THE EFFECTIVENESS OF TEACHING THE
PRESENT PERFECT TENSE THROUGH GAMES
(An Experimental Study at the Tenth Grade Students of MA Jam’iyyah Islamiyyah
Pondok Aren South – Tangerang)
A “Skripsi”
By:
FUNGKY ANDITASARI
107014000884
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
1435 H/2014M
THE EFFECTIVENESS OF TEACHING THE
PRESENT PERFECT TENSE THROUGH
GAMES
(An Experimental Study at the Tenth Grade Students of MA Jam’iyyah Islamiyyah
Pondok Aren South – Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
In a Partial Fulfillment of the Requirements for the Degree of
Strata 1 (Bachelor of Art) in English Language Education
By:
FUNGKY ANDITASARI
107014000884
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl, M. Ed.
NIP. 15022779
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
1435H/2014M
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’
Training certifies that the “Skripsi” (Scientific Paper) entitled “THE
EFFECTIVENESS OF TEACHING THE PRESENT PERFECT TENSE
THORUGH GAMES” (An Experimental Study at the Tenth Grade Students of
MA Jam’iyyah Islamiyyah, South-Tangerang), written by FUNGKY
ANDITASARI, student’s registration number 107014000884 was examined in
the examination session of the Faculty of Tarbiya and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta on ..... 2014. The “skripsi” has been
accepted and declared to have fulfilled one of the requirements for the degree of
“S.Pd” (Bachelor of Arts) in English Language Education at the English
Education Department.
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama
: Fungky Anditasari
Tempat/Tanggal Lahir
: Jakarta, 15 Januari 1990
NIM
: 107014000884
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Teaching the Present
Perfect Tense Through Games
Dosen Pembimbing
: Drs. Sunardi Kartowisastro, Dipl, M. Ed
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah
Jakarta, 2 Juni 2014
Mahasiswa Ybs.
ABSTRACT
ANDITASARI, FUNGKY, 2014. The Effectiveness of Teaching the Present Perfect Tense
Through Games (An Experimental Study at the First Year Students of MA (Islamic Senior
High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang), Skripsi, English
Education Department, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State
Islamic University Jakarta.
Advisor
: Drs. Sunardi Kartowisastro, Dipl, M. Ed
Key Words
: Games Technique, Teaching the Present Perfect Tense, MA Jam’iyyah
Islamiyyah South - Tangerang
This research is conducted with the purpose of analyzing the empirical evidence on
the possibility of a significant difference between students’ achievements when they are
taught by using games technique. In order to accomplish the particular objective, the writer
applies games technique and without using games in teaching the Present Perfect Tense to
different groups of students and gives tests by which the writer obtains data for the statistical
procedures. The population of this research is 50 first year students in MA Jam’iyyah
Islamiyyah South - Tangerang those are distributed to two classes. By using purposive cluster
sampling technique the writer takes samples that consist of two classes; X–A as the
experimental class and X–B as the control class, with 25 students in each. The writer then
gives pre-test, treatments, and post-test to both classes, and applies the t-test formula to the
obtained data. The outcomes of the statistical procedure are 3.69 for the t o and 2.02 for the
degree of significance, signifying the relationship between t o and ttable as to > ttable. This result
therefore confirms that there is a significant difference between students’ achievements
resulted from the applications of using Games and without using Games in teaching the
Present Perfect Tense.
i
ABSTRAK
ANDITASARI, FUNGKY, 2014. The Effectiveness of Teaching the Present Perfect Tense
Through Games (An Experimental Study at the First Year Students of MA (Islamic Senior
High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang), Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah
Jakarta.
Dosen Pembimbing : Drs. Sunardi Kartowisastro, Dipl, M. Ed
Kata Kunci
: Games Technique, Teaching the Present Perfect Tense, MA
Jam’iyyah Islamiyyah Tangerang Selatan
Penelitian ini dilakukan dengan tujuan untuk melakukan analisa terhadap bukti
empiris mengenai kemungkinan terdapatnya perbedaan signifikan antara tingkat keberhasilan
siswa yang menerima pengajaran yang dilakukan dengan menggunakan tekhnik Games dan
dengan yang tanpa menggunakan tekhnik Games. Untuk mencapai tujuan itu, penulis
menerapkan cara tersebut dalam pengajaran Present Perfect Tense pada dua kelompok siswa
serta memberikan tes dengan tersebut penulis memperoleh data untuk prosedur statistik.
Populasi penelitian ini adalah lima puluh siswa kelas sepuluh di MA Jam’iyyah Islamiyyah
Tangerang yang terbagi ke dalam dua kelas. Dengan menggunakan tekhnik purposive cluster
sampling penulis mengambil sampel penelitian yang terdiri dari dua kelas; kelas X–A sebagai
kelas eksperimen dan kelas X–B sebagai kelas kontrol, yang mana masing-masing kelas
berisi 25 siswa. Penulis kemudian memberikan pre-test, treatment, dan post-test pada kedua
kelas tersebut, serta mengaplikasikan formula t-test terhadap data yang diperoleh. Hasil-hasil
prosedur statistik adalah 3.69 untuk to dan 2.02 untuk degree of significance, yang mana hasil
ini menunjukkan hubungan antara to dan ttable sebagai to > ttable. Dengan demikian, hasil yang
diperoleh ini mengkonfirmasikan bahwa adanya perbedaan yang signifikan antara tingkat
keberhasilan siswa yang dihasilkan dari penerapan tekhnik Games dalam pengajaran Present
Perfect Tense.
ii
ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
Praise be to Allah, Lord of the worlds, Who has given the writer His love and
compassion to finish the last assignment in her study. Peace and salutation be upon the final
prophet Muhammad, his family, his companion, and his adherence.
On this occasion, the writer would like to say her great honor and deepest gratitude to
her beloved parents: H. Mursid and Poni, and the whole members of the family who always
give their love, support, motivation, and advice in accomplishing her study.
The writer would like to extend her thanks to those who have helped her in finishing
the skripsi, among others:
1. Drs. Sunardi Kartowisastro, Dipl, M. Ed., her advisor who has patiently given his
valuable help, guidance, and corrections to finish this skripsi
2. All lecturers and staffs of English Education Department
3. Drs. Syauki, M. Pd., the Head of English Education Department, and Mrs. Neneng
Sunengsih, M. Pd., the Secretary of English Education Department
4. Mrs. Lena Rivai MA. Ph. D., the Dean of the Faculty of Tarbiya and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta
5. H. Baharuddin, S. Ag., the Head Master of MA Jam’iyyah Islamiyyah Pondok Aren,
South - Tangerang who allowed the writer to do research in his school
6. Ahmad Masruri, S. Pd. I., the English teacher of MA Jam’iyyah Islamiyyah Pondok
Aren, South - Tangerang, thanks for the assistance and appreciation
7. Feri Setiawan, her husband, thanks for his support, love, the advices, kindness, and
everything
8. Her friends who give contribution: Anindita Widiani, Nurul Laili, M and all members
of “Pengajian Asrama Polri”
9. All friends in the 2007 English Department, especially class B for sharing their
knowledge, time and being good friends.
The words are not enough to say any appreciations for their help and contributions on
this skripsi. May Allah SWT protect and give them happiness throughout their life.
Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for her
to welcome constructive criticism and suggestions from the readers.
Jakarta, May 2014
The Writer
iii
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................... i
ABSTRAK ............................................................................................................................. ii
ACKNOWLEDGEMENT ................................................................................................... iii
TABLE OF CONTENTS ..................................................................................................... iv
LIST OF TABLES ................................................................................................................ vi
LIST OF APPENDICES ..................................................................................................... vii
CHAPTER I
: INTRODUCTION
A. Background of the Study ............................................................. 1
B. The Limitation and Formulation of the Study ............................. 4
C. Research Problem ........................................................................ 5
D. The Objective of the Study .......................................................... 6
E. Method of Study .......................................................................... 6
F. The Use of the Study .................................................................... 6
G. Organization of Writing .............................................................. 7
CHAPTER II
: THEORETICAL FRAMEWORK
A. Present Perfect Tense .................................................................. 8
1. The Meaning of the Present Perfect Tense ............................ 8
2. The Form of the Present Perfect Tense ................................. 9
3. The Usage of the Present Perfect Tense .............................. 13
B. Games ....................................................................................... 14
1. The Meaning of Games ....................................................... 14
2.
The Form of Language Games ............................................ 15
3. The Principles of Choosing and Using Language Games .... 16
4. The Advantages and Disadvantages of Using Games .......... 18
C. Teaching Present Perfect Tense Through Games ...................... 21
CHAPTER III
: RESEARCH METHODOLOGY
A. Research Design ........................................................................ 24
B. Purpose of Research .................................................................. 25
C. Place and Time of Research ...................................................... 25
D. Population and Sample ............................................................... 25
E. Technique of Data Collecting .................................................... 26
F. Technique of Data Analysis ...................................................... 26
iv
G. Procedure of Experiment ........................................................... 27
CHAPTER IV
: RESEARCH FINDINGS
A. The Data Description ................................................................. 29
B. The Data Analysis ..................................................................... 41
C. Test of the Hypothesis ............................................................... 44
D. Interpretation of the Data .......................................................... 44
CHAPTER V
: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................... 46
B. Suggestions ................................................................................ 47
BIBLIOGRAPHY
APPENDIXES
v
LIST OF TABLES
Table 2.1. The Affirmative Form of the Present Perfect Tense ........................................... 10
Table 2.2. The Negative Form of the Present Perfect Tense ............................................... 11
Table 2.3. The Interrogative Form of the Present Perfect Tense ......................................... 12
Table 2.4. The Interrogative Negative Form of the Present Perfect Tense .......................... 12
Table 4.1. The Students’ Score of Experimental Class ....................................................... 29
Table 4.2. The Frequency of Pre-Test of Experimental Class ............................................ 32
Table 4.3. The Frequency of Post-Test of Experimental Class ........................................... 34
Table 4.4. The Students’ Score of Controlled Class ............................................................ 34
Table 4.5. The Frequency of Pre-Test of Controlled Class ................................................. 37
Table 4.6. The Frequency of Post-Test of Controlled Class ................................................ 39
Table 4.7. The Result of the Calculation of the Test Both the Experimental Class
and the Controlled Class ..................................................................................... 39
vi
LIST OF APPENDIXES
Appendix 1 : The Instrument of Research
Appendix 2 : Answer Key of the Instrument of Research
Appendix 3 : Kisi – Kisi Soal Pre – Test dan Post – Test
Appendix 4 : Lesson Plan
Appendix 5 : Ways of Rule Games
Appendix 6 : Excercise Sheets
Appendix 7 : Sample of the Research
Appendix 8 : T – Table
Appendix 9 : Surat Pengajuan Judul Skripsi
Appendix 10 : Surat Bimbingan Skripsi
Appendix 11: Surat Permohonan Izin Penelitian
Appendix 12: Surat Keterangan Pelaksanaan Penelitian
vii
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In our life, when someone wants to learn English language, he or
she should have a capability to learn the rules of English that is grammar.
As a result, mastering grammatical rules is urgent for language learners
besides mastering the four skills (reading, writing, listening and speaking).
By mastering grammar, they will understand the rules and know how the
sentences are constructed. As Penny Ur said that “There is no doubt that
the knowledge –implicit or explicit- of grammatical rules is essential for
mastery of the language: you cannot use words unless you know how they
should be put together”.1 So what is grammar?
Grammar is a description of the way language works. The parts of
grammar such as syntax (form), semantic (meaning), and pragmatic (use)
work together to enable people to communicate through language with
grammar they can communicate their message clearly and precisely. So,
the effective communication would be seriously impaired without an
ability to put grammar to use in a variety of a situation.
Bowers and Brumfit stated that “Mastering the grammatical
structure is necessary in teaching for communication, the learners actively
1
Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p. 4
1
2
do things through the language that means the learners know how the
sentences are constructed”.2
Teaching foreign language grammar has a paramount importance
for good command of the foreign language where there is no natural way
of acquiring the language as Batstone stated that “Language without
grammar would certainly leave us seriously handicapped”.3
Grammar keeps important position in acquiring the four language
skills and that is why we should learn grammar well. But the problem is
that the learning of grammar for many students is something boring and
difficult to memorize the formula of every tense. Because the technique
used in teaching learning process is not attractive, so we should look for
another way to attract our students in order the teaching learning process is
enjoyable and they can get the lesson easily.
Those statements above show us that grammar plays an important
role in teaching and learning foreign language.
Talking about grammar, there are many parts to be learnt by
students, and one of the most essential to be learnt is “tense‟. And Bauer
stated that “Tense is usually defined as relating to the time of an action,
event or state”.4 The time of the action is commonly expressed by the
verb. Almost all verbs can show the difference between the past and
present by changing in the verb form. With tense students can know when
the time action occurs, and understand the correspondence between the
form of the verb and their concept of time.
Allen noted that “English has three main divisions, past, present
and future...”5 Absolutely, the verb in English is influenced by the “time”,
when it happens or will happen (past, present, or future). So a verb should
relate with the time. When the students want to tell a verb that “used to
2
Roger Bowers, and Christopher Brumfit, Applied Linguistics and English Language Teaching,
(London: Macmillan Publishers Limited, 1994), p. 49
3
Rob Batstone, Grammar, (Oxford: Oxford University Press, 1994), p. 3
4
Laurie Bauer, English Word-Formation, (Cambridge: Cambridge University Press, 1983), p. 157
5
W. Stannard Allen, Living English Structure, (London: Longman, 1987), p. 75
3
indicate an action that took place at an indefinite time or over a period of
time in the past, but still has relevance in the present”6 we call the present
perfect tense. “And the most common time expression is prepositional
phrase beginning with for or since. Other such expression includes up to
the present/ now, many times, often, frequently, finally, already, etc.”7
The present perfect is not easy to be learnt without a proper way of
how to learn it. Mostly, an English teacher uses the conventional or
traditional techniques; one of them is Grammar Translation Method
(GTM). Wikipedia writes “The grammar translation method is a method of
teaching foreign languages derived from the classical (sometimes called
traditional) method of teaching Greek and Latin. In grammar-translation
classes, students learn grammatical rules and then apply those rules by
translating sentences between the target language and the native
language”.8 In this case, English teacher has an important role to stimulate
the students to learn the present perfect tense. Therefore, it is necessary for
the teacher to look for a new way in teaching the present perfect tense.
