NOT + VERB 1 + ADV OF TIME
Beni did not go to Jogja last week
I did not eat bread yesterday
 (?) DID + S + VERB 1 + O + ADV OF TIME
Did Beni go to Jogja last week?
Did you eat bread yesterday?

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi dengan menggunakan
digital game

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
 106

1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi
mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran
yang akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca langkah dalam memulai digital game (Speedy
English Grammar) Simple Past Tense
- Siswa memecahkan masalah tentang simple past tense yang terdapat dalam games
selama proses pembelajaran, dengan bimbingan guru.
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Simple Past
Tense (fungsi sosial, struktur teks, dan unsur kebahasaan
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai past simple yang ada dalam bahasa Inggris, dan perbedaan ungkapan dalam bahasa
Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi

- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu

lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam
bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dalam bahasa Inggris selama proses pembelajaran.

4. Mengasosiasi
- Siswa membandingkan kalimat Past Simple yang telah dipelajari dengan ungkapan-
ungkapan lainnya.
- Siswa membandingkan antara kalimat Past Simple dalam bahasa Inggris dengan
kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa
Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan
dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
 107

- Papan tulis
- Spidol
- Smartphone
- Speedy Grammar Game

Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Present Perfect Tense
Alokasi Waktu : 1 x 2JP (1 X Pertmuan/Tatap Muka)

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang baru saja terjadi, sesuai dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang tindakan/kejadian yang baru saja terjadi, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
 108

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi teks tentang tindakan/kejadian yang baru saja terjadi (Present Perfect Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang baru saja terjadi (Present
Perfect Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang baru saja terjadi
(Present Perfect Tense)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasi dengan
mnggunakan digital game peserta didik dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengetahui isi dialog tentang tindakan/kejadian yang baru saja terjadi (Present Perfect Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang baru saja terjadi (Present
Perfect Tense)
5. Membuat kalimat tentang kejadian baru saja terjadi (Present Perfect Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang baru saja terjadi
(Present Perfect Tense)

E. Materi Pembelajaran
(Present Perfect Tense)
 Fungsi social
Menyatakan kegiatan yang baru saja terjadi (Present Perfect Tense)

 Struktur teks

I has not called him for two hours. I had called him for two hours

 Unsur kebahasaan
(Present Perfect Tense)
 (+) S + HAVE/HAS+ VERB 3 + O + ADV OF TIME
 (-) S + HAVE/HAS + NOT + VERB 3 + ADV OF TIME
 (?)HAVE/HAS + S + VERB 1 + O + ADV OF TIME

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
 109

a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.

b. Kegiatan Inti
1. Mengamati
- Siswa mendengarkan dan membaca langkah dalam memulai digital game (Speedy English
Grammar) Simple Perfect Tense
- Siswa memecahkan masalah tentang simple perfect tense yang terdapat dalam games selama
proses pembelajaran, dengan bimbingan guru.
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Simple Perfect
Tense (fungsi sosial, struktur teks, dan unsur kebahasaaan)
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai (Present Perfect Tense) yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang baru saja terjadi dalam bahasa
Inggris dalam konteks simulasi. dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang baru saja terjadi
bahasa Inggris selama proses pembelajaran.

4. Mengasosiasi
- Siswa membandingkan kalimat (Present Perfect Tense) yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang baru saja terjadi
kesudahannydengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang baru saja terjadi dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
Alat/Media :
- Papan tulis
- Spidol
- Smartphone
- Speedy Grammar Game

Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
 110

- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Bekasi, 2019
Mengetahui,
Guru Kepala Sekolah Mahasiswa Praktikan

Hj. Siti Munawaroh, S.Pd Ridwan Jacob

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMK AL-IKHLAS

Kelas/Semester : X/I
Mata Pelajaran : Bahasa Inggris
Tema : Present Future Tense
Alokasi Waktu : 1 x 2JP

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan mnyaji dalam ranah kongret dan ranah abstrak terkait dengan
pengembangan dari yang di pelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu yang akan datang , sesuai
dengan konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian
yang dilakukan/terjadi di waktu yang akan datang, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
 111

C. Indikator Pencapaian Kompetensi

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi teks tentang tindakan/kejadian yang dilakukan di waktu yang akan datang
(Present Future Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian yang dilakukan di waktu yang
akan datang (Present Future Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan di
waktu yang akan datang (Present Future Tense)

