True Experimental 1-1

THE EFFECTIVENESS OF COMMUNICATIVE
APPROACH IN TEACHING THE SIMPLE

PRESENT TENSE
(An Experimental Study of the Seventh Year Students of SMP Islam Terpadu al-
Fajar Kedaung - Pamulang)
A ‘Skripsi’
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S1)
By:
Mila Rohmanurhayati
104 014 000 330
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1431 H/2010 M
THE EFFECTIVENESS OF COMMUNICATIVE
PRESENT TENSE
(An Experimental Study of the Seventh Year Students of SMP Islam Terpadu al-
Fajar Kedaung - Pamulang)
A ‘Skripsi’
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S1)
By:
Mila Rohmanurhayati
104014 000 330
APPROVED BY
Advisor
Dr. Didik Santoso, M.Pd.

NIP. 150 270 348
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1431 H/2010 M
Jakarta, 1 Juni 2009
Nomor : Istimewa
Lampiran :-
Perihal : Permohonan Perubahan Judul Skripsi
Kepada Yth,
Bapak Ketua Jurusan Pendidikan Bahasa Inggris
Fakultas Tarbiyah dan Ilmu Keguruan
UIN Syarif Hidayatullah Jakarta
Di
Tempat
Assalamu’alaikum WR. Wb.
Salam sejahtera dan silaturahmi saya haturkan kepada Bapak semoga dalam lindungan Allah
SWT dan diridhoi langkah serta aktivitas yang Bapak jalani sehari-hari. Amin.
Sehubungan dengan ini saya jelaskan dengan identitas saya adalah sebagai berikut:
Nama : Mila Rohmanurhayati
NIM : 104 014 000 330
Fakultas : Ilmu Tarbiyah dan Keguruan
Jurusan : Pendidikan Bahasa Inggris / X – B
Dengan ini saya mengajukan perubahan judul skripsi, yang berjudul:
THE EFFECTIVENESS OF USING AUDIO-LINGUAL METHOD IN TEACHING

THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year
Students of SMP Islam Terpadu al-Fajar Kedaung - Pamulang)
Menjadi:
THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE
SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of
SMP Islam Terpadu al-Fajar Kedaung - Pamulang)
Demikianlah surat permohonan ini saya ajukan, semoga Bapak berkenan menyetujuinya.
Atas perhatiannya saya ucapkan terima kasih.
Wassalamualaikum. Wr. Wb.

Wb
Dosen Pembimbing Pemohon
Dr. Didik Santoso, M.Pd. Mila Rohmanurhayati

NIP. 150 270 348 NIM. 101414000330
Acknowledgement
In the name of Allah, The Beneficent, The Merciful.
All praise be to Allah, a word of gratefulness that should come out from the writer to
Allah for His Mercy and guidance. Without His blessing, the writing of this skripsi could
never been possible.
This skripsi is titled THE EFFECTIVENESS OF COMMUNICATIVE
APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study
Of The Seventh Year Students Of SMP Islam Al-Fajar Kedaung - Pamulang) is presented to
the Faculty of Tarbiyah and Teachers Training Faculty of Syarif Hidayatullah State Islamic
University, Jakarta, for the Degree of Strata 1 (S1).
It is difficult to decide on whom to acknowledge in a skripsi like this, for so many
people have influenced her thinking about language and teaching in general, and grammar in
particular. For her special gratitude and thanks is dedicated to her beloved parents, Syarifudin
and Husnurrohmah for their support of financial and who have given a big love to the writer,
and all her sister, Lina Rakhma Widiyati, Nita Rohmatus Shalihah and her brother Cece
Rohmanul Hakim and Tendi Hidayat at home, she loves you all.
The writer is absolutely conscious that she could not carry out this duty without
helping of other, both materials and spirituals. In this occasion, the writer would like to
express the deepest gratitude to:
1. All lecturers of English Department, who have taught and given their valuable
knowledge for the writer during her study in English Department.
2. Dr. Didik Santoso, M.Pd., the writer’s advisor who has stimulated thinking in many
respects with his expert guidance and invaluable advice during the process of this
skripsi.
3. Drs. Syauki, MPd. The head of English Department and Dra. Neneng Sunengsih as
the secretary of English Department, and all staffs in English Department.
4. Dr. Dede Rosyada as a Dean of Tarbiyah and Teachers Training Faculty.
5. The Principal of SMP Islam Terpadu al-Fajar Kedaung-Pamulang, Mr. Hanapi S.pd.
and his staffs for giving the writer’s permission to held research in their institution,
the English teacher; Nurhayati S. Pdi who helped and allowed the writer to research
in her classes and also all of the seventh year students in class 7-A and 7-B SMP
Islam Terpadu al-Fajar Kadaung-Pamulang, thanks for the time and the participations.
She has learned so much from them; all the things that they given to the writer will
become her guidance to be a good teacher later. And also the staff in administration
office Erwan Setiawan, thanks for help in official statements, the spirit and jokes who
has given to the writer that make her comfortable at school.
6. For all her best friends in English Department, especially in class B Academic year
2004, thanks for the beautiful friendship, she never forgets it.
Finally, the writer realizes that this paper is not perfect yet, but hopefully practice can
make her better. Therefore, it is a pleasure for her to receive any constructive critics and
suggestion for better writing. By all modesty, the writer hopes this skripsi would be useful
for the writer and for the readers. Amin.
Tangerang, Januari 2010
The writer
Table of contents
Abstract 1 .................................................................................................. i
Abstract 2 .................................................................................................. ii
Acknowledgment ...................................................................................... iii
Table of Content ........................................................................................ v
List of Tables ............................................................................................. vii
List of Appendices .................................................................................... viii
CHAPTER I : INTRODUCTION
A. Background of Problem .................................... 1