“Games reduce tension by adding fun and humor to lessons, and
they add an element of competitiveness that motivates students to
participate (Cross 1992; Martin 2000)”.9 According to Andrew Wright,
David Betteridge and Michael Buckby about games, “ „game‟ means an
activity which is entertaining and engaging, often challenging, and an
activity in which the learners play and usually interact with others”.10
Based on talking about the definition of game above, to apply the
effective strategy in teaching the present perfect tense to the tenth year
students of MA Jam’iyyah Islamiyyah Pondok Aren South - Tangerang,
the effective way to teach the present perfect tense is by using games.
6
George E. Wishon and Julia M. Burks, Let’s Write English, Revised edition, (New York: Litton
Educational Publishing International, 1980), p. 206
7
George E. Wishon and Julia M. Burks, Let’s Write English, Revised edition, p. 207
8
http://en.wikipedia.org/wiki/Grammar-translation_method
9
Emerita P. Cervantes, Livening Up College English Classes with Games, (English Teaching
Forum, Vol. III, 2009), p. 21
10
Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning, third
edition, (Cambridge: Cambridge University Press, 2006), p. 1
4
Because by using games the students can be motivated to learn the present
perfect tense and also they focus on the message, not only at the language
itself. In addition, it is hoped that the students could be fun and enjoy the
lesson because the games will interest to be used and the present perfect
subject can be understood well by the students.
In this “skripsi” the writer is interested in finding out the influence
of games in teaching learning process of the present perfect tense. The
study is done in 10th year of senior high school. Based on the observation
many students in this grade still find some difficulties in learning the
present perfect tense and also caused by its subject that must be acquired
by the students in this grade.
Based on the description above, the title of this skripsi is “THE
EFFECTIVENESS OF TEACHING THE PRESENT PERFECT
TENSE THROUGH GAMES ( An Experimental Study at the 10th
Year Students of MA (Islamic Senior High School) Jam’iyyah
Islamiyyah Pondok Aren South - Tangerang )”
B. The Limitation and Formulation of the Study
1. The Limitation of the Study
The target of this study was investigating the effectiveness of
teaching the present perfect tense to tenth year students of MA
Jam’iyyah Islamiyyah Pondok Aren South – Tangerang by using
games. Furthermore, this study attempted to describe students‟
achievemnent in learning the present perfect tense by using games.
Where the scopes of the study are limited to subject and object of the
research:
a. Subject
The research subject was limited to the tenth year students of MA
Jam’iyyah Islamiyyah South – Tangerang.
5
b. Object
The research object was limited on the chievement or score of the
tenth year students of MA Jam’iyyah Islamiyyah South –
Tangerang in learning the present perfect tense through games.
2. The Formulation of the Study
The formulation of the problem in this research is “Can using
games improve the score of the students in experimental class?”
To answer this question, the writer tries to apply games as a teaching
aid in teaching present perfect tense at the tenth year students of MA
(Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren,
Tangerang.
C. Research Problem
From the background that have been explained before, by using
games technique to teach the students the present perfect tense also has
some problems in its application. The problems are:
a. Can the games (Using signal, Find Someone Who, Lines-Up)
overcome first year students‟ difficulties in learning the present perfect
tense at the experimental class of MA Jam‟iyyah Islamiyyah South –
Tangerang?
b. Can the games (Using signal, Find Someone Who, Lines-Up) improve
first year students‟ achievements and comprehension of the present
perfect tense at the experimental class of MA Jam‟iyyah Islamiyyah
South – Tangerang?
c. How do the games (Using signal, Find Someone Who, Lines-Up)
improve first year students‟ achievements and comprehension of the
present perfect tense at the experimental class of MA Jam‟iyyah
Islamiyyah South – Tangerang??
d. Is games technique effective to guide tenth year students of MA
Jam’iyyah Islamiyyah South – Tangerang to understand in learning the
present perfect tense?
6
D. The Objective of the Study
The objective of the study is to find whether there are any
significant different achievements between two classes that one used
games in teaching present perfect and the other one did not use it and the
difference between the results in the experimental class and the controlled
class.
E. Method of Study
Based on the research, there are two ways in collecting data,
Library Research and Field Research. Observing some theories and to
conduct the library research through reading books and website
information as references and reports to support this paper.
In the field research, the writer uses field research that is aimed at
collecting data by taking some samples from the tenth year students of MA
(Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren
Tangerang.
This research is an experimental study in which there are
experimental class and the controlled class. The writer will take the pretest first to know the student‟s score in both classes which have the same
knowledge, and have not been taught the present perfect tense before. At
the end of the experiment, the writer will take the post-test to compare and
to know the achievement of students, which is higher score in both classes.
F. The Use of the Study
This study is hoped that the result of this study can give useful
input for the teachers and the students. For the teachers, it is hoped that
this study will give a significant contribution in teaching present perfect
tense. For the students, they are expected to improve their mastery of
grammar especially at present perfect tense.
7
G. Organization of Writing
This skripsi consists of five chapters. Chapter one is introduction.
It covers background of study, limitation and formulation of study, the
objective of study, method of study, the use of study and organization of
writing.
Chapter two is theoretical framework. This chapter discusses the
present perfect tense; the meaning of the present perfect tense, the form of
the present perfect tense and the use of the present perfect tense; games,
the meaning of games, the form of language games, the principles of
choosing and using language games and the advantages and disadvantages
of using language games and also thinking framework.
Chapter three is research methodology. The research methodology
is divided into six items; they are the purpose of research, place and time
of the study, population and sample, technique of data collecting,
technique of data analysis and procedure of experiment.
Chapter four is research findings. This chapter discusses data
description, data analysis, test of hypothesis, and the interpretation of the
data.
Chapter five is the last chapter, which consist of conclusions and
suggestions. In this case, the writer presents the result of research about
teaching the present perfect tense by using games and gives some
suggestions about teaching the present perfect tense especially for the
tenth grade students of senior high school.
8
CHAPTER II
THEORITICAL FRAMEWORK
A. Present Perfect Tense
1.
The Meaning of the Present Perfect Tense
Grammatical rules have parts of speech. One of them is called verb
(main verb and auxiliary verb). Verb is the most complex part of
speech. Like many parts of speech, verb also has grammatical
properties, one of those grammatical properties is Tense. According to
Marcella Frank “Tense is special verb endings or accompanying
auxiliary verbs signal time an event takes place”11
Actually, based on Marcella Frank in her book Modern English,
“English has two kinds of tense-system, six-tense system and two-tense
formal system. But the one most commonly found in English text
books for non-native speakers and most familiar to them is the sixtense system. It includes past tense, present tense, future and tense and
plus three perfect tense; present perfect, past perfect, future
perfect”12or it usually known as sixteen tenses.
According to Betty S. Azar, the present perfect tense expresses the
idea that something happened (or never happened) before now, at an
11
Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall,
1972), p. 47
12
Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall,
1972), p. 52
8
9
unspecified time in the past. The exact time happened is not important.
The example situation of this, as follows:
Marry is looking for her wallet. She can‟t find it. She has lost her
wallet.
„She has lost her wallet‟ means that she lost it in a short time ago,
before now, at an unspecified time in the past.
In addition, Marcella Frank said that “the present perfect tense
expresses indefinite time that begins in the past and extends to the
present. It is a special kind of past time that ends with the moment of
speaking. An event may continue beyond the present moment of
speaking, but the statement is not concerned with this segment of
time.”13
2. The Form of the Present Perfect Tense
The present perfect tense is a rather important to learn for students
because the students have to know the difference between the regular
and irregular verbs. Some of the students have confused in using of the
present prefect tense. In fact, the structure of the present perfect tense
is very simple. The problems come with the use of the tense.
The present perfect tense is formed with the auxiliary verb “have”
in the corresponding form for the subject of the sentence, followed by
the participle of the main verb.14 Raymond Murphy stated “the present
perfect tense is formed with have/has + the past participle”15
13
Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall,
1972), p. 78
14
http://www.geocities.com/SiliconValley/2527/presentperfect.html#introduction,18
15
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994),
2nd ed., p.14
10
According to AJ. Thomson and A. V. Martinet “the present perfect
tense is formed with the present perfect tense of have/has + the past
participle, for negative is formed by adding not to the auxiliary. The
interrogative is formed by inverting the auxiliary and subject.”16
Basically, the present perfect tense is formed by using the auxiliary
verb of have and the past participle form of the main verb have/has +
past participle (the form of regular and irregular verb) and it is
commonly accompanied by definite time words such as since and for.
The writer formulates the form of the present perfect tense into
three types of sentences. They are: affirmative, negative and
interrogative.
Basically, form of the present perfect tense: S + have/has + past
participle. The auxiliary of have is used when I, you, they, we, or a
plural noun (e.g., teachers) as subject.
a. Affirmative
1) To make an affirmative statement, it is used design of the
following formula:
S + have/has + past participle + .....
Examples:
Table 2.1
16
Subject
Have/has
Past Participle
My aunt
has
returned
from Italy
We
have
finished
our assignments
I
have
watched
the movie
Joice
has
been
to Jogja
A.J Thomson A.V Martinet, A practical English Grammar, (Oxford: Oxford University Press,
1986) 4th ed., p.165
11
Mark
has
been
sick for a week
Basically, form of the present perfect tense: S + have/has + past
participle. The auxiliary of have is used when I, you, they, we, or a
plural noun (e.g., teachers) as subject. The auxiliary of has is used
when she, he, it or a singular noun (e.g., Mark) as subject. With
pronoun, have is contracted to apostrophe + ve („ve) and has to
apostrophe + s („s),17 (e.g. He‟s worked as a police and they‟ve played
dolls).
b. Negative
1) To make a negative sentence, it is used the design of the following
formula:
S + have/has + not + past participle + .....
Examples:
Table 2.2
Subject
Have/has
Not
Past Participle
My aunt
has
not
returned
from Italy
We
have
not
finished
our assignments
I
have
not
watched
the movie
Joice
has
not
been
in Jogja
c. Interrogative
1) To make an interrogative statement, it is used the design of the
following formula:
Have/has + S + past participle + ..... ?
17
Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice Hall
Regents, 1986), 2nd ed., p.33
12
Example
Table 2.3
Have/has
S
Past Participle
Has
your aunt
returned
from Italy?
Have
you
finished
your assignments?
Have
you
watched
the movie?
Has
Joice
been
in Jogja?
2) To make an interrogative negative statement, the following
formula as follows:
Haven’t/hasn’t + S + past participle + ..... ?
Example:
Table 2.4
Haven’t/hasn’t
S
Past Participle
Hasn‟t
your aunt
returned
from Italy?
Haven‟t
you
finished
your assignments?
Haven‟t
you
watched
the movie?
Hasn‟t
Joice
been
in Jogja?
The present perfect tense can be used to say that an action
happened at an unspecified time before now, the exact time is not
important. It can be used with unspecified expressions such as: never,
ever, once, many times, several times, before, so far, already, yet, etc.
Therefore, from the descriptions above the writer can conclude, the
present perfect tense is a result that can still feel or happen after
something have done, for example: I have already eaten, and that
means “that‟s why I don‟t feel hungry anymore”.
13
3. The Usage of the Present Perfect Tense
Betty Schrampfer Azzar said that the present perfect expresses the
idea that something happened (or never happened) before now, at an
unspecific time in the past, the exact time it is not important.18 She also
said that the present perfect also expresses repeated activities that
occurred before now.19
Swan said we use the present perfect with ever and never to
emphasize that we are talking about the whole of a period of time up
until the present.20
In A Practical English Grammar, Thomson and Martinet state
when we report that someone has recently invented, produced,
discovered or written something chiefly used in conversation, letter
and radio reports we use the present perfect.21
From those statements above which is conducted with Thomson
statements, the present perfect tense has several usages as follows:22
a. To express past action whose time is not given and not definite.
Examples:
I have read the newspaper but I don’t understand them.
Susan has never been to New Zealand
b. To express that an action or event has been repeated.
Examples:
We have watched that movie three times
He has visited Lampung several times
c. To express the action finished in the past and still progressing now.
Examples:
I have lived in Indonesia since 1990 (I still live in Indonesia now)
He has been in the army for two years (he is still in the army)
d. To refer to the present result of an activity or experience in the
past.
18
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: PrenticeHall, Inc., 1989), 2nd ed., p. 29
19
Ibid
20
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1987), p. 494
21
A. J. Thomson and A. V. Martinet, Opcit, p. 166
22
A. J. Thomson and A. V. Martinet, Opcit, p. 166
14
Examples:
I have come to school without my glasses (so now I can’t see to
read)
She has finished her works (so now she can sit back and rest)
Some adverbs that often used in present perfect tense.
1. Just: to indicate completed activities in the immediate past.23
Examples:
George has just gone out (he went out a moment ago)
We have just finished breakfast (we finished breakfast a few
minutes ago)
2. Already: to say something happened sooner than expected.24
Examples:
‘What time is Mark living?’ ‘He has already gone’
3. Yet: to show that speaker is expecting something to happen.
Use yet only in question and negative sentences.
Examples:
Has it stopped raining yet?