D. Tujuan Pembelajaran
Selama dan setelah proses pembelajaran melalui metode diskusi dan persentasi dengan
menggunakan digital game peserta didik dapat:
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Menunjukkan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3. Mengutahui isi dialog tentang tindakan/kejadian yang di waktu yang akan datang (Present
Future Tense)
4. Menganalisis dialog sederhana mengenai tindakan/kejadian di waktu yang akan datang
(Present Future Tense)
5. Membuat kalimat di waktu yang akan datang (Present Future Tense)
6. Menyusun text lisan dan tulis sederhana mengenai tindakan/kejadian yang dilakukan di
waktu yang akan datang (Present Future Tense)

E. Materi Pembelajaran
(Present Future Tense)
 Fungsi social
Menyatakan kegiatan yang yang dilakukan di waktu yang akan datang (Present Future Tense)

Rachmat will invite Denny to the party next week

 Unsur kebahasaan
(1) Present Future Tense
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak
yang jelas dan rapi.
 Present Future Tense
 (+) S + WILL + VERB 1 + O + ADV OF TIME
 (-) S + WILL+ NOT + VERB 1 + ADV OF TIME
 (?) WILL + S + VERB 1 + O + ADV OF TIME
 112

F. Metode/pendekatan
Metode pembelajaran yang digunakan adalah diskusi dan persentasi.

G. Kegiatan Pembelajaran
a. Kegiatan pendahuluan
1. Peserta didik merespon salam dan pertanyaan dari guru berhubungan dengan kondisi mereka.
2. Peserta didik menerima informasi kompetensi, materi, tujuan dan langkah pembelajaran yang
akan dilaksanakan.
b. Kegiatan Inti
1. Mengamati
Siswa mendengarkan dan membaca langkah dalam memulai digital game (Speedy English
Grammar) Future Tense
- Siswa memecahkan masalah tentang simple future tense yang terdapat dalam games selama
proses pembelajaran, dengan bimbingan guru.
- Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Simple future
tense (fungsi sosial, struktur teks, dan unsur kebahasaan)
2. Mempertanyakan
- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
berbagai Present Future Tense yang ada dalam bahasa Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
3. Mengeksplorasi
- Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu yang
akan datang yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam
bahasa Inggris dalam konteks simulasi. dan kegiatan lain yang terstruktur.
- Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di
waktu yang akan datang dalam bahasa Inggris selama proses pembelajaran.
4. Mengasosiasi
- Siswa membandingkan kalimat Present Future Tense yang telah dipelajari dengan
ungkapan-ungkapan lainnya.
- Siswa membandingkan antara kalimat Present Future Tense dalam bahasa Inggris
dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu yang akan datang
dalam bahasa ibu atau bahasa Indonesia.

5. Mengkomunikasikan
- Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
dengan bahasa Inggris, di dalam dan di luar kelas.
- Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu yang akan datang
dalam jurnal belajarnya.
c. Kegiatan Penutup
1. Peserta didik bersama guru menyimpulkan pembelajaran.
2. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan.
3. Peserta didik menyimak informasi mengenai rencana pembelajaran selanjutnya.

H. Alat/Media/Sumber Belajar
 113

Alat/Media :
- Papan tulis
- Spidol
- Smartphone
- Speedy Grammar Game

-
Sumber Belajar :
- Bahan ajar Bahasa Inggris

I. Penilaian
- Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Bekasi, 2019
Mengetahui,
Guru Kepala Sekolah Mahasiswa Praktikan
 114

KELAS
KELAS CONTROL EXPERIMENT
1 45 1 80
2 40 2 70
3 45 3 80
4 55 4 80
5 30 5 80
6 55 6 72
7 45 7 80
8 60 8 77
9 40 9 70
10 45 10 78
11 60 11 72
12 50 12 80
13 50 13 70
14 45 14 85
15 35 15 90
16 50 16 80
17 60 17 70
18 60 18 70
19 60 19 72
20 65 20 80
21 45 21 77
22 50 22 73
23 40 23 80
24 40 24 75
25 50 25 85
26 40 26 72
27 60 27 90
28 60 28 72
29 50 29 70
30 60 30 80
 115

Homogenity Descriptive

T-Test Homogenity

Uji normalitas kormologov

 116

Uji Anova

Descriptive
117
118
119
120
121
122
123
124