B. Identification of Problem ................................... 3
C. Limitation of Problem........................................ 3
D. Formulation of Problem ..................................... 4
E. Significance of the study ................................... 4
F. Organization of the Writing .............................. 4
CHAPTER II : THEORETICAL FRAMEWORK
A. Theoretical Description ..................................... 6

1. The Simple Present Tense ............................ 6
2. Communicative Approach............................ 9
a. Definition............................................... 9
b. Principle................................................. 11
c. Design.................................................... 13
d. Procedures.............................................. 15
e. Strength and Weakness........................... 16
3. Audio-lingual Method .................................. 17
a. Definition............................................... 17
b. Principle................................................. 18
c. Design.................................................... 19
d. Procedures.............................................. 24
e. Strength and Weakness........................... 25
B. Conceptual Framework...................................... 26
C. Hypothesis ......................................................... 27
CHAPTER III : RESEACH METHODOLOGY
A. Objective of Study .......................................... 28

B. Time and Place of Study ................................. 28
C. Population and Sample.................................... 28
D. Research Method ............................................ 29
E. Instrument of Research ................................... 29
a. Conceptual Definition ............................... 29
b. Operational Definition............................... 29
c. Specification ............................................. 30
F. Research Procedure......................................... 30
G. Data Analysis.................................................. 30
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS

A. Data Description ............................................. 33
B. Hypothesis Testing ......................................... 38
C. Discussion ...................................................... 39
CHAPTER IV : CONCLUSION AND SUGGESTIONS

A. Conclusion...................................................... 40
B. Suggestions .................................................... 41
BIBLIOGRAPHY ................................................................................... 42
APPENDICES ......................................................................................... 44
List of tables
Table 3.1 The Description of the test items ................................................ 28

Table 4.1 Students’ Score of Experiment Class in Teaching Vocabulary .... 32
Table 4.2 Interval of the Score of Experiment Class .................................. 33
Table 4.3 Students’ Score of Control Class in Teaching Vocabulary .......... 34
Table 4.4 Interval of the Score of Control Class ......................................... 35
Table 4.5 The Result Calculation of Experiment Class ............................... 36
Table 4.6 The Result Calculation of Control Class ..................................... 37
List of Appendices
1. ..................................................................................................Lesson Planning
of Experiment Class ....................................................................... 41
2. ..................................................................................................Lesson planning
of Control Class.............................................................................. 60
3. ..................................................................................................Test of simple
present tense ................................................................................... 65
4. ..................................................................................................Key Answers of
the test ........................................................................................... 77
5. ..................................................................................................Official
Statements ......................................................................................
6. ..................................................................................................Background of
SMP Islam al-Fajar Kedaung-Pamulang .........................................
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The examination committee of the Faculty of Tarbiyah certifies that the ‘Skripsi’ (scientific
paper) entitled ‘The Effectiveness of Communicative Approach in Teaching the Simple
Present Tense’ (An Experimental Study at the Seventh Year Students of SMP Islam Terpadu
al-Fajar Kadaung-Pamulang) written by Mila Rohmanurhayati, student’s registration
number: 104014000330, was examined by the committee on Friday, January 23 rd 2009, and
was declared to have passed and, therefore, fulfilled one of the requirements for academic
title of ‘SPd’ in English language education at the Department of English Education.
Jakarta, January 23rd, 2010

Examinnation Committee:
CHAIRMAN : Drs. Syauki, M.Pd. ( ………………… )

NIP. 150 246 289
SECRETARY : Neneng Sunengsih, S.Pd. ( ………………… )

NIP. 150 293 232
EXAMINER 1 : Drs. Nasrun Mahmud, M.Pd. (……………….…)

NIP. 150 041 070
EXAMINER 2 : Dra. Hidayati, M.Pd. ( ………………… )

NIP. 150 231 927
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA.

NIP. 150 231 356
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tanda di bawah ini,
Nama : Mila Rohmanurhayati

Tempat/Tgl.Lahir : Tangerang, 09 Desember 1986
NIM : 104014000 330
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Communicative
Approach in Teaching the Simple Present
Tense
Dosen Pembimbing : Dr. Didik Santoso, M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, Januari 2010

Mahasiswa Ybs.
Mila Rohmanurhayati
NIM. 104014000330
BIOGRAPHY
Mila Rohmanurhayati, a name given by her

parents as a pray for her life was born in Tangerang,
on December 9th, 1986. She was the third daughter
from Murdaud Syaefullah (Alm), a government
employee, and Eno Husnurrochmah, the most
patient women and very close with her children
including the writer who has finished this skripsi.
The writer’s educational background began
from the Elementary School namely SDN Jati Gintung 03, Mauk-Tangerang (1992 to
1998). She continued her study to the Islamic Junior High School; it was MTs
Daarul Muqimien Sukadiri-Tangerang (1998 to 2001), and Islamic Senior High School
at MAN Mauk-Tangerang (2001 to 2004). And she tried to get her dream to be an
English teacher by studying in English Department at Syarif Hidayatullah State
Islamic University Jakarta from 2004 until 2009.
Mila, that’s a name called by her friends. While the writer was studying in
university, she had several working experiences. She began his career in 2008 as
an English teacher of senior high School and Islamic Junior High School until now.
ABSTRACT
ROHMANURHAYATI, MILA. 2010, The Effectiveness of Communicative Approach In