I’ve written the letter but I haven’t posted it yet
4. Lately
Examples:
I have been very busy lately
She hasn’t been well lately
5. Recently
Examples:
I’ve seen Michel recently
There have been a lot of changes recently
B. Games
1. The Meaning of Games
Everyone likes to play a game, boy and girl, no matter child or
adult. Game is a fun activity to plays that acceptable for children and
adult people. As Andrew Wright noted that “... it is generally accepted
that young learners and adults are very willing to play game”.25
23
Raymond Murphy, Opcit, p. 16
A. S. Hornby, Guide to Patterns and Usages in English, (Oxford: Oxford University Press,
1975), 2nd ed., p. 494
25
Andrew Wright, at al., Games for Language Learning, (New York: Cambridge University Press,
1984), p. 2
24
15
The experts interpreted the meaning of game in many different
ways. According to Oxford Advanced Learner‟s Dictionary, game is
“A form of competitive play or sport with rules”.26 Also Cambridge
Advanced Learner‟s Dictionary has stated that game is “An
entertaining activity or the equipment needed for such an activity”.27
In her statement, Mania Moayat said that using games could
energize in learning a foreign language. At the point when utilizing
games within the classroom, it is helpful for educators to have a
complete understanding of the meanings of games, which typically are
characterized as a manifestation of play concerning guidelines,
competition, and a component of fun.28
As discussed on web page, games are fun exercises that push
association, considering, learning, and critical thinking methodologies
(Amy Talak).29
From the descriptions above, the writer can say that game is an
amusing activity, which is carried out by cooperating or competing
with a set of rules, beside that the students also get fun in learning
activity, in this case, to develop students‟ knowledge in grammar
especially about present perfect tense.
2. The Form of Language Games
There are many possible techniques in teaching learning process to
transfer the teaching points to students such as discussion, the use of
pictures, songs, games, and so on.
When teachers use games as a part of teaching techniques, there
are also many different versions of each general type of games and
each version may give rise to different language skills and be
26
A S Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press, 1955),
5th ed., p. 486
27
Cambridge Advanced Learner‟s Dictionary, (Cambridge: Cambridge University Press, 2008),
3rd ed., p. 590
28
http://files.eric.ed.gov/fulltext/ED529467.pdf
29
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1488&context=ipp_collection
16
appropriate for different levels of language achievement. It is essential
to choose games which are appropriate to the class in terms of
language and type of participation. Having chosen an appropriate
game, its character and the aim of rules must be made clear to the
learners.
William Francies Mackey divided games into four points based on
the communicative activities which emphasize the four basic skills:
1) Listening game; perception games and comprehension games
2) Speaking game; observation games, guessing games, oral
composition games
3) Reading game; recognition games, comprehension games
4) Writing game; spelling games, composition games30
From the description above, the game technique that the writer
uses in research is all the forms of game. They are listening game,
speaking game, reading game and writing game which divided into
comprehension and composition games.
3. The Principles of Choosing and Using Language Games
In determining the games in developing students‟ knowledge about
the present perfect tense, the teachers should have the clear purpose in
their mind. If the purpose is to make learning the present perfect tense
effectively and successfully, the teachers need to prepare and think the
games selection carefully ahead of time before working out the lesson
plan, and on the other hand the teachers have to consider the principles
of using games.
According to Wright (1982), there are five essential criteria of
language games. They are:
30
William Francies Mackey, Langauge Teaching Analysis, (London: Longmans, Green and
Co.Ltd, 1965) p. 439
17
1) Easy of preparation: the time and energy required to make the
games is realistic
2) Easy of organization: using the game is easy and worth the effort
3) Intrinsic language: language must be used to play the games
successfully and that same language must be useful in other
situation
4) Density of language
5) Likelihood of interest for the learner31
Based on John De Boer, other criteria‟s of good drill for a game
used primarily as a learning activity are:
1) The boys and girls should be cognizant of the purpose served by
the drill
2) The game should be on the interest level of the participant
3) The game should not interfere with the development of good
citizenship
4) If competition is an element of the drill, it should be primarily
competition with self, rather than with other
5) The game should be a mean to an end, not an end itself32
Emilio G. Cortez suggests some principles of games selection that
the games ought to; strengthen a specific purpose of language that the
students need, offer drill for things at one time taught, include
numerous parts of the class and not only a few, make a context of the
language items connected to the games, contain component of shock or
competition, give sufficient movement to elevate and manage interest,
be suitable to the development and age levels of the participants and
lead in an enough space of the classroom.33
From those theories, the writer concludes that principles of
choosing and using games should be easy to prepare and not take too
long which can make students feel bored and tired, and also the games
31
Sandra J. Savignon and Margie S. Berns, Initiatives in Communicative Language Teaching II,
(Boston: Addison Wesley Publishing Company, 1987), p. 211
32
John J De Boer and Martha Dallmann, The Teaching of Reading, Revised Edition (University of
Illinois, Ohio Wesleyan University, 1960) p. 123
33
Emilio G. Cortez, Some Pointers on Using Games, (English Teaching Forum, vol. XIII, 1975) p.
308
18
should be easy to play and have some elements of language teaching
beside being capable of entertaining the students.
And teachers also should look out the principle of selecting games
before use it, so the games can be accepted by all students in the
classroom.
4. The Advantages and the Disadvantages of Using Games
a. The Advantages
There are many advantages of using games in English
learning, such as helping the students to reduce students‟ boredom
and improving students‟ interest in learning tenses, make the
students feel enjoy and comfortable
Andrew Wright stated the advantages of games are:34
1) Games help and encourage many learners sustain their interest
and work.
2) Games also help the teacher to create context in which the
language is useful and menaingful. The learners want to take
part and in order to do so must understand what other have said
and have written, and they must speak or write in order to
express their own point of view or give information.
3) Many games cause as much density of practice as more
conventional drill exercise.
4) Games can be found to give practice in all the skills (reading,
writing, listening and speaking).
5) By making the language convey information and opinion,
games provide the key feature of “drill” with the opportunity to
sense the working of language as living communication.
34
Andrew Wright, David Betterdige and Michael Bucbey, Games for Language Learning new
edition, (Cambridge: Cambridge University Press, 1984) p. 1-2
19
Besides, Rebecca L. Oxford and David Crookal stated that
games can encourage good strategies in learning foreign language,
they are:
1) Games embody the communicative approach, the goal of which
is to develop communicative competence. Games provide
active involvement of the whole person (intellectual, physical,
social, and emotional) and games also use all four language
skills (Listening, Speaking, Reading, and Writing)
2) Games change the roles and relations of learners and teachers
in a positive way, encouraging learners to take a more active
role in their learning process
3) Games provide large quantities of input, which can be
understood because of the meaningful and engaging context of
the activity.
4) Games allow attention to be given to language form as well as
to content.
5) Games have additional affective advantages, such as reduction
of anxiety, increase in positive feelings and improved self
confidence.
6) Games can make the participants encouraged to communicate
even when their knowledge and competence in the language is
less than they would wish.
7) Games help the learners to identify more closely with te target
culture.
8) Games encourage adolescents and adults to once again play
with symbols.35
Based on the statements above, the writer concludes that there are
many advantages of using games in teaching the present perfect tense;
most games make learners motivated in learning English, games make
the learners encouraged to communicate, relaxed atmosphere created
by using games; children remember, think faster and better, games to
be a good way of practicing language for they provide a model of what
children will use the language for in real life in the future and playing
games involves more interactions among the children and their friends.
35
Rebecca L. Oxford and David Crookal, Simulation, Gaming and Language Learning, (New
York: Newbury House Publisher, 1990) p. 111-113
20
b. The Disadvantages
Games as the alternative teaching technique also have the
disadvantages or limitations. The writer assumes that it is difficult
to use the games, because in using games, the teachers have to
know the principles of games and choosing the suitable of
language games. The classes should be planned so that there is a
minimum of formal drilling and a maximum of activities. Drs.
Soeparno stated that the advantages of using games; games need a
big class to involve all of the students in that games, only the
certain materials are able to be connected by games and if the
number of the participants are large, it can make a noise, so the
condition of the class is not effective; games also only used in a
lefttime, not in all the time of the class.36
For numerous educators still feel that games ought to be
utilized just for a brief time, to give the class a bit of taking a rest
from the monitory of boring, and a few educators think about
games as an only trivial action (Stephen Mark Silver).37
From the statements above, it can be concluded that; games are
generally difficult to apply in a big class, there are some materials
of study that could not be communicated by games, games usually
make a noise, many teachers still feel that games should be used
only for a short time, to give a class a break from monitory of
drilling, and some teachers consider games as a merely frivolous
activity.
36
Soeparno, Language Teaching Media, (Yogyakarta: PT. Intan Pariwara, 1982) p. 64
Stephen Mark Silver, Games for the Classroom and English-Speaking Group (English Teaching
Forum, Vol XX, April 1982) p. 29
37
21
C. Teaching Present Perfect Tense Through Games
Before the writer teaches, she prepares the suitable material. Preparing
suitable material has to do by the teacher in order the teaching learning
process run well successfully. So, the writer needs the strategy or
technique actively and communicatively.
One of the teaching language strategies that the writers apply is
“Game”. In line with this case, Christ Weckert said, “.........games are fun.
Require little or no equipment, and are designed to consolidate grammar
learning. They can be played as an integral part of a lesson to focus or
review student learning. They can also act as useful lesson breaks and
transitions. At the same time, many of games present opportunities for
further exploration of the English language and how it works.
In this research, the writer proposed several games (Using Signals,
Find Someone Who, Line-Ups) in teaching the present perfect tense. The
material and the procedure are as follows:
1) Using Signals
a. Materials
The materials for this game are board, marker, sheets of paper, pen.
b. Procedure
1. The writer divides the class into groups of three or four then
writes a list of signal words on the board.
Example: already, ever, for, just, many times, never, since, yet
2. Set a time limit (2 minutes, for example) and tell the groups
they must write a grammatical sentence for each signal word
(one per sentence). The students should write sentences using
different vocabulary words so you will not get
I have already eaten dinner.
I have just eaten dinner.
I have eaten dinner many times.
22
3. Have one student from each group read the group‟s answers.
Assign one point for each grammatically correct and logical
sentence.
2) Find Someone Who38
a. Materials
A set of cards or slips of paper, each of which has a task on it
beginning “find someone who‟ plus the present perfect.
b. Procedure
1. The writer gives each student a worksheet. Then the teacher
asks all the students to stand up and circulate.
2. All the students ask each other questions such as “Have you
ever been to Beijing?” “Have you ever drunk water from a
tap?”
3. If they get answer “yes” they write that person‟s name in the
space provided. They can only ask someone a question once.
4. The activity ends when a student has got names for each
question.
3) Line-Ups
a. Materials
The material for this game is a set of cards or slips of paper, each
of which has size 5 cm x 3 cm.
b. Procedure
1. The writer gives each student a question card. If making own,
use two different colors of 3” x 5” card. Call all students (half
the class) with a yellow card (for example) to the front and
have them stand in a line facing the class.
2. The other half of the class stands in front of the first line. If
there are an odd number of students, either one questioner waits
38
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing,
1991), p. 105
23
for someone to question, or the extra person in the answer line
waits until the line moves.
3. Each person with a yellow question card (for example)
questions the student standing in front of him/her. The student
asking the question fills in the blank with the correct form of
the verb given on the card. When everyone has answered the
question, the students in the answer line move down one and
are asked a new question. Continue until all the students in the
answer line have talked to every student in the question line.
(The students in the question line do not move.)
4. The students in the lines now switch positions, and the former
answerers are now the questioners. Continue as in three above.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This study is categorized as quantitative descriptive analyses. It is
called quantitative descriptive analyses research because this study tries to
analyze and describe about the application of games technique and its
effectiveness in teaching present perfect tense at the tenth year students of
MA Jam’iyyah Islamiyyah Pondok Aren, South - Tangerang. There are 50
students from the tenth year students of Madrasah ‘Aliyah (Islamic Senior
High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang as
the population. The writer took two classes that are X-A (experimental
class) and X-B (control class). The writer took 50 students where 25
students are from experimental class (using games) and the rest are control
class (without games). In this research, pre-test and post-test were
administered to experimental and control classes. The pre-test was done
before the teaching learning process and the post-test was done after
teaching learning process. This study is aimed to know the difference of
the students‟ learning achievement about present perfect tense before
taught by using games and after taught by using games.
24
25
B. Purpose of Research
This research is aimed to:
a. Find out whether learning the present perfect trough games is
effective or not.
b. Know the difference of the students‟ achievement results in using
games and without games in teaching and learning the present
perfect tense.
C. Place and Time of Research
The study was carried out at Madrasah ‘Aliyah (Islamic Senior
High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang
which is located on Jl Pesantren, Jurang Mangu Timur Pondok Aren,
Tangerang. The writer conducted the research about five weeks. It was
begun by observation and finished by giving the test of understanding the
present perfect through games. From March, 11th 2013 up to April, 13th
2013, the writer did the research for six meetings. It consists of giving pretest, presenting lesson and giving post-test.
D. Population and Sample
The population of the study is 50 students from the tenth year
students of Madrasah ‘Aliyah (Islamic Senior High School) Jam’iyyah
Islamiyyah Pondok Aren South - Tangerang which consists of 6 classes.
The writer only took two classes that are X-A and X-B and taught these
two classes the present perfect tense using games (for experimental class)
and without games (for control class). The writer took 50 students where
25 students are from experimental class (using games) and the rest are
control class (without games). The sample was taken by using purposive
cluster sampling technique because this sampling technique is economy
and feasibility (cost efficiency).