Teaching The Simple Present Tense (An Experimental Study of The Seventh Year
Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi,
Department of English Education, The Faculty of Tarbiyah and Teachers’
Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Didik Santoso, M.Pd. Dr.
Key words: Communicative Approach, and Simple Present Tense.
The purpose of this study is to describe the objective condition of effectiveness of

Communicative Approach in teaching the simple present tense. It includes the students’
grammar mastery by using Communicative Approach, the effect of students’ interest towards
the students grammar mastery, the students’ motivation that can be affect the students’
grammar mastery in teaching learning process, and the students’ achievement by using
Communicative Approach in teaching the simple present tense.
The aim of the research is to gain the information about using Communicative
Approach in teaching the simple present tense; moreover it is conducted to get the effective
technique in teaching the simple present tense at the seventh year students of Islamic Junior
High School (SMP Islam Terpadu) Kedaung-Pamulang. Sample of the research is as much
44 students of seventh year. This research is using experiment method in the quantitative
form by collecting data from observation, and test.
The data collected in this research analyzed by using t-test. According to the result of
statistical calculation, it is obtained the value of to ( t observation ) is 1,119 and the value of
“tt” ( t table ) from the df (45) on degree of significance of 5 % is 2,02. It means that the
value of to is lower than the value of tt. Based on the result, the null hypothesis (Ho) which
says there is no effective influence of using communicative approach in teaching the simple
present tense is accepted. It means that the alternative hypothesis (Ha) which says that there
is effective influence of using communicative approach in teaching the simple present tense
is rejected.
Based on the finding of this study it can be concluded that using Communicative
Approach in teaching the simple present tense is quite didn’t success, because the final score
of test was given by the writer is same with the students that teaching using Audio-lingual
Method.
ABSTRACT
ROHMANURHAYATI, MILA. 2009, The Effectiveness of Communicative Approach In

Teaching The Simple Present Tense (An Experimental Study of The Seventh Year
Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: Didik Santoso, M.Pd. Dr.
Kata Kunci: Pendekatan Komunikatif, dan Simple Present Tense.
Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu
penggunaan pendekatan komunikatif dalam mengajar simple present tense pada kelas 7 siswa
Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Tujuan tersebut antara lain, ke
efektifan penggunaan pendekatan komunikatif terhadap penguasaan struktur bahasa Inggris
siswa, motivasi siswa yang dapat mempengaruhi penguasaan strukur bahasa Inggris dalam
kegiatan belajar mengajar, dan prestasi siswa yang menggunakan pendekatan komunikatif
dalam pembelajaran struktur bahasa Inggris.
Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang
penggunaan pendekatan komunikatif dalam mengajar struktur bahasa Inggris selebihnya hal
ini dilakukan untuk mendapatkan ke efektifan teknik dalam mengajar struktur bahasa Inggris
di kelas 7 siswa Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Siswa yang
termasuk dalam penelitian ini berjumlah 44 orang. Penelitian ini termasuk penelitian
experimen dalam bentuk quantitatif dengan mengumpulkan data-data dari observasi, dan test.
Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan t-test.

Berdasarkan hasil statistik, telah didapatkan nilai to (t observasi) yaitu sebesar 1,119 dan nilai
dari tt (t table) dari df (45) pada taraf signifikan 5% yaitu sebesar 2,02. Dari hasil tersebut
jelas bahwa nilai to lebih rendah dari pada tt. Selanjutnya dapat ditarik kesimpulan bahwa
hipotesis nihil (Ho), yaitu tidak ada pengaruh yang signifikan dari penggunaan pendekatan
komunikatif dalam mengajar simple present tense diterima. Sedangkan hipotesis alternatif
(Ha), yaitu ada pengaruh yang signifikan dari penggunaan pendekatan komunikatif dalam
mengajar simple present tense ditolak.
Berdasarkan hasil dari penelitian ini, dapat disimpulkan bahwa penggunaan pendekatan
komunikatif dalam mengajar struktur bahasa Inggirs adalah kurang berhasil, karena hasil
akhir dari test yang diberikan penulis itu tidak jauh berbeda dengan hasil akhir siswa yang
diajar dengan menggunakan Metode Audio-Lingual.
1. Nama : Mila Rohmanurhayati
2. Tempat, Tanggal Lahir :Tangerang, 09 Desember 1986
3. NIM : 104014000 330
4. Jurusan / Prodi : Pendidikan Bahasa Inggris
5. Program : Reguler
6. Judul Skripsi : THE EFFECTIVENESS OF COMMUNICATIVE
PRESENT TENSE.
7. Pembimbing : Dr. Didik Santoso, M.Pd.
8. Penguji : 1. Drs. Nasrun Mahmud, M.Pd.
2. Dra. Hidayati, M.Pd.
9. Tanggal Lulus : 23 Januari 2009
10. Nomor Ijazah ( diisi oleh Bag. Akademik ) _________________________
11. Indeks Prestasi/Yudisium :
12. Jabatan dalam Organisasi
Kemahasiswaan :-
13. Alamat Asal : Jl. Raya Mauk KM.16 Ds. Jati Waringin
Rt. 003/ 02 No.30 kec. Mauk Kab. Tangerang
BANTEN 15530
Tlp. 021-27115180 / 083890762843
14. Alamat Sekarang : Jl. Raya Mauk KM.16 Ds. Jati Waringin
Rt. 003/ 02 No.30 kec. Mauk Kab. Tangerang
BANTEN 15530
15. Nama Ayah : Murdaud Syaefullah (Alm)
16. Pendidikan Terakhir Ayah : D3
17. Pekerjaan Ayah :-
18. Nama Ibu : E. Husnurrochmah
19. Pendidikan Terakhir Ibu : Madrasah Tsanawiyah
20. Pekerjaan Ibu : Ibu Rumah Tangga
Jakarta, 0ktober 2009

Calon Wisudawati
Mila Rohmanurhayati
CHAPTER I
INTRODUCTION
This chapter presents the introduction which includes background of problem,

identification of problem, limitation of problem, formulation of problem, significance of the
study, the organization of the writing.
A. Background of Problem
English is one of the international languages. It functions as a means of
communication in the world. Some countries use English as their first language and second
language and some use it as a foreign language. Indonesia, as a part of the world, uses
English as the foreign language which must be taught in the school.
The student in learning English doesn’t only master four basic skills which consist of
listening, speaking, reading and writing. But student also learn it’s components in order to
speak and to write English correctly. The components of language such as grammar,
pronunciation and vocabulary are taught to support the development of those skills. The
students who study English need to learn grammar, so that they can use English well.
Grammar may be roughly defined as the way a language manipulates and combines
words (or bits of words) in order to form longer units of meaning. For example, in
English the present form of the verb be in the third person has two distinct forms, one
(is) being used with a singular subject and the other (are) with a plural; and if the
plural are is combined with a singular subject, the result is usually unacceptable or
ungrammatical. And be (am) being used with the first singular subject.1
According to paragraph above, it means that in simple present tense uses be (am) for
the first singular subject, (is) for the third singular subject, and (are) for the second singular
subject and the first and third plural subject.
Today, language teaching is not easily categorized into methods and trends. Instead,
each teacher is called on to develop a sound overall approach to various language
classrooms. This approach is a based principle for the teacher chooses particular
design and techniques for teaching a foreign language in a particular context. There
are no instant recipes. No quick and easy method guaranteed to provide success.
Every learner is unique. Every teacher is unique. Every learner-teacher relationship is
1
Penny Ur, Grammar Practice Activities: A Practical guide for teachers, (New York: Cambridge
University Press, 1988), p. 4.
unique, and every context is unique. The task as a teacher is to understand the
properties of those relationships.2
In English language teaching, there are many kinds of method that can be used by the
teacher. One of the methods used in English teaching is the communicative approach.
Richards and Rodgers (1986) describe Communicative Language Teaching (CLT) as
an approach rather than method, since it is defined in rather broad terms and
represents a philosophy of teaching that is based on communicative language use.
CLT has developed from the writings of British applied linguists such as Wilkins,
Widdowson, Brumfit, Candlin, and others, as well as American educators such as
Savignon (1983), all of whom emphasizes notional-function concepts and
communicative competence, rather than grammatical structures, as a central to
language teaching.3
In learning English, the students sometimes have a problems especially with
grammar, some students think that it is boring subject and when they learn English they try to
avoid the grammar because it is such confusing rules and hard when they have to study
grammar especially with tenses, the example tense is the simple present tense, they find some
difficulties when they learn the rules of this tense.
Based on the reason above, the writer chooses the simple present tense taught in the
seventh year students because the simple present tense is one of the rules in English. And the
simple present tense is the most simple tenses in English. So, the students will easy to
understand this rules. And the writer’s hope that the students will not think that grammar is a
boring subject and confusing rules, especially with tenses.
In this research, the writer choose two class, the first as experiment class taught using
Communicative Approach and the second as control class taught using Audio-lingual
method. The goal of this research to prove: Is Communicative Approach effective in teaching
the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-
Pamulang?
B. Limitation of Problem
To avoid misunderstanding and to clarify the problem, it is necessary to make the
limitation of the problem; the writer will limit the problem on teaching the simple present
tense using communicative approach at the seventh year students of SMP Islam Al-Fajar
Kedaung-Pamulang in odd semester.
C. Formulation of Problem
2
H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New York: Addison
Wesley: Longman, 2000), p. 14.
3
Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Press, 2005) p. 146.
Based on the above description, the problem is formulated as: Is Communicative
Approach effective in teaching the Simple Present Tense at the seventh year student of SMP
Islam Al-Fajar Kedaung-Pamulang?
D. Significance of the Study