26
E. Technique of Data Collecting
The test was used to collect data. The pre-test and post-test were
administered to experimental and control classes. The pre-test was done
before the teaching learning process and the post-test was done after
teaching learning process. The pre-test was done in order to know the
homogeneity of two classes and student‟s knowledge of the present perfect
tense. While, the post-test was done in order to know the influence and the
effectiveness of using games in teaching the present perfect tense.
F. Technique of Data Analysis
Data analysis is the last step in the procedure of research. In analyzing
the data of the pre-test and post-test, the writer used the statistical calculation
of T-test. T-test is used in order to find out the differences of the result or
score of student‟s achievement in teaching the present perfect through games
and without games.
After getting the data, they are preceded and analyzed through the
following:
a. Seeking gained score from student‟s test of the present perfect items
and describing it in the table. The gained scores of experimental class
are variable I that symbolized by X and the gained scores of control
class are variable II that symbolized by Y
b. Determining mean of variable of experimental class with formula
MX= ∑X
N
c. Determining mean of variable of control class with formula
MY= ∑Y
N
d. Determining Standard of Deviation Score of Variable X (SD1), with
formula:
=√
27
e. Determining Standard of Deviation Score of Variable Y (SD2), with
formula:
=√
f. Determining Standard Error of Mean of Variable X, with formula:
SEM1 =
√
g. Determining Standard Error of Mean of Variable Y, with formula:
SEM2 =
√
h. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
SEM1-M2 = √
i. Determining to with formula:
to =
j. Determining t-table in significance level 5% with Degree of Freedom
(df):
df = (N1 + N2) – 2
k. Analyzing the result by using statistic calculation of T-Test
l. Giving interpretation
G. Procedure of Experiment
The writer performed several steps before doing the experiment as
follows:
a. The writer made the research letter, and he asked permission to the
headmaster of the school where the writer wanted to conduct the
research.
b. The writer observed the location and population were carried out. The
research was done in two classes; experimental class and control class.
28
c. Before treating the students using games in teaching present perfect
tense in experimental class and without games in control class, the
writer gave a pre-test to all of students in experimental class and
control class with the same instrument to know the students
comprehension of Present Perfect Tense.
d. The next step was treatment, where the experimental class would be
taught present perfect tense by using games and the control class
would be taught present perfect tense without games.
e. Post-test was given after finishing the treatment to both classes; the
experimental class and the control class; the test items are same like
pre-test.
f. Last, the writer made a calculation of the result from both test.
29
CHAPTER IV
RESEARCH FINDINGS
1. The Data Description
To know the result of the students‟ pre-test and post-test, the writer
makes the table of the students‟ score for each group as following below:
Table 4.1
The Students’ score of Experimental Class
Students
Pre-Test
Post-Test
Gained Score
(post-test – pre-test)
Identification
Number (N)
Student 1
33
45
12
Student 2
40
70
30
Student 3
65
80
25
Student 4
33
73
40
Student 5
43
73
30
Student 6
40
63
23
Student 7
43
60
17
Student 8
55
65
10
Student 9
53
58
5
Student 10
33
43
10
Student 11
33
58
25
Student 12
40
78
38
29
30
Student 13
85
93
8
Student 14
40
85
45
Student 15
58
60
2
Student 16
38
80
42
Student 17
80
93
13
Student 18
43
70
27
Student 19
48
60
12
Student 20
35
80
45
Student 21
75
93
18
Student 22
63
88
25
Student 23
78
95
17
Student 24
38
58
20
Student 25
70
78
8
∑
1262
1799
547
Average
50,48
71,96
21,88
The table 4.1 above describes that the lowest score in the pre-test is
33 and the highest score is 85. Meanwhile, the lowest score in the post-test
is 43 and the highest score is 95. Therefore, it can be summarized that the
lowest score and the highest score in the post-test is higher than in the pretest.
To make the gained score clear which has been gotten by the
students in the experimental class, based on the data which is founded that
the average of gained scores between pre-test and post-test in experimental
class is 21,88.
1) Pre-test Statistic Data of Experimental Class
Frequency Distribution
a. Students‟ Scores
33 33 33 33 35
38 38 40 40 40
40 43 43 43 48
31
53 55 58 63 65
70 75 78 80 85
The data above is the students‟ score of the experimental class from
the lowest score to the highest score on pre-test.
b. Highest Score (H) and Lowest Score (L)
H = 85
L = 33
The data above shows the highest score and the lowest score on pretest in the experimental class.
c. Range
R=H-L
= 85 – 33
= 52
The range score above is the result of the subtraction between the
highest score and the lowest score on pre-test in the experimental class.
d. Number of Class
K = 1 + 3.3 log N
= 1 + 3.3 log 25
= 1 + 3.3 . 1.39
= 1 + 4.5
= 5.5
=~6
The “K” formula is obtained to determine the number of interval in the
experimental class and the result means close or equal to 6.
e. Interval
I = R/K
= 52/6
= 8.67
32
= ~9
The result above in determining class interval by dividing the range
score with the number of interval in the experimental class and the
result is close or equal to 9.
Table 4.2
The Frequency of Pre-Test Scores of Experimental Class
Interval
Frequency
33 – 41
11
42 – 50
4
51 – 58
3
59 – 67
2
68 – 76
2
77 – 85
3
25
From the table above it can be seen that the experimental class‟ mode of
pre-test that have the number of the most above is in the interval of “33 –
41”, in which there are 11 students.
2) Post-test Statistic Data of Experimental Class
Frequency Distribution
a. Students‟ Scores
43 45 58 58 58
60 60 60 63 65
78 80 80 80 85
88 93 93 93 95
70 70 73 73 78
The data above is the students‟ score of the experimental class from
the lowest score to the highest score on post-test.
b. Highest Score (H) and Lowest Score (L)
H = 95
33
L = 43
The data above shows the highest score and the lowest score on posttest in the experimental class.
c. Range
R=H-L
= 95 – 43
= 52
= 52
The range score above is the result of the subtraction between the
highest score and the lowest score on post-test in the experimental
class.
d. Number of Class
K = 1 + 3.3 log N
= 1 + 3.3 log 25
= 1 + 3.3 . 1.39
= 1 + 4.5
= 5.5
~6
The “K” formula is obtained to determine the number of interval in the
experimental class on post-test. The result means close or equal to 6.
e. Interval
I = R/K
= 52/6
= 8.7
~9
The result above in determining class interval by dividing the range
score with the number of interval in the experimental class on posttest. The result is close or equal to 9.
34
Table 4.3
The Frequency of Post-Test Scores of Experimental Class
Interval
Frequency
43 – 51
2
52 – 60
6
61 – 69
2
70 – 78
6
79 – 87
4
88 – 97
5
25
From the table above it can be seen that the experimental class‟ mode of
pre-test that have the number of the most above is in the interval of “70 –
78”, in which there are 6 students.
Table 4.4
The Students’ score of Control Class
Students
Pre-Test
Post-Test
Gained Score
(post-test – pre-test)
Identification
Number (N)
Student 1
45
65
20
Student 2
63
68
5
Student 3
50
40
10
Student 4
33
50
17
Student 5
48
48
0
Student 6
73
73
0
Student 7
78
78
0
Student 8
48
63
15
Student 9
20
40
20
Student 10
48
65
17
35
Student 11
45
45
0
Student 12
68
75
7
Student 13
43
70
27
Student 14
38
38
0
Student 15
78
78
0
Student 16
38
40
2
Student 17
43
45
2
Student 18
40
65
25
Student 19
60
68
8
Student 20
53
70
17
Student 21
45
45
0
Student 22
43
50
7
Student 23
78
85
7
Student 24
45
50
5
Student 25
48
83
35
∑
1271
1497
246
Average
50,84
59,88
9,84
The table 4.4 above describes that the lowest score in the pre-test is
20 and the highest score is 78. Meanwhile, the lowest score in the post-test
is 38 and the highest score is 85. Therefore, it can be summarized that the
lowest score and the highest score in the post-test is higher than in the pretest.
To make the gained score clear which has been gotten by the
students in the control class, based on the data which is founded that the
average of gained scores between pre-test and post-test in control class is
9,84.
36
1) Pre-test Statistic Data of Control Class
Frequency Distribution
a. Students‟ Scores
20 33 38 38 40
43 43 43 45 45
48 50 53 60 63
68 73 78 78 78
45 45 48 48 48
The data above is the students‟ score of the control class from the
lowest score to the highest score on pre-test.
b. Highest Score (H) and Lowest Score (L)
H = 78
L = 20
The data above shows the highest score and the lowest score on pretest in the control class.
c. Range
R=H-L
= 78 – 20
= 58
The range score above is the result of the subtraction between the
highest score and the lowest score on pre-test in the control class.
d. Number of Class
K = 1 + 3.3 log N
= 1 + 3.3 log 25
= 1 + 3.3 . 1.39
= 1 + 4.5
= 5.5
=~6
The “K” formula is obtained to determine the number of interval in the
control class and the result means close or equal to 6.
37
e. Interval
I = R/K
= 58/6
= 9.7
~ 10
The result above in determining class interval by dividing the range
score with the number of interval in the control class and the result is
close or equal to 10.
Table 4.5
The Frequency of Pre-Test Scores of Control Class
Interval
Frequency
20 – 29
1
30 – 39
3
40 – 49
12
50 – 59
2
60 – 69
3
70 – 79
4
25
From the table above it can be seen that the control class‟ mode of pre-test
above is in the interval of “40 – 49”, in which there are 12 students.
2) Post-test Statistic Data of Control Class
Frequency Distribution
a. Students‟ Scores
38 40 40 40 45
45 45 48 50 50
68 68 70 70 73
75 78 78 83 85
50 63 65 65 65
The data above is the students‟ score of the control class from the
lowest score to the highest score on post-test.
38
b. Highest Score (H) and Lowest Score (L)
H = 85
L = 38
The data above shows the highest score and the lowest score on posttest in the control class.
c. Range
R=H-L
= 85 - 38
= 47
The range score above is the result of the subtraction between the
highest score and the lowest score on post-test in the control class.
d. Number of Class
K = 1 + 3.3 log N
= 1 + 3.3 log 25
= 1 + 3.3 . 1.39
= 1 + 4.5
= 5.5
~6
The “K” formula is obtained to determine the number of interval in the
control class on post-test. The result means close or equal to 6.
e. Interval
I = R/K
= 47/6
= 7.8
~8
The result above in determining class interval by dividing the range
score with the number of interval in the control class on post-test. The
result is close or equal to 8.
39
Table 4.6
The Frequency of Post-Test Scores of Control Class
Interval
Frequency
38 – 45
7
46 – 53
4
54 – 61
1
62 – 69
5
70 – 77
4
78 – 85
4
25
From the table above it can be seen that the control class‟ mode of pre-test
above is in the interval of “38 – 45”, in which there are 7 students.
Table 4.7
The Result of the Calculation of the Test Both the Experimental and
the Control Class
Students’
Identification
Number
X
Y
X
y
x2
y2
1
12
20
-9.88
10.16
97.61
103.22
2
30
5
8.12
-4.84
65.93
23.42
3
25
10
3.12
0.16
9.73
0.02
4
40
17
18.12
7.16
328.33
51.26
5
30
0
8.12
-9.84
65.93
96.82
6
23
0
1.12
-9.84
1.25
96.82
7
17
0
-4.88
-9.84
23.81
96.82
8
10
15
-11.88
5.16
141.13
96.82
40
Note
9
5
20
-16.88
10.16
284.93
103.22
10
10
17
-11.88
7.16
141.13
51.26
11
25
0
3.12
-9.84
9.73
96.82
12
38
7
16.12
-2.84
259.85
8.06
13
8
27
-13.88
17.16
192.65
294.46
14
45
0
23.12
-9.84
534.53
96.82
15
2
0
-19.88
-9.84
395.21
96.82
16
42
2
20.12
-7.84
404.81
61.46
17
13
2
-8.88
-7.84
78.85
61.46
18
27
25
5.12
15.16
26.21
229.82
19
12
8
-9.88
-1.84
97.61
3.38
20
45
17
23.12
7.16
534.53
51.26
21
18
0
-3.88
-9.84
15.05
96.82
22
25
7
3.12
-2.84
9.73
8.06
23
17
7
-4.88
-2.84
23.81
8.06
24
20
5
-1.88
-4.84
3.53
23.42
25
8
35
-13.88
25.16
192.65
633.02
∑
MX =
547/25
= 21.88
MY =
246/25
= 9.84
-
-
3938.53
2489.42
:
X = the student‟s gained scores of the experimental class
Y = the student‟s gained scores of the control class
x = X – MX
y = Y – MY
41
2. The Data Analysis
Statistic calculation of the t-test formula with degree of
significance 5% was used to analyze the data from the result of pre-test
and post-test. It follows:
a. Determining Mean 1 (MX) with formula:
=
= 21.88
b. Determining Mean 2 (MY) with formula:
=
= 9.84
c. Determining Standard of Deviation Score of Variable X (SD1), with
formula:
=√
=√
=√
= 12.55
42
d. Determining Standard of Deviation Score of Variable Y (SD2), with
formula:
=√
=√
=√
= 9.97
e. Determining Standard Error of Mean of Variable X, with formula:
SEM1 =
=
√
√
=
= 2.56
f. Determining Standard Error of Mean of Variable Y, with formula:
SEM2 =
=
√
√
=
= 2.03
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
SEM1-M2 = √
43
=√
=√
=√
= 3.26
h. Determining to with formula:
to =
=
=
= 3.69
i. Determining t-table in significance level 5% with Degree of Freedom
(df):
df = (N1 + N2) – 2
= (25 + 25) – 2
= 50 – 2
= 48
Use next lowest value, 60, to find α = .05
df = 60 (see the table of “t” values at the significance level of 5% =
1.67)
j. The comparison between t- and t-table values
The calculation result above proves that the score of experimental
class is higher than the score of control class. The result of the
comparison between to and t-table as follows:
t-table 5% = 1.67
= to > ttable = 3.69 > 1.67
t-observation = 3.69
44
3. Test of the Hypotheses
The writer should propose alternative hypothesis (Ha) and null
hypothesis (Ho) as follows:
a. Null Hypothesis (Ho): there is no significant difference between
students who are taught the present perfect tense by using games
(Experimental Class) and who are taught the present perfect tense
without games (Control Class) to the tenth year students of MA
(Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren
Tangerang.
b. Alternative Hypothesis (Ha): there is significant difference between
students who are taught the present perfect tense by using games
(Experimental Class) and who are taught the present perfect tense
without games (Control Class) to the tenth year students of MA
(Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren
Tangerang.