The result of this research is expected to be useful for:
1. The Writer
is expected to give new knowledge to the further researcher to do the better The study
is expected to give new information to the writer about how to teach the simple present
tense using communicative approach.
2. The Further Researcher
This study research of teaching and learning cases.
3. The Students
This study is expected to describe the effective way or method in learning the simple
present tense.
4. The English Teacher
This study is expected to give an input in order that he/she can use the various
methods in teaching English, especially grammar.
5. Headmaster
To make an effort to increase the various methods in teaching learning English in
order they get better English score.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the description of the theoretical framework used in the study. It
includes; the basic concept of the simple present tense, communicative approach and audio-
lingual method, conceptual framework and hypothesis.
A. THEORETICAL DESCRIPTION
a. The Simple Present Tense
Basically tenses consists of three parts, they are past, present and future. But in
modern English tenses become six parts, they are: the present tense, present perfect tense,
the past tense, past perfect tense, the future tense and future perfect tense.
According to Harry A. Greene, that “Tense is the grammatical term for the form
of a verb that show the time of the action or state of being that the verb expresses.”4
According to Susan Emolyn Harman in her book Descriptive English Grammar
that the simple present tense is the form a verb to indicate the time of the action or the
state of being as present.5
The present tense represents an action, being, or state of being as;6
Habitual action or being, extending from some points in the past through the present
into the future; e.g. I live in the country.
General truths, etc; e.g. barking dogs seldom bite.
Future time, as in old English, sometimes with an accompanying adverb to point to a
future time; e.g. I hope it does not rain tonight.
Historical present is employed in narration, book review, reports, etc., to represent
past events; e.g. Hamlet dies in the last scene of the play.
Then, A. J. Thomson and A.V. Martinet defined that the simple present has the
same form as the infinitive but add an ‘s’ for the third person singular.7 Infinitive; to
work.
4
Harry A. Greene, et all, Basic Language; Message and Meaning, (New York: Harper & Row
Publisher, Inc., 1982), p. 288.
5
Susan Emolyn Harman, Descriptive English Grammar; 2nd edition, (New Jersey: Prentice Hall, Inc.,
1950), p.116.
6
Susan Emolyn Harman, Descriptive English grammar ... p. 116
7
A. J. Tomson and A. V. Martinet, A Practical English Grammar; third edition, (Hongkong: English
Language Book Society/oxford University Press, 1980), p. 145.
Negative
Affirmative Negative Interrogative
interrogative
I work I do not work Do I work? Do I not work?
You work You do not work Do you work? Do you not work?
He works You does not Does he Does he not work?
work work?
We work We do not work Do we work? Do we not work?
She works She does not Does she Does she not work?
work work?
They work They do not Do they Do they not work?
work work?
The uses of the simple present tense according to A. J.Thomson and A.V.
Martinet are:
The main use of simple present tense is to express habitual actions: e.g. he smokes,
dogs bark, cats drink milk, birds fly.
It can be used for dramatic narrative. This is particularly when describing the action
of a play, opera, etc.
It can be used for a planned future action or series of actions, particularly when they
refer to a journey.
It is used in conditional sentences.
It is used in time clause.
Ann Cole Brown states that the simple present tense is a verb in English to show
an action that takes place in the present.8
She states the form of simple present tense is:9
Singular Plural
I talk we talk
You talk you talk
He /she/it talks they talk
To form the present tense of regular and irregular verbs, use the infinitive or add
–s or –es to the infinitive.
They play softball every Sunday.[infinitive]
8
Ann Cole Brown, Grammar and Composition; Second Course, (Boston: Houghton Mifflin Company,
1984), p. 138-139.
9
Ann Cole Brown, Grammar and Composition... p. 138-139.
Kathy plays first base. [Infinitive plus –s]
Dad never misses a game. [Infinitive plus –es]
Use verbs in the present tense according to Ann Cole Brown are to show:
An action that takes place in the present; e.g. I need help.
An action that repeated regularly; e.g. we visit my grandmother everyweek.
A condition that is true at any time; e.g. this book contains three parts.
According to English Language Center Brigham Young University that the
simple present tense is the simple form of verb.10
Then, most verbs have two forms for the simple present tense, e.g.:
I Joe
You He
Bill and I Helen
We Like milk She Likes milk
Bill and
The Cat
Jume
They It
To make negative of simple present tense, add don’t or doesn’t.

I He
You She
Don’t Doesn’t
We
It
They
To ask questions in the simple present tense, we use forms of do.

Do + Subject + Verb
Do I need a
pencil?
Do we need paper?
Do you speak English?
Do they want milk?
Does he play soccer?
Does she have a job?
Does it eat fish?
10
English Language Center Bringham Young University, Expedition into English; Grammar 1, (New
Jersey: Prentice Hall Regents, 1991), p. 72.
Then, English Language Center Brigham Young University states the uses of
simple present tense are to talk about;
Facts; e.g, Tigers live in Asia.
Habit; e.g. I watch the news every night.
Attitude/desire; e.g. They work classical music.
Thinking/senses; e.g. I smell smoke.
Based on the theories above, it can be concluded that the simple present tense is
the simple form of verb to show an action that takes place in the present , and must add
‘s’ in the end of verb for the third person singular.
2. Communicative Approach
a. Definition of Communicative Approach
In English language teaching, there are many kinds of method used by the
teacher. One of them is communicative approach.
H. Douglas Brown states that Communicative Language Teaching (CLT) or
Communicative Approach is the “push toward communication” (Higgs & Clifford
1982)11
Richards and Rodgers (1986) describe Communicative Language Teaching
(CLT) as an approach rather than method, since it is defined in rather broad
terms and represents a philosophy of teaching that is based on communicative
language use. CLT has developed from the writings of British applied linguists
such as Wilkins, Widdowson, Brumfit, Candlin, and others, as well as American
educators such as Savignon (1983), all of whom emphasize notional-function
concepts and communicative competence, rather than grammatical structures, as
a central to language teaching.12
11
H. Douglas Brown, Principles of Language Learning and Teaching Fourth Edition, (New York:
Longman, 2000), p. 266.
12
Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press, 2005), P. 146.
According to Diane Larsen-freeman: “Communicative approach is one of
methods that emphasize the acquisition of linguistic structures or vocabulary”.13
According to her, when we communicate, we use the language to accomplish some
function, such arguing, persuading or promising. Moreover, we carry out these
functions within a social context. A speaker will choose a particular way to express
his argument not only based upon his intent and his level of emotion, but also on
whom he is addressing and what his relationship with that person is.
Graham Lock states the communicative approach is the method to make the
learners can use the language to communicate appropriately in real context.14
Based on the assumptions above, the writer assumes that communicative
approach is the approach that emphasizes the acquisition of linguistics to make the
student have the communicative competence appropriately in real context.
b. Principle of Communicative Approach

To make the students be communicative in English teaching and learning, so we
must know the principles in communicative approach.
Some of these principles are summarized below:15
1. Meaning is of primary importance in CLT, and contextualization is a basic
principle.
2. Attempts by learners to communicate with the language are encouraged
from the beginning of instruction. The new language system will be learned
best by struggling to communicate one’s own meaning and by negotiation
of meaning through interaction with others.
3. Sequencing of materials is determined by the content, function, and/or
meaning that will maintain students’ interest.
4. Judicious use of the native language is acceptable where feasible, and
translation may be used when students find it beneficial or necessary.
5. Activities and strategies for learning are varied according to learner
preferences and needs.
6. Communicative competence, with an emphasis on fluency and acceptable
language use, is the goal of instruction. “Accuracy is judged not in the
abstract, but in context”
Finocchiaro and Brumfit mention some characteristics of Communicative
Approach as follows:16
13
Diane Larsen-Freeman, Techniques and Principles in language Teaching, (New York: Oxford
University Press, 1986), p. 123.
14
Graham Lock, Functional English Grammar; an introduction for second language teachers, (New
York: Cambridge University Press, 1996), p. 265.
15
Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press, 2005), P. 146.
16
Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A
Description and Analysis, (Cambridge: Cambridge University Press, 1986). p. 66.
Meaning is paramount.
Dialogs, if used, center on communicative functions and are not normally
memorized.
Conceptualization is a basic premise.
Language learning is learning to communicate.
Effective communication is sought.
Drillings may occur, but peripherally.
Comprehensible pronunciation is sought.
Any device, which helps the learners, is accepted-varying according to
their age, interest, etc.
Attempts to communicate may be encouraged from the very beginning.
Judicious use of native language is accepted where feasible.
Translation may be used where students need or benefit from it.
Reading and writing can start from the first day, if desired.
The target linguistic system will be learned best through the process of
struggling to communicate.
Communicative competence is the desired goal.
Linguistic variation is a central concept in materials and methodology.
Sequencing is determined by any consideration of content, function, or
meaning which maintains interest.
Teachers help learners in any way that motivates them to work with the
language.
Language is created by the individual often through trial and error.
Fluency and acceptable language is the primary goal: accuracy is judged
not in the abstract but in context.
Students are expected to interact with other people, either in the flesh,
through pair and group work, or in their writing.
The teacher cannot know exactly what language the student will use.
Intrinsic motivation will spring from an interest in what is being
communicated by the language.
Based on the principles above, it can be concluded that true communication is
purposeful in communicative approach. Teacher gives the students an opportunity to
express their opinion and their ideas. So, the student will be motivated to study a
foreign language since they will feel they are learning to do something useful with the
language they study.
c. Design of Communicative Approach

In order to the teaching learning activities is successful, so the teacher must
know the design of communicative approach. The design of Communicative
Approach consists of five parts:
1) Objective
Piepho (1981) discusses the following levels of objectives in a
communicative approach;
• A general education level of extra-linguistic goals (language learning
within the school curriculum)
• A level of individual learning needs (remedial learning based on error
analysis)
• An affective level of interpersonal relationships and conduct (language
as a means of expressing values and judgments about oneself and others)
• A linguistic and instrumental level (language as a semiotic system and
an object of learning)
• An integrative and content level (language as a means of expression)17
Based on the objective above, it means that communicative approach
can be used in all education level. The goal of this method is to make the
students have the communicative competence.
2) The syllabus
Discussions of the nature of the syllabus have been central in
Communicative Language Teaching (CLT) or Communicative Approach.
We have seen that one of the first syllabus models to be proposed was
described as a notional syllabus (Wilkins 1976), which specified the
semantic-grammatical categories (e.g, frequency, motion, location) and the
categories of communicative function that learners need to express.18
Yalden (1983) describes the major current communicative syllabus types
with reference sources to each model:
No Type Reference
1. Structures plus functions Wilkins (1976)
2. Functional spiral around Brumfit (1980)
a structural core
3. Structural, functional, Allen (1980)
instrumental
4. Functional Jupp and Hodlin (1975)
5. Notional Wilkins (1976)
6. Interactional Widdowson (1975)
7. Task-based Prabhu (1983)
8. Learner generated Candling (1976), Henner-
Stanchina and Riley (1978)
3) Learner roles
Breen and Candlin describe the learner’s role within CLT in the following
terms:
The role of learner as negotiator-between the self, the learning process and
the object of learning-emerges from and interacts with the role of joint
negotiator within the group and within the classroom procedures and
activities which the group undertakes. The implication for the learner is that
17
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73.
18
he should contribute as much as he gains, and thereby learn in an
interdependent way. (1980: 110)19
Based on the statement above, it can be concluded that the learners
have the important roles in communicative approach. They should be given
the opportunity to express their ideas and opinions. They must also be able to
manage the process of negotiating meaning with their interlocutors.
4) Teacher roles
Breen and Candlin describe teacher roles in the following terms:
The teacher has two main roles: the first roles: the first role is to facilitate
the communication process between all-participants in the classroom, and
these participants and the various activities and texts. The second role is to
act as an independent participant within the learning-teaching group. The
latter role is closely related to the objectives of the first role and arises
from it. This role imply a set of secondary roles for the teachers: first, as an
organizer of resources and as a resource himself, second as a guide within
the classroom procedures and activities… a third role for the teacher is that
of researcher and learner, with much to contribute in terms of appropriate
knowledge and abilities, actual and observed experience of the nature of
learning and organizational capacities. (1980: 99)20
According to statement above, it means that teacher have an important
roles in communicative classroom. The teacher is manager of classroom
activities. One of his major responsibilities is to establish situations likely to
promote communication.
5) The role of instructional materials
A wide variety of materials have been used to support communicative
approaches to language teaching. Practitioners of Communicative
Language Teaching view materials as a way of influencing the quality of
classroom interaction and language use. Materials thus have the primary
role of promoting communicative language use. We will consider three
kinds of materials currently used in CLT and label these text-based, task-
based, and realia.21
The writer assumes that the role of instructional materials in
communicative classroom used the authentic language materials, consist of
three kinds of materials, they are text-based, task-based and realia. For example,
the teacher uses a copy of a genuine newspaper article. He also assigns the
students homework, requiring they listen to a live radio or television broadcast.
d. Procedure of Communicative Approach