4. Interpretation of the Data
The data were obtained from the students‟ achievement scores of
the test of present perfect tense. They were pre-test and post-test scores
from the experimental and control class. The average score for
experimental class was 50.48 (pre-test) and 71.96 (post-test). The average
score for control class was 50.84 (pre-test) and 59.88 (post-test). The
following was the simple tables of pre and post-test students‟ average
score.
The writer found the result of the mean from the gained scores of
experimental and control class, and then the writer obtained standard error
of difference of mean of the gained scores for the experimental class and
control class. So the writer could obtaine the value of t0, it was 3.69 and
the degree of freedom (df) was 40. The writer used 5% degree of
significance, and according to the ttable the degree of freedom 40 at
significant 5% is 1.67.
45
From the comparison between the value of to = 3.69 and the ttable on
the degree of significance 5% = 1.67, it is proven that to was higher than
ttable. Based on this finding, it can be concluded that the hypothesis that the
alternative hypotheses (Ha) are accepted and the null hypotheses (Ho) are
rejected.
Based on the result, the data shows that result test in experimental
class is higher than result of test in control class. It can be concluded that
students in experimental class have higher motivation in learning present
perfect tense, thus, their achievement in post-test is better.
Consequently, this finding confirms that teaching Present Perfect
Tense by using games is more effective that without using games.
46
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
In this chapter, the writer would like to present the result gained from the
research in the forms of conclusions and suggestions. The conclusions are
formulated from the calculations of the gathered data, with the main function to
provide answers for the question of the research and accomplish the research
objective stated in Chapter I. The suggestions are formulated based on the
conclusions as well as from the conditions and occurrences observed by the writer
throughout the research, especially during the giving of the treatments to the
research subjects.
A. Conclusions
After conducting the research and calculating all the data, it can be
conclude that the games can improve the students‟ comprehension of the
present perfect tense. It can be seen from the following facts;
a. Students‟ achievements of the experimental class
had high
improvement. It can be seen from the average score got by the students
on post test was 71,96, whereas most of the students got the average
score on pre test was 50,48.
b. Students gave positive responses toward teaching and learning process
by using the games. The writer obtained the values presented in
Chapter IV; those are 3.69 for to and 1.67 as the degree of significance.
With these results, the relationship between to and ttable can be
46
47
formulated to > ttable therefore the alternative hypothesis (Ha) is
accepted and the null hypothesis (Ho) is rejected. Based on this finding
can be concluded that Games Technique has a significant effect on the
students‟ understanding of Present Perfect Tense and that teaching
Present Perfect Tense by using Games Technique is more effective
than without using Games Technique.
c. Students were actively involved in teaching and learning activities
such as playing the games, writing sentences of the present perfect
tense, etc. The result of the observation sheet has showed the data.
B. Suggestions
There are some suggestions for the writer herself and English teacher after
conducting the research:
a. The teacher is suggested to modify the games as attractive as she can
in order students do not feel bored in learning English.
b. In choosing topic of teaching and learning, the teacher suggested to
choose more interesting topic that can motivate students learning
English.
c. The teacher is hoped can give much motivation to students in order
they can improve their speaking ability especially while playing the
games.
d. The writer is suggested to implement any further experimental
research.
BIBLIOGRAPHY
Allen, W. Stannard, Living English Structure, London: Longman Group Ltd, 1987.
Azzar, Betty Schrampfer, Understanding and Using English Grammar, New Jersey:
Prentice-Hall, Inc, 1989.
Batstone, Rob, Grammar, Oxford: Oxford University Press, 1994.
Bauer, Laurie, English Word-Formation, Cambridge: Cambridge University Press, 1983.
Bowers, Roger and Christopher Brumfit, Applied Linguistics and English Language
Teaching, London: Macmillan Publishers Ltd, 1991.
Cervantes, Emerita P, English Teaching Forum: Livening Up College English Classes with
Games, Number 3.
Cortez, Emilio G, English Teaching Forum: Some pointers on using games, Vol.XIII, 1975.
De Boer, John J and Martha Dallmann, The Teaching of Reading, Revised Ed. Ohio:
University of Illinois, Ohio Wesleyan University, 1960.
Harmer, Jeremy, The Practice of English Language Teaching, New York: Longman
Publishing, 1991.
Hornby, A. S, Guide Patterns and Usages in English, Oxford: Oxford University Press, 1975.
Mackey, William Francies, Language Teaching Analysis, London: Longmans, Green and
Co, Ltd, 1965.
Murphy, Raymond, English Grammar in Use, Cambridge: Cambridge University Press,
1994.
Oxford, Rebecca L and David Crookal, Simulation, Gaming and Language Learning,
New York: Newbury House Publisher, 1990.
Pierson, Ruth and Susan Vik, Making Sense in English Grammar in Context, Boston:
Addison – Wesley Publishing Company, Inc, 1987.
Richards, Jack C, and Theodore S. Rodgers. Approaches and Methods in Language
Teaching: a description and analysis, Cambridge: Cambridge University Press, 1986.
Savignon Sandra J and Margie S. Berns, Initiatives in Communicative Language Teaching II,
Boston: Addison – Wesley Publishing Company, 1987.
Swan, Michael, Practical English Usage, Oxford: Oxford University Press, 1987.
Silver, Stephen Mark, English Teaching Forum: Games for the classroom and English
speaking group. Vol.XX, 1982.
Soeparno, Language Teaching Media, Yogyakarta: PT. Intan Pariwara, 1982.
Thomson, A. J and A. V. Martinet, A Practical English Grammar, Oxford: Oxford University
Press, 1986.
Ur, Penny, Grammar Practice Activities: a practical guide for teachers, Cambridge:
Cambridge University Press, 1988.
Veit, Richard, Discovering English Grammar, Boston: Houghton Mifflin Company, 1986.
Wishon, George E, and Julia M. Burks, Let’s Write English: Revised Edition, New York:
Litton Educational Publishing International, 1980.
Wright, Andrew, and David Betteridge, Games for Language Learning: third edition,
Cambridge: Cambridge University Press, 2006.
THE INSTRUMENT OF RESEARCH
Pre-Test and Post-Test Questions
I. Choose a, b, c or d by putting the cross (X) on the answer sheet!
1. Johnson has .................... in Yogyakarta since 1999.
a. living
b. lives
c. live
d. lived
2. I .................... watched the movie The Lord of The Ring three times. I want to see it
again.
a. had
b. has
c. have
d. am watching
3. The old car .................... in that garage since two years ago.
a. is
b. has been
c. was
d. has being
4. .................... the show begun?
a. has
b. have
c. had
d. do
5. I could not get a room at the Sangrila Hotel because I .................... reservation.
a. had not made
c. have not made
b. were not making
d. would not make
6. Roni and Tia : “We haven’t heard Billy for such a long time.”
Rendy
: “I .................... either since he has left school.”
a. hasn’t
c. am not
b. haven’t
d. had not
7. I .................... today’s newspaper
a. have read
c. reads
b. has read
d. has been read
8. Mrs. Aisyah .................... in Al Bayan Islamic School since 1987.
a. is teach
c. taught
b. has teach
d. has taught
9. I .................... writing task for 45 minutes.
a. am write
c. am written
b. have written
d. has written
10. John
Rina
: “You look so sad, Rina. What’s going on?”
: “My mother .................... her pocket.”
a. has been losing
c. loses
b. has just lost
d. is losing
THE INSTRUMENT OF RESEARCH
Pre-Test and Post-Test Questions
11. We .................... English since eight months ago.
a. have studied
c. has study
b. have study
d. are studying
12. Yudi
: “How long ....................you been here?”
Zaldi : “Oh, for about five years.”
a. had
b. has
c. have
d. did
13. Amel : “Have you .................... to Rudi’s new office before?”
Ferry : “Never, it’s the first time.”
a. comes
b. come
c. came
d. coming
14. John has lived here .................... a long time. He has lived here .................... 1990.
a. since-in
b. since-for
c. for-in
d. for-since
15. My husband and I have moved four times .................... we got married.
a. yet
b. already
c. for
d. since
16. I have not finished my homework ....................
a. yet
b. already
c. for
d. since
c. already
d. often
c. has studied
d. studies
17. She has been very busy ....................
a. yet
b. lately
18. Suzan .................... Science for six months.
a. is studying
b. studied
19. Fanny .................... meat in her life! She’s a true vegetarian!
a. never ate
b. has never eaten c. never eaten
d. never eat
20. Mery : “.................... it stopped raining yet?”
Rose : “Not yet.”
a. has
b. is
c. was
d. have
21. Up to this moment, she has not .................... three songs.
a. sing
b. singing
c. sang
d. sung
22. She has .................... a teacher since 2004
a. become
b. became
d. becoming
c. becomes
23. Melly : “Have you .................... many people since you came here?”
Jojo : “Yes, I have.”
a. meet
b. met
c. meets
d. meeting
24. I have been in this town .................... a long time. I was here when I was born.
a. since
b. for
c. already
d. yet
THE INSTRUMENT OF RESEARCH
Pre-Test and Post-Test Questions
25. We have owned this home theater set .................... 2007. And it still works!
a. since
b. for
c. already
d. yet
II. Fill in the blank with the correct answer!
26. A: “I understand Tom is a good friend of yours. How long have you ..............................
(know) him?”
27. He has .................................. (promise) to buy me a new bicycle, but the bad wheater
made him to change the plan.
28. The students ................................ (know) all of the new English words.
29. She ................................. (not, watch) any television program so far bthis week.
30. The students ............................................. (not, return) the books to library yet.
31. A: “Where have you .................... (be) for this summer holiday?”
32. Has he .................... (just, go) out?
33. I .................... (not, see) Tom this afternoon.
34. Have you .................... (see) my jacket?
35. This is the worst book I .................... (ever, read).
36. I have worn glasses .................... ten years.
37. I .................... (not, have) lunch yet.
38. John ......................... (already, speak) to me about the matter.
39. .................... we’ve never talked the news anymore.
40. .................... Wednesday she hasn’t attended the class because she has been ill.
 Good Luck 
THE INSTRUMENT OF RESEARCH
Pre-Test and Post-Test Questions
ANSWER SHEET
I. MULTIPLE CHOICES
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
C
B
A
C
B
A
D
B
10. B
11. A
12. C
13. B
14. D
15. D
16. A
17. B
18. C
19. B
20. A
21. D
22. A
23. B
24. B
25. A
II. FILL IN THE BLANK
26. known
27. promised
28. have known
29. hasn’t watched
30. haven’t returned
31. been
32. just gone
33. haven’t seen
34. seen
35. have ever read
36. for
37. haven’t had
38. has already speak
39. up to present
40. since
KISI-KISI SOAL PRE-TEST DAN POST-TEST
TAHUN AJARAN 2012 / 2013
Nama Sekolah
: MA Jam’iyyah Islamiyyah
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah soal
: 40 (empat puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: Genap
Kompetensi Dasar
Indikator
Jenis
Nomor Soal
Jumlah
Soal
1.1.
Merespon
transaksional
makna
(to
dalam
get
things
percakapan -
Memilih ungkapan-ungkapan kalimat
done)
berbentuk Present Perfect Tense
dan
interpersonal (bersosialisasi) resmi dan tak
resmi secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan sederhana
MC
-
Menebak/
mengungkapkan
kalimat
10, 18, 19, 26, 27,
28, 29, 30, 31, 32,
berbentuk Present Perfect Tense
dalam berbagai konteks kehidupan sehari-hari
33, 34, 35, 37, 38
dan melibatkan tindak tutur: berterima kasih,
memuji dan mengucapkan selamat.
7, 8, 9, 11
Fill in
-
Menebak time signal yang digunakan
dalam
kalimat
berbentuk
Present
the
blank!
14, 15, 16, 17, 24,
25, 36, 39, 40
Perfect Tense
1.2.
Mengungkapkan
transaksional
makna
(to
get
dalam
percakapan
things
done)
dan
interpersonal (bersosialisasi) resmi dan tak
-
Melengkapi kalimat Present Perfect
Tense berbentuk positif
1, 2, 3, 22
40 soal
resmi secara akurat, lancar dan berterima yang -
Melengkapi kalimat Present Perfect
menggunakan ragam bahasa lisan sederhana
Tense berbentuk negatif
dalam berbagai konteks kehidupan sehari-hari
dan melibatkan tindak tutur: berterima kasih, -
Melengkapi kalimat Present Perfect
memuji dan mengucapkan selamat.
Tense berbentuk pertanyaan
5, 6 , 21
4, 12, 13, 20, 23
RENCANA PELAKSANAAN PEMBELAJARAN
(CONTROLLED CLASS)
I.
IDENTITAS
Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI
Memahami makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji dan mengucapkan selamat.
IV.
INDIKATOR
1. Siswa dapat memahami makna struktur present perfect tense dengan baik.
2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan
dengan baik.
3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik
dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK
PRESENT PERFECT TENSE
The Form of Present Perfect Tense
a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle
Examples:
-
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense:
Since, for, often, just, already, lately, recently, twice, many times, a long time,
etc
b. Negative (pola kalimat negatif):
Subject + Haven’t / Hasn’t + Past Participle
Examples:
-
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya):
Have / Has + Subject + Past Participle ?
Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN
Metode
:
o Ceramah
o Tanya jawab interaktif
o Kuis
Sumber dan alat pembelajaran :
o Teaching aids
o Hand outs
o Kurikulum (KTSP) / Silabus
o Buku pelengkap bahasa Inggris kelas X
o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN
 Pertemuan 1
Kegiatan Awal : (10 menit)
-
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit)
-
Guru menanyakan kepada siswa tentang hal-hal yang pernah mereka
alami.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense
dalam bentuk affirmative dan time signal dari present perfect tense serta
penggunaannya dalam kegiatan sehari-hari.
-
Siswa diminta untuk memberikan contoh kalimat yang berbentuk present
perfect tense yang sedang terjadi di dalam kelas.
-
Guru mendistribusikan handout latihan.
-
Guru menginstruksikan siswa untuk menyelesaikan handout latihan yang
diberikan oleh guru.
-
Guru dan siswa-siswa bersama-sama memeriksa jawaban, setelah jawaban
siswa ditukar dengan temannya.
Kegiatan Penutup: (20 menit)
-
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan
present perfect tense.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat
menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
 Pertemuan 2
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit)
-
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense
dalam bentuk negatif serta penggunaannya.
-
Guru mendistribusikan handout berisi kalimat-kalimat dalam bahasa
Indonesia.
-
Guru menginstruksikan siswa untuk menterjemahkan kalimat-kalimat
dalam handout tersebut ke dalam bahasa Inggris.
-
Guru menginstruksikan siswa untuk membacakan hasil pekerjaan mereka
secara bergantian dan memberikan feedback serta koreksi.
Kegiatan Penutup: (10 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
 Pertemuan 3
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa dengan video lucu.
Kegiatan Inti: (65 menit)
-
Guru mengulangi penjelasan mengenai struktur present perfect tense baik
dalam bentuk affirmative maupun negative.
-
Guru mendistribusikan handout berisi conversation text pada siswa.
-
Guru menginstruksikan pada siswa untuk membaca text tersebut.
-
Guru menjelaskan arti text tersebut per kalimat.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense
dalam bentuk interrogative dan penggunaannya.
-
Guru mendistribusikan handout latihan.
-
Guru menginstruksikan siswa untuk menyelesaikan dan selanjutnya
membacakan hasil pekerjaan mereka secara bergantian dan memberikan
feedback serta koreksi.
Kegiatan Penutup: (15 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat
menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut:
-
Membuat teks sederhana yang menggunakan bentuk present perfect tense,
tugas tersebut dibuat di kertas polio / hvs.
Evaluasi
Penilaian:
-
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65
No
1
Indikator
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat
tentang
materi
Translate into
Tes Tulis
Uraian
English!
terkait
2
Melengkapi
rumpang
essai
berbentuk
Complete the
teks
following text
pendek
using
Tes Tulis
Isian Singkat
the
information
narrative
3
Merubah
from the text!
bentuk
kalimat
Tes Tulis
Uraian
Change these
affirmative
and negative
form
of
present perfect
sentenses into
interrogative
form
correctly!
Pedoman penilaian:
1. Untuk tiap nomor, tiap jawaban benar skor 10
2. Jumlah skor maksimal x 10
3. Nilai maksimal 100
4. Nilai siswa = Skor perolehan x 10
Skor maksimal
Materi pengayaan:
Kuis:
Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan
namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
RENCANA PELAKSANAAN PEMBELAJARAN
(EXPERIMENTAL CLASS)
I.
IDENTITAS
Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI
Memahami makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji dan mengucapkan selamat.
IV.
INDIKATOR
1. Siswa dapat memahami makna struktur present perfect tense dengan baik.
2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan
dengan baik.
3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik
dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK
PRESENT PERFECT TENSE
The Form of Present Perfect Tense
a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle
Examples:
-
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense:
Since, for, often, just, already, lately, recently, twice, many times, a long time,
etc
b. Negative (pola kalimat negatif):
Subject + Haven’t / Hasn’t + Past Participle
Examples:
-
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya):
Have / Has + Subject + Past Participle ?
Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN
Metode
:
o Communivatice Language Teaching: Games Technique
Sumber dan alat pembelajaran :
o Teaching aids
o Hand outs
o Kurikulum (KTSP) / Silabus
o Buku pelengkap bahasa Inggris kelas X
o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN
 Pertemuan 1
Kegiatan Awal : (10 menit)
-
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit)
-
Guru membagi siswa ke dalam lima kelompok.
-
Guru menuliskan list of signal words pada present perfect tense.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menulis kalimat-kalimat yang diproduksi oleh masing-masing kelompok.
-
Guru meminta satu anak dari setiap kelompok untuk membacakan jawaban
dari kelompoknya atas apa yang guru instruksikan.
-
Guru memberikan nilai untuk setiap jawaban yang benar dan tepat.
Kegiatan Penutup: (20 menit)
-
Guru memberikan reward kepada kelompok yang menang.
-
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan
present perfect tense.
-
Guru memberikan jawaban atas pertanyaan siswa.
 Pertemuan 2
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit)
-
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menanyakan kepada siswa secara acak dari aktifitas yang sudah dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (10 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
 Pertemuan 3
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa.
Kegiatan Inti: (65 menit)
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menerangkan jawaban dari games yang dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (15 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat
menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut:
-
Membuat teks sederhana yang menggunakan bentuk present perfect tense,
tugas tersebut dibuat di kertas polio / hvs.
Evaluasi
Penilaian:
-
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65
No
1
Indikator
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat
tentang
materi
terkait
melalui
games
2
Teknik
“Using
Make
Tes Tulis
Uraian
some
sentences
of
represented
(Group)
time signal on
Signals”
white board!
Menanyakan
Ask to your
kepada
seluruh
friends
kelas
dengan
kalimat
yang
with
the questions
Tes Tulis
Isian Singkat
on the paper!
tepat dengan time (Individual)
signal “Ever dan
Never”
melalui
Teaching
Aid
permainan “Find
Someone Who”
3
Merubah bentuk
kata kerja
Melalui
Tes Tulis
games (Individual)
“Line-Ups”
Pedoman penilaian:
1. Untuk tiap nomor, tiap jawaban benar skor 10
2. Jumlah skor maksimal x 10
Uraian
Change these
verbs in to the
past participle
form!
3. Nilai maksimal 100
4. Nilai siswa = Skor perolehan x 10
Skor maksimal
Materi pengayaan:
Kuis:
Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan
namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
RENCANA PELAKSANAAN PEMBELAJARAN
(EXPERIMENTAL CLASS)
I.
IDENTITAS
Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI
Memahami makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji dan mengucapkan selamat.
IV.
INDIKATOR
1. Siswa dapat memahami makna struktur present perfect tense dengan baik.
2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan
dengan baik.
3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik
dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK
PRESENT PERFECT TENSE
The Form of Present Perfect Tense
a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle
Examples:
-
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense:
Since, for, often, just, already, lately, recently, twice, many times, a long time,
etc
b. Negative (pola kalimat negatif):
Subject + Haven’t / Hasn’t + Past Participle
Examples:
-
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya):
Have / Has + Subject + Past Participle ?
Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN
Metode
:
o Communivatice Language Teaching: Games Technique
Sumber dan alat pembelajaran :
o Teaching aids
o Hand outs
o Kurikulum (KTSP) / Silabus
o Buku pelengkap bahasa Inggris kelas X
o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN
 Pertemuan 1
Kegiatan Awal : (10 menit)
-
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit)
-
Guru membagi siswa ke dalam lima kelompok.
-
Guru menuliskan list of signal words pada present perfect tense.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menulis kalimat-kalimat yang diproduksi oleh masing-masing kelompok.
-
Guru meminta satu anak dari setiap kelompok untuk membacakan jawaban
dari kelompoknya atas apa yang guru instruksikan.
-
Guru memberikan nilai untuk setiap jawaban yang benar dan tepat.
Kegiatan Penutup: (20 menit)
-
Guru memberikan reward kepada kelompok yang menang.
-
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan
present perfect tense.
-
Guru memberikan jawaban atas pertanyaan siswa.
 Pertemuan 2
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit)
-
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menanyakan kepada siswa secara acak dari aktifitas yang sudah dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (10 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
 Pertemuan 3
Kegiatan Awal: (10 menit)
-
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa.
Kegiatan Inti: (65 menit)
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru
menerangkan jawaban dari games yang dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (15 menit)
-
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat
menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut:
-
Membuat teks sederhana yang menggunakan bentuk present perfect tense,
tugas tersebut dibuat di kertas polio / hvs.
Evaluasi
Penilaian:
-
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65
No
1
Indikator
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat
tentang
materi
terkait
melalui
games
2
Teknik
“Using
Make
Tes Tulis
Uraian
some
sentences
of
represented
(Group)
time signal on
Signals”
white board!
Menanyakan
Ask to your
kepada
seluruh
friends
kelas
dengan
kalimat
yang
with
the questions
Tes Tulis
Isian Singkat
on the paper!
tepat dengan time (Individual)
signal “Ever dan
Never”
melalui
Teaching
Aid
permainan “Find
Someone Who”
3
Merubah bentuk
kata kerja
Melalui
Tes Tulis
games (Individual)
“Line-Ups”
Pedoman penilaian:
1. Untuk tiap nomor, tiap jawaban benar skor 10
2. Jumlah skor maksimal x 10
Uraian
Change these
verbs in to the
past participle
form!
3. Nilai maksimal 100
4. Nilai siswa = Skor perolehan x 10
Skor maksimal
Materi pengayaan:
Kuis:
Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan
namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
USING SIGNALS
Materials: Board
Dynamic: Small groups
Time: 10 minutes
Procedure:
1. Divide the class into groups of three or four. Write a list of signal words on the board.
Example: already, ever, for, just, many times, never, since, yet
2. Set a time limit (2 minutes, for example) and tell the groups they must write a grammatical
sentence for each signal word (one per sentence). The students should write sentences using
different vocabulary words so you will not get
I have already eaten dinner.
I have just eaten dinner.
I have eaten dinner many times.
3. Have one student from each group read the group’s answers. Assign one point for each
grammatically correct and logical sentence.
FIND SOMEONE WHO
Materials: Worksheet
Dynamic: Whole Class
Time: 10 minutes
Procedure:
1. Give each student a worksheet. Then the teacher ask all the students to stand up and
circulate.
2. All the students ask each other questions such as “ Have you ever been to Beijing?” “Have
you ever drunk water from a tap?”
3. If they get answer “yes” they write that person’s name in the space provided. They can
only ask someone a question once.
4. The activity ends when a student has got names for each question.
LINE-UPS
Materials: 3” x 5” cards or Worksheet
Dynamic: Whole class
Time: 20 minutes
Procedure:
1. Give each student a question card. If making your own, use two different colors of 3” x 5”
card. Call all students (half the class) with a yellow card (for example) to the front and have
them stand in a line facing the class.
2. The other half of the class stands in front of the first line. If there are an odd number of
students, either one questioner waits for someone to question, or the extra person in the
answer line waits until the line moves.
3. Each person with a yellow question card (for example) questions the student standing in
front of him/her. The student asking the question fills in the blank with the correct form of the
verb given on the card. When everyone has answered the question, the students in the answer
line move down one and are asked a new question. Continue until all the students in the
answer line have talked to every student in the question line. (The students in the question
line do not move.)
4. The students in the lines now switch positions, and the former answerers are now the
questioners. Continue as in #3 above.
Explanation: Using two different colors of cards or papers makes it easy to divide the
students into questioners and answerers. When all of the students with yellow cards have
questioned all the students with pink cards, switch lines so that the students asking questions
now have pink cards.
NOTE: Before doing the line-ups, you may want to do a sample card on the board so that the
students know what is expected of them. Ask them how to fill in the blanks.
Name :
Class :
Exercise
Jack (be) _______________ my friend for over 10 years. We (know) ______________ each other
since we were children. We (join) _______________ hockey sport association since six years
ago. Recently, he and his family (move) ______________ to a house on the same street as me,
and now our children play together almost every day and since we have children, in
once a week our family (make) _________________ family trip.
For the last five years, Jack and I (play) ______________ for the same hockey team every
Saturday. Jack is a better player than I am, but in the last few months he (have)
_______________ some trouble with his left knee, and he (find) _______________ it hard to play a
full game. He (see) _______________ the doctor several times about his knee, but the doctor
doesn’t know what is causing his pain. Jack (decide) ________________ to break from hockey
for a while, so that his knee can recover. It’s going to be lonely on the team without him.
Name :
Class :
Exercise
Jack (be) _______________ my friend for over 10 years. We (know) ______________ each other
since we were children. We (join) _______________ hockey sport association since six years
ago. Recently, he and his family (move) ______________ to a house on the same street as me,
and now our children play together almost every day and since we have children, in
once a week our family (make) _________________ family trip.
For the last five years, Jack and I (play) ______________ for the same hockey team every
Saturday. Jack is a better player than I am, but in the last few months he (have)
_______________ some trouble with his left knee, and he (find) _______________ it hard to play a
full game. He (see) _______________ the doctor several times about his knee, but the doctor
doesn’t know what is causing his pain. Jack (decide) ________________ to break from hockey
for a while, so that his knee can recover. It’s going to be lonely on the team without him.
Name :
Class :
Write the correct negative form! PRESENT PERFECT SIMPLE OR PAST SIMPLE?
1. Do you know, Bert? -No, we _________________ (not, meet).
2. He can’t go to bed yet, he _________________ (not, finish) his homework.
3. I couldn’t find the house because I _________________ (not, know) the address.
4. When I was young, I _________________ (not, like) spinach at all. I hated it.
5. Do you know London? -No, I _________________ (not, be) there yet. I’d love to go
one day!