19
20
21
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... P. 79.
In teaching the simple present tense in the experiment class using
communicative approach, the writer uses the procedures below:
1) The teacher greets to the students.
2) The teacher distributes a handout that has a copy of the text in the simple
present tense from the English book.
3) The teacher tells the students to underline the sentences in the simple
present tense.
4) The teacher gives the students the direction for the activity in the target
language.
5) The students try to mention the sentences in the simple present tense in
different sentence.
6) The students unscramble the sentences of the handout.
7) The students play a language game.
8) The students are asked how they feel about the sentences.
9) A student makes an error. The teacher and the students ignore it.
10) The teacher gives each group of students a strip story and a task to perform.
11) The students work with a partner to predict what the sentences in the next
picture in the strip story will look like.
12) The students are to do a role play. They are to imagine that they are all
employees of the same company.
13) The teacher reminds the students that one of them is playing the role of the
boss and they should remember this when speaking to her.
14) The teacher moves from group to group offering advice and answering the
questions.
15) The students suggest alternative forms they would use to state a prediction
to a colleague.
16) After the role play is finished, the students elicit the relevant vocabulary.
17) For their homework the students are to analyze the sentences in the simple
present tense in the text on the English book.
e. Strength and Weakness of Communicative Approach

Communicative approach is one of the methods in teaching English. There are
student like and dislike with the teaching learning uses this method. It has the
strengths and the weakness.
The writer concludes the strengths and weakness of Audio-lingual Method
from the book of Jack C. Richard “Approach and Method in Language Teaching”.22
1) Strengths of Communicative Approach:
Students can develop their communicative intent.
Students can learn from the experience.
Students can improve their motivation.
Teachers and students can create a context which supports learning.
2) Weakness of Communicative Approach:

It takes more time for teacher to make preparation.
It needs teacher’s creativity to make the class a live.
The teacher should master the materials in shorts of real situation in
class activities
The communicative function is often lost in the concentration on
grammatical form.
Students often master form without ever mastering how the form is used
to perform a communicative act.
3. Audio-lingual Method
a. Definition of Audio-lingual Method
Audio-lingualism has probably had a greater impact on second or foreign
language teaching than any other method.
According to Wilga M. Rivers, in her book Teaching Foreign Language
Skills, “The Application of Audio Lingual Method took the form of mimicry-
memorization (usually of dialogue material) and structural pattern drilling
(whereby students learned to manipulate structures to a point of automatic
response to a language stimulus)”.
The four language skills (listening, speaking, reading and writing) are
emphasized through oral drills and pattern practice, Rivers says; there are five
assumptions of audio-lingual method, namely:
a. Language is speech not writing
b. A language is a set of habit
c. Teaching the language and not about the language
d. A language is what its native speaker say, not what someone thinks they
ought to say
e. Languages are different.23
David Nunan states the presentation and practice stages are the heart of
audio-lingualism. The presentations were to be done exclusively in the target
language.24
22
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 64-83
23
Wilga M. Rivers, Teaching Foreign Language Skill, (Chicago: The University of Chicago Press,
1995), p. 81.
In teaching, Robert Lado states that audio-lingual method is “a method that
considers listening and speaking the first and central task in learning a language, and
reading and writing as skills follow speaking and listening.25
From the statement above, it means that this method emphasizes listening and
speaking in teaching learning process, reading and writing as skills that follow
speaking and listening.
So, the writer assumes that audio-lingual method is an approach which
emphasizes on drilling, memorization and practice in teaching learning process.
f. Principle of Audio-lingual Method

The principle of the Audio-lingual Method may be summed up in the
following list (adapted from Prator and Celce-Murcia 1979):26
1) The teacher greets to the students.
2) New material is presented in dialogue form.
3) There is dependence on mimicry, memorization of set phrases. And over-
learning.
4) Structures are sequenced by means of contrastive analysis and taught one
at a time.
5) Structural pattern are taught using repetitive drills.
6) There is little or no grammatical explanation; grammar is taught by
inductive analogy rather than deductive explanation.
7) Vocabulary is strictly limited and learned in context.
8) There is much use of tapes, language labs, and visual aids.
9) Great importance is attached to pronunciation.
10) Very little use of the mother tongue by teachers is permitted.
11) Successful responses are immediately reinforced.
12) There is a great effort to get students to produce error-free utterances.
13) There is a tendency to manipulate language and disregard content.
For a number of reasons the Audio-lingual Method (ALM) enjoyed many
years of popularity, and even to this day, adaptations of the ALM are found in
contemporary methodologies. The ALM was firmly rooted in respectable theoretical
perspectives at the time. Materials were carefully prepared, tested, and disseminated,
to educational institution. “Success” could be more overtly experienced by students as
they practiced their dialogs in off-hours.
24
David Nunan, Language Teaching Methodology; a textbook for teachers, (London: Longman, 1991),
p.231.
25
Robert Lado, Language Approach; A Scientific Approach, (New York: Mc. Graw Hill inc, 1976), p.
180.
26
H. Douglas Brown, Principles of Language Learning and Teaching fourth edition, (San Francisco
State University: Longman, 2000), p. 74-75.
But the popularity did not last forever. Due in part to Wilga Rivers’s (1964)
eloquent exposure of the shortcomings of the ALM, and its ultimate failure to teach
long-term communicative proficiency, its popularity waned. We discovered that
language was not really acquired through a process of habit formation and over-
learning. Those errors were not necessarily to be avoided at all costs, and that
structural linguistics did not tell us everything about language that we needed to
know. While the ALM was a valiant attempt to reap the fruits of language teaching
methodologies that had preceded it, in the end it still fell short, as all methods do. But
we learned something from the very failure of the ALM to do everything it had
promised, and we moved forward.
g. Design of Audio-lingual Method

In order to the teaching learning activities is successful, so the teacher must
know the design of Audio-lingual method. The design of Audio-lingual method
consists of:
Objectives
Brooks distinguish between short-range and long-range objectives of an audio-
lingual program. Short-range objectives include training in listening
comprehension, accurate pronunciation, and recognition of speech symbol as
graphic sign on the printed page, and ability to reproduce these symbols in
writing (Brooks, 1964: 111). “These immediate objective imply three others:
first, control of the structures of sound, form, and order in the new language;
second, acquaintance with vocabulary items that bring content into these
structures; and the third, meaning, in terms of significance these verbal
symbols have for those who speak the language natively” (Brooks, 1964: 113).
Long-range objectives “Must be language as the native speaker uses it, there
must be some knowledge of a second language as it is possessed by a true
bilingualist” (Brooks, 1964: 107)27
Based on the statement above, it means that the teacher wants his students be
able to use the English communicatively.
The syllabus
Audio-lingualism is a linguistic, or structure-based, approach to language
teaching. The starting point is a linguistic syllabus, which contains the key
items of phonology, morphology, and syntax of the language arranged
according to their order of presentation. These may have been derived in part
from a contrastive analysis of the differences between the native tongue and
the target language, since these differences are thought to be the cause of the
27
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 52
major difficulties the learner will encounter. In addition, the lexical syllabus of
basic vocabulary items also usually specified in advance.28
The writer assumes that the syllabus that used is linguistic syllabus, with the
key item of phonology to make the students have a good pronunciation because
pronunciation is taught from the beginning.
Types of learning and teaching activities
Dialogues and drills form the basis of audio-lingual classroom practices.
Dialogues provide the means of contextualizing key structures and illustrate
situations in which structures might be used as well as some cultural aspects of
the target language. Dialogues are used for repetition and memorization.
Correct pronunciation, stress, rhythm, and intonation are emphasized. After a
dialogue has been presented and memorized, specific grammatical patterns in
the dialogue are selected and become the focus of various kinds of drill and
pattern-practice exercises.29
The use of drills and pattern practice is a distinctive feature of the Audio-
lingual Method. Various kinds of drills are used. Brooks (1964: 156-61) includes
the following:
1. Repetition. The student repeats an utterance aloud as soon as he has heard it.
He does this without looking at a printed text. The utterance must be brief
enough to be retained by the ear. Sound is important as form and order.
2. Inflection. One word in an utterance appears in another form when repeated.
3. Replacement. One word in an utterance is replaced by another.
4. Restatement. The student rephrases an utterance and addresses it to someone
else, according to instructions.
5. Completion. The student hears utterance that is complete except for one word,
then repeats the utterance in completed form
6. Transposition. A change in word order is necessary when a word is added.
7. Expansion. When a word is added it takes a certain place in the sequence.
8. Contraction. A single word stands for a phrase or clause
9. Transformation. A sentence is transformed by being made negative or
interrogative or through change in tense, mood, voice, aspect, or modality.
10. Integration. Two separate utterances are integrated into one.
11. Rejoinder. The student makes an appropriate rejoinder to a given utterance.
He is told in advance to respond in one of the following ways:
Be polite, answer the questions, agree, agree emphatically, express surprise,
express regret, disagree, disagree emphatically, question what is said, fail to
understand.
12. Restoration. The student is given a sequence of words that have been culled
from a sentence but still bear in basic meaning. He uses these words with a
minimum of changes and additions to restore the sentence to its original form.
He may be told whether the time is present, past or future.
According to the statement above, it means that the types of learning and
teaching activities in Audio-lingual method presented through dialogs, emphasizes
on drilling, memorization and practice.
28
29
Learner roles
Learners are