6. I read the book last year, but I _________________ (not, like) it at all. It was so
boring to read.
7. He was badly hurt in his accident because he _________________ (not, wear) a seat
belt.
8. I _________________ (not, try) hang-gliding so far. Have you? –No! I wouldn’t dare!
9. Dad _________________ (not, play) an instrument when he was a kid, but now he
plays in a band!
10. She _________________ (not, get) out of bed yet, and it’s already half past ten!
11. Prehistoric man _________________ (not, have) electricity.
12. We can’t play Scrabble yet, we _________________ (not, clear) the table.
Name :
Class :
Change the sentences below into English!
1. Mereka tidak mengunjungi saya akhir-akhir ini.
2. Saya tidak melihat Mia selama seminggu.
3. Fred tidak makan daging sejak tahun 2010.
4. Saya belum mandi.
5. Dia (laki-laki) belum mendengar beritanya.
6. Mereka belum berada di rumah.
7. Kami belum tiba.
8. Dia (perempuan) belum menyelesaikan tugas rumahnya.
9. Kamu belum membaca majalahnya.
10. Bob belum membersihkan rumah.
Answer:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Find someone who ... ( Present Perfect with “EVER” & “NEVER” )
Have you ever ... ?
Example:
- Question
- Answer
:
:
Have you ever eaten raw meat?
Yes, I have eaten raw meat.
Or No, I have never eaten raw meat.
Activity
Yes,
I have.
(name)
1.
....... been to Beijing
2.
....... traveled by plane
3.
....... visited a museum
4.
....... tried bungee jumping
5.
....... gone hiking
6.
....... sung karaoke
7.
....... lost money
8.
....... taken a cold shower in winter
9.
....... listened to French music
10. ....... eaten raw meat
11. ....... had a barbercue on the beach
12. ....... drunk water from a tap
13. ....... sat next to an annoying passenger
Have fun with the game \(^o^)/
No,
I have never.
(name)
hla,fnt
tR;
,{ t'l*
ID number
Class:
t-ttuto,4*tt
Appendix 7
:
Yb
Pre-Test
I.
ChoSea, b, c or d by putting the cross (X) on the answer sheet!
johnson has
....................
a. Iiving
2.
in Yogyakarta since L999.
b. Iives
The old car
a.
....................
c, have
has
b.
has
c,
have
Roni and
Tia
: "VVe
was
d.
has being
d.
had
do
y'
: "l ........,........... either
not made
would not
make
\
since he has left school."
c. am not
I
,d,
L.........,......... (readJ
a.
b.
c. have
haven't heard Billy for such a long time,"
a. hasn't
b. haven't
i
had not
today's newspaper
y' reads
d. has been read
have read
has read
Mrs. Aisyah.................... fteach) in Al Bayan Islamic School since 1987.
a.
c. taught
is teach
d.
V. has teach
has taught
I .................... (write) writing task for 45 minutes.
a. am write
b, have written
10.
am watching
I could not get a room at the Sangrila Hotel because I .................... reservation.
Me
9.
c.
has been
a. had not made
b. were not making
8.
d.
the show begun?
a.
7.
lived
in that garage since two years ago.
,d
Is
4.
6,
ed
I .................... watched the movie The Lord of The Ring three times. I want to see
b.
5.
c. live
John
Rina
: "You
:
"My
.*
amwritten
d.
has written
look so sad, Rina. What's going on?"
mother
a. has been losing
b. has just lose
her pocket."
1z Ioses
d.
is losing
it
We
11.
lstud{ts English since eYmonths
studied
b. have study
OA-
have
Yudi
L2.
:
$
,re studying
"How long....,.....,.,.......you been here?"
b.
had
x.\*,
has
d.
did
d.
coming
"Have you .................... to Rudi's new office before?"
13. Arnel
"Never, it's the first time."
Ferry
C
has study
"Oh, for about five years."
Zaldi
a.
\/
ago.
b.
comes
c. came
come
here
a long time. He has lived herq..............,,..... 1990.
,/
a. since-in
b. since-for
c. for-in \-/
n, for-since
15. My husband and I have moved four times
we got married.
14. Mr. John has lived
a.
b.
yet
d.
,ts for
already
since
16.1 have not finished my homework
a.
F already
c. for
d. since
c. already
d.
.
has studied
d.
studies
meat in her life! Sbls a true vegetarian!
has t@# eaten c. never eaten
d.
nevereat
d.
have
yet
17. She has been very busy
/
1"8.
Yet
r\g{y
Suzan
Science for six months.
a. is studying
19.
Fanny
never ate
a.
;p
studied
./
f
20. Merry ; "....,......,....,... it stopped raining yet?"
Rose
:
/ Il"r
"Notyel"
$s
/
21. Up to this momen! she hasn't
a.
slng
b.
c.
.............,.......
singing
22.She has ...,...,............ a teacher since 2OO4
a. become
b. became
23.
Melly
was
three songs.
sans
\r*r)
y'
d.
sung
c. becomes
p,
becoming
: "Have
you .................... many people since you came here?"
"Yes,l
have."
Jojo
a. meet
b. met
c. meets
d meeting
;
24.lhave been in this
a.
"l
stnce
town
b, for
a long time. I was here when I was born.
y'
already
d. yet
v
:
.l'
25.We have owned
,,
sidce
theater set...i,..i....i-,.r.. 2007, And it still works!
c, already
d. yet
fi
II.
Ftll in the blankwith the correct answer!
t/
"l understand Tom is a good friend of yours.
(know) him?"
26. Az
Ftrow
long have you
,,/
lcmdn
,r/
27.He has,,...,,.,f..f-!"'.:,:.!...,,, (promise) of buying me
wheater made him to change the plan.
28. The students
Zg. She;..hf,Y.tf.
,.,,,.'.k1:%,.(know)
**9H,
30. The students..
a new bicycle, but the
bad
all of,the new Engtish word.
.1"t watch) any television program so farbthis week
.M"X,f,:.y.fX./....'..-/lnot,return)
.....,.r..1...ri.rr.rr.,.,.
the books to libraryyer
r,
\/
31, A:
'Where have you .....k,X*..,(be) of my
32. Has
life?rr,
:
he,.,....O.*/(just, go) out?
33. I .F.,'.tS
**.,Y*, s"e1r2p{*i, ,Rurnonn.
34. Have you ......,1.?*.
,..Y"*lmy
*'^o'
jacker?
35. This is the worst book L....,.,.,.f.%1. (ever, read).
36.1 have worn glasses..,,..,,.,.,.,r.,., ten
37. r..hil$x?....kl^'",
38, fohn
#;
years,
,
runch yer.
.,..*$W#d, @lready, speakJ to rne aboutthe matter,
hos clnd7 tfok.
39. .i...h*.:...,.. we've never talked the news again.
40,
.M.,..
l.lt v{f
Wednesdayshe hasn't attended the class because she has been ill.
@ Good
'{,
1,.
f.l'-tr ,
i,I
&
LuckO
,l
t
We
11.
.;
(studyJ English since eight months ago.
y' hasstudy
a. have studied
d. are studying
b. havestudY
12. Yudi r "How'long,'.,.','..........,,you been here?'f
"0h, for about five years."
Zaldi
a.
b.
had
d' coming
come
f came
a long tiine. He has lived here ,..n..,,,. ,,4:L990.
ohn has lived here
a, comes
a,
d. did
"Never, it's the first time."
Ferry
f
,/
"Have you.....,...,.......... to Rudi's new office before?"
13.Amel
14. Mr.
/t. ha\/
has
b.
since-in
b.
since'for
c,
for'in
times
c. for
b. already
15. My husband and I have moved four
a. yet
ffi',inrcu
we got married.
since
1/f
16. I have not finished my homework .r,r..,',,ri',,r
yet .r/
/
17. She
b.
alreadY
c. for
d' since
c, alreadY
d'
hasbeenverYbusY
,r/
y latelY
a, yet
often
Science for six months.
Suzan
has studied d. studies
a. is srudyilg / studied '
".
meat in her life! She's a true vegetarian!
19. Fanny
b, has neVer eaten c. never eaten d. never eat
a. never ate
18.
20. Merry : ",,.,.,,,..,..,.,.... it stopped raining yet?"
Rffi : "Notyet."
n^t
{
,/
a, sing
22.Shehas
,.,.........,,,...., a
a, become
23.
Melly
b.
is
c.
was
b.
singing
c,
sang
2004 .,
b. became
/ b""o*ut
teach.r rrn.u
: "Have you,..,...,...,.,...,..
Jojo
f. meet
: "Yes,l have,"
24.Ihavebeen in this
a. since
I
$,
.l
I
b.
/,
d'
have
sung
becoming
many people since you came here?"
met
town
d,
Y. for V
c.
meets
d.
meeting
y{tong time. I was here when I was born,
d. Yet
c. alreadY
We
11,
(study) English since eight months ago.
y', hasstudy
a. have studied
d. are studlng
b. havestudy
12. Yudi : "How long,..'..,'.....,..,,',you been here?"
Zaldi : "0h, for about five Years."
b. has
rt,
a. had
d.
did
"Have you.....,............., to Rudi's new office before?"
13. Amel
"Never, it's the first time."
Ferry
d' coming
come
f came
a long tiine. He has lived here .,.o,2'.i.1990.
14. Mr. John has lived here
c, for'in
b, since'for
a, since-in
/, fot'since
we got married.
15. My husband and I have moved four times
since
c. for
b. already
a. yet
l/f
a. comes
b.
16, I have not finished mY homework
,il yet .-/
,/
b.
lT,shehasbeenverYbusY
y
a, yet
alreadY
"
latelY
rr/
c. for
d. since
c. already
d.
often
Science for six months,
Suzan
t
,. has studied d, studies
a. is studying / studied
meat in her life! She's a true vegetarian!
19. Fanny
a. neverate b, hasnevereaten c. nevereaten d. nevereat
1.8.
20. Merry : ",,..,,,,.,....,,..., it stopped raining yet?"
R6€
(r/
:
"Notyet."
/il has
b.
i.
is
was
27.Upto this moment, she hasn't..'..'.,..'...:'.... three songs.
c, sang
b, singing
a, slng
2004
b. became
/
22. She has ..,.........,..,..,. a teacher since
a. become
23.
Melly
: "Have you...,...,.,.,.,.,....
Jojo
f, meet
./
becomes
24.lhavebeen in this
a. since
met
town ,
y',
d,
have
l,e
becoming
many people since you came here?"
:"Yes,lhave,"
b.
d.
c,
meets
d.
meeting
.y{tong time, I was here when I was born,
d. yet
b. for l,/ c, already
:
25.We have owned this home theater sel ..;..........;...... 2007 .And it still works!
already
b. for,
d. yet
,/ since
l-/
,/
II. Fill in the blank with the correct answer!
./,/
understand Tom is a good friend of
bA. How long have you
(know) him?"
krtu,.rn.
26. A: "1
............
. (promf,e) of buying me a new
wheater made him to change
/6 plan. frun;s,:y
27.He has
bicycle,
but the bad
,t,/
28. The students
..fu.*......f**.gnow)
32. Has hef..**.\r.?.P0usg go)
33. I .IHX...,)::..
(X:t
?
all of the new English word.
ctotV
this afternoon.
34. Have yru.frM.,L?.*1see1 my jacket?
\zzrt.
I
i\.r
a't*-
lnr/
(-<-on
3s. rhis is the worstbook r ..h*y*,..*-1Ji!,lrg"^o1;-p
36. I have worn glasses
sz. r ..h*!.nt
.
iffir
38. f ohn .h*1...*tl**/y..
.,..,..re1.1f{**.
have) tunch yet.
t#jfr,
speak) to me about rhe matte r.
39........fi1.{..,.. we've never talked the news again.
+o..*.?i.i1!!l.Wednesday she hasn't attended the class because she has been ill.
@ Good
f.
t"
-* ,'
?l
t
I
.i
.1
Luck@
rID number
Class:
X
*^
'5Ju
rmife
Pre-Test
I.
Choose4
,c
or d by putting the cross (X) on the answer sheet!
in Yogyakarta since L999.
b.
c,
lives
live
watched the movie The Lord of The Ring three times. I want to see it
b.
/tuu"
has
d
am watching
d.
has being
The old car .......,..........,. in that garage since two years ago.
a.
4.
/
/ b/
Is
c, was
has been
.................,..the show begun?
a.
5.
b.
has
have
c. had
d.
do
I could not get a room at the Sangrila Hotel because I .,........,......... reservation.
y'. "had not made
b.
were not making
Roni and
Tia
: "\Me
c. have not made
d. would not make
haven't heard Billy for such a long time,"
Me I 'l ..................,. either since he has left school."
c. am not
a/ hasn'y
/,/
b.
d. had rtot
rKaven't
(readJ today's newspape.
|\//, ,1.
c. reads
/ have read
b. hasread
d. hasbeenread
8. Mrs. Aisyah ................,... (teach) in Al Bayan Islamic School since 1.987.
'
c. taught
d. hastaught
(write) writing task for 45 minutes.
a.
/
10.
/
i,,
;.1"
-:
,
,l
am write
c.
am
n^r"vr;rittep
d.
has written
John
Rina
: "You
: "My
written
look so sad, Rina. What's going on?"
mother
{ h^sbeen
Iosinp
--- ------o
b. has just lose
her pocket."
c. Ioses
d. is losing
L1.
We
[studid) English since eight months ago.
c. has study
/ t'ruu"studied
b. have study
d. are studying
L2, Yudi : "How Iong.,..,..,.,..,.......you been here?"
Zaldi : "Oh, for about five years."
lAmel
Ferry
: "Have
you
: "Never,
/n^,
c.
,...................
to Rudi's new office before?"
d.
did
d.
wvrrrlrIS
coming
it's the first time."
7""',-' lived h6re/'r'
lfUr.lohn
has
a.
have
qt
here
c. for-in
since-for
times
15. My husband and I have moved four
a. yet
came
long time. He has lived
,.......,........... a
b.
stnce-ln
c.
..o*"
b. already
LggA.
d/for-since
we got married.
/ t",
d.
since
L6. I have not finished my homework
a.
yet
alreadV
/
c. for
d. since
17. She has..,been very busy
b.
:.................
is
already
d.
often
/
hasstudied
d.
studies
meat ip her life! She's a true vegetarian!
hasnevereaten c. nevereaten
d.
never eat
d.
have
d.
sung
d.
becoming
Science for six months,
studying
Fanny
9.
/,
a. neverate
20.
Merry
: ",..........,...,....
Rose
:
a. t rr
Iately
b.
studied
/.
it stopped raining yet?"
"Notyel" ,
F is
c.
2t.Up to this moment, she hasn't
sing
/
\zz.
b.
lrK^r,
: "Have
l
,//l6eet
Jojo
a.
i,.
'ri
r
r
you
/ became
....................
since
y met
fl for
three songs.
c.
sang-
c. becomes
many people since you came here?"
"Yes,l have." /
a.
$',
,\'
singing
shu has............,....... a teacher since z0o4
a../f\,e{o,me
"lr
....................
was
c. meets
c.
already
d.
d. yet
meeting
rI
6-ve
owned this home theater set..,'..........;,.....2007. And it still works!
c. already
b. for
d. yet
II. Fill in the blank with the correct answer!
/1-
26. A:"1 understand Tom is a good friend of yours. How long have you
him?"
-r/
zz.He h^" ..e.:2f:fd;\i:^ise)
.'t0.9.N.
fknow)
of buying me a new bicycle, but the
wheater made him to change the plan.
28. The students
29. She
l''.f......(.L?.."....pdrw) all of the new English word.
.*ly.SLi..Xffi"6arch)
any television program so far bthis week.
lrt
return)
30. The students .ho.5....ffu.1./1dr,......... (not,
31. A: "Where have you (be) of
my
thfoks
to library yet.
lfe?"b<ev
aa
32. Has h" .1.|...W-Yfiust, go) out?
33. r h4,Y-r {3.(#"r,seel
34, Have you ..f,gry35.
ro
.r;(eg
afternoon.
my jacket?
rhis is the worsr book rlrmy.e..h.:i"1il
36. I have worn
glasses
[d
ten years.
37. | .MY.-*.hyYXR,have) lunch yer,
38.
|ohn
....
(already, speak) to me about the matter
39.....1&n:....... we've never talked the news again,
40..,...*t........ Wednesday she hasn't attended the class because she has been ill.
@ Good Luck @
"+
i
f ',
t'i,]
I
bad
ID
number
, \--\urnr,ito
-,' Class: :Xf
Post-Test
I. Chg6se a, b, c or d by putting the cross (X) on the answer sheetl
in Yogyakarta since Lggg,
rcn"son has
1/
/ ..
y' nv"a
b. lives
c. live
I"
/ living
\
{ t'..,..,:1i.......i watched the movie The Lord of The Ring three times. I want to see it
U1'
garn.
ry
a.
b.
had
/l.has
//
b.
have
a, had not made
I b. were not making
/
Va,
Roni and
Tia
Me
a, hasnt
V
c. had
k
r
d.
would not make
-i
I
;
!
I
$-
d.
has being
: "l ,..........,......., either since he has left school."
haven't
c.
am not
d.
had not
| *,,,,.,...,.,..... (read) today's newspaper
c. reads
d. hasbeenread
/
n4.r.
(teachJ in Al Bayan Islamic School since Lg87.
c. taught
/
d.
I
am watching
do
n^urnot made
.
I
d.
"We haven't heard Billy for such a long time."
Aisyah
a. is'teach'
/
/ hasteach
$,
,'l ",
d,
/
y',rhaveread
y. hasread
\g/
w^u"
I could not get a room at the sangrila Hotel because I .........,,..,...... reservation.
V.
'
f
y'
has
hastaught
is losing
;
/
/
(study) English since eight months ago.
t7.,xlrle
c. hasstudY
- / havestudied
d. are studYing
b. have study
LL./udi
:
"How long.,.',.,,.,'.,.....,.you been here?"
W zAai
:
"0h, for about five years."
a.
b.
had
13. Amel
/
has
d.
nuru
did
"Have you ,.,..,..........,... to Rudi's new office before?"
"Never, it's the first time."
b.
come
d, coming
2/" ^,
long time, He has lived here,........,.......... 1990'
a
here
b. since'for
a, since-in
'+.ttt .John
'./has lived
c.
for-in
/.
for'since
15. My husband and I have moved four times ,.,,.'.?-...,,-' we got married.
a.
yet
b.
/ fo,
alreadY
d.
since
16, I have not finished mY homework
/ ,,o,
lnlreadv
c. for
d. since
/ tatety
c. already
d.
often
d,
studies
d.
never eat
d.
have
Science for six months.
Suzan
a. isstudying b. studied
/. hasstudied,
meat in her life! She's a true,vegetarian!
L9, Fanny
a. neverate b. hasnevereaten / nevereaten
20. Merry : ",...,..,.,..,,,,.,.. it stopped raining yet?"
Rose : "Not vet.l'
it
has
c.
/
/
,\'//.Upto this moment, she hasn't
a. sing
b. singing
a7
three songs,
c.
sang
c.
becomes
22.She has.........,,,.,..,... a teagher since 2004
y become
i
I
i
,/
[, became
Jojo
meet
/
24.lhave been in this town
a, since
;
$,
'i
r-t,
I
,
/
d.
tung
becoming
|\'/fi,Melly : "Have you...,,..,.,....,,.,.. many people since you came here?"
: "Yes, I have."
a.
'$
was
c,
met
...,..,r...,..r..,.. a
/. to,
d.
meets
meeting
long time, I was here when I was born.
c,
aiready
d. yet
,
/
/
DrfWp have owned this,home theater
// since :
II.
,. b. for
set,.;.,..;..,,;,. ..,;..
c.
Z0e7.And it still works!
already
FiIl ln the blankwith the correct ansurer!
d. yet
,,
understand,Tom is a good friend of yours. How long have you...F-*9y.1..,.........
) him?"
He has .,..3,1y..*ilg*.....,..;. (promise) of buying me
wheater made him to change the plan.
a new bicycle, bur rhe bad
28, The students,h**....,K*.g,Y,L g<now) all of the new English word.
29. She ;..,,.....,..r.........,.,,.,.-. (not, watch) any television program so far bthis
30. The
/
,jrrA:
week
sfi.rdents.,..h*1.,...n*,,.::*.Ytnot, return) the books to libraryyer
"where have you ....h.-e..g.n..,,, [be) of my life?:'
V./,n*.yf,.I*
I
--.zl7u
flt"",ir"ul rom this afternoon.
u yo u,.. S.9 9..f....., (s e e) m y
jac
ke t ?
^u
Jrrhis
is the worst book I .hgw..g*i.\,'#lural
36,/have worn
glasses
ten
years,
,
.rA otrn,.H.4l*'*/?",:r?Slp."r.t ro me aboutthe matter;
,r.I**.Iy.,..
we've never talked the news again.
40. ..,...*rt..;.,.. Wednesdayshe hasn't attended the class,because she has been ill.
@ Good
l"I
i,
;.| ",
-t
i
Luck@
Appendix 8
?*H.f *r FDlSTRlEl,rTlOH SnfRG*t WilES
,*5
"2S
.15
"t0
ffircofrlbderp
s$
.ox
"&
.st
.06
"ffi$
,*Sl
.ffiF
6#&
t l-sos !T?f r.rffi' 3.trt{ 6T14 te?t u"89 51.8f; 6rs6 tyts Srst
t .t16 1.06t t.3t6 t.E86 ?-9!0 4,303 4,849 6T65 9.9e5 14.09 t25t 31*60
3
.?6S ff* r.tf0 r.s8, *"sf,t 3.Is2 3ds2 {-3*t J.*4t ?.453 r$-r= !L*2,
* .?4t .94r rJr$ t"s33 L*2 Lfi6 i.Sgg
4.fS{ 5s9S ?.rE *#ltr
.Tfi .920 r.156 l.fr6 e0r5 ?5?l L75't ',?4?
5
336' 4.002 4.77t s.EF] GW
s ,?1S -9tr l"rgll 1,4+S tj,tg L4di7 L672 3.143 3,?m *311. 5,ffi *#s
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ndix 9
No
: Istimewa
l,amp. :l (satu)berkas
I{al : Peneaiuan Judul Skripsi
.4.
3
Kepada Yth,
Ketua Jurusan Pendidikan Bahasa Inggris
Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah Jakarta
Di Tcmpat
,&
A ssalamualaikum Wr. Wb.
Salam sejahtera seiring doa saya sampaikan, semoga Bapak senantiasa berada dalam
lindungan Allah SWT, serta sukses selalu dalam aktifitas sehari-hari.
Sehubungan akan berakhimya masa studi Program Strata Satu (Sl) yang sedang saya
tempuh, maka saya yang bertanda tangan dibawah ini:
Fungky Anditasari
Nama
107014000884
NIM
VIII (Delapan)
Semester
Pendidikan Bahasa Inggns
Jurusan
Bermaksud mengajukan judul skripsi sebagaimana tertera berikut ini:
T HE*E
TFECT IYENESS OT TEACHIN G.THE P'RES ENT PERFE CT TENSE
(An Etperimental Study at the First Year
S*den* of MA Jam'iyyah Islamiyyah Pondok
Aren)
Dan sebagai bahan pertimbangan, saya lampirkan:
l. Abstraksi
2. Outline
3. Daftar pustaka sernentara
Demikian surat ini saya buat dengan harapan dapat diterima. Atas perhatian Bapak
saya ucapkan terima
ll/a s s a I it mttal ai ht
Menyetujui,
i-,
m
kasih.
Wr.
l
lW.
Jakarta, l2 Mei 201 I
Pemohon"
/?f-- /t
#,,
P**^
Drs. Nasrun Mahmud
NIP:15004fi70
Q{
p*ui
u*5
Funsky Anditasari
NIM. 107014000884
. 8wt*dr- F""*"trirqh'o, Ap d
Pf Yul'*
it"=
*t''*
.,:.1,.
KEMENTERIAN AGAIUA
UIN JAXARTA
FITK
-jl fl,
'!"
,!
i\,i;li!u 1\i1... f iif."il!\.l
Ja!
"{i,
iil
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ti
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, N0 {*r'vis't
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J i X ifi.:i'li* ,f
{.n
SURAT BIMBINGAN SKRIPSI
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t t\ Slirr rl'llitl:rr:rtullalt
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Appendix
KEMENTERIAN AGAMA
UIN JAKARTA
FITK
A.
k. H, Juan& No
fi
Ci&,/at 1 5fi2
11
No. Dokumm
erbit
FORrtr (FRl
No. Revisi
h.bns*,
SURAT PERI'OHONAN IZIN PENEIITIAN
Nomor : Un.01/F. 1/KM.01 .lt\3 I narc
Lamp. : OufiinelProposal
: Permohonan lzin Penelitian
Jakarta, 11 Maret 2013
Hal
Kepada Yth,
Kepala MA Jam'iyyah lslamiyyah
Bapak H. Baharuddin, S.Ag
DiTempat
Assalamu' a laiku m wr.wb.
Dengan hormat kami sampaikan bahwa,
Nama
Fungky Anditasari
NIM
107014000884
Jurusan
Pryrdidikan Bahasa lnggris
Semester
12 (Dua Belas)
Tahun Akademik
2A1A2013
Judul SkriFsi
:THE EFFECTIVENESS OF TEACHING THE PRESENT
PERFECT TENSE THROUGH GAMES (An Experimental
Study at the Tenth Gnde Sfudenfs af MA Jam'iyyah
lsla miyyah, Soufh Ta ngerang)
adalah benar mahasiswafi Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di
instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat
mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama Saudara, kamiucapkan terima kasih.
Wassalamu'alaiku m wr.wb.
-'
fe{alprt<an Bahasa lnggns
l,J
vatrki.M.Pd
t212 199103 I 002
Tembussn.
1. Dekan FITK
Pembantu Dekan Bidang Akademik
Mahasiswa yang bersangkutrn
2.
3.
l.'
l-,
-r1,
'|
)
i
I
I
ti
.i
t'
i
MADRASAH
ALIYAH
Aprpendix 12
JAM'IYYAH ISLAMIYYAH
..4,
STATUS : TERAKREDITASI
Nomor : KW.28.4/PP.OO|7 l09l20l2
i
SI]RAT KETERANGAII PEI\IELITIAN
Nomor : l54l MAS.JYIIY20I3
Yang bertanda tangan di bawah ini adalah Kepala Madrasah Aliyatr Jam'iyyah lslamiyyah
Pondok Aren Tangerang, menerangkan bahwa
Nama
: Fungky Anditasari
NIM
:107014000884
Semester
:
Jurusan
: Pendidikan Bahasa
14 ( Empat Belas
:
)
Inggns
Judul Slcripsi : "The Efuiveness Of Teaching The Present Perfect Tense Through
Games"
Adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang telah
mengadakan penelitian ( riset ) pada lvladrasah Aliyah Jam'iyyah Islamiyyah Pondok Aren
yang dilaksanakan pada tanggal I I Maret
1
Demikianlah surat keterangan
yd
13
April 2Al.3.
ini kami buat, agar dapat dipergunakan sebagaimana
mestinya.
Pondok Aren, 13 April 2013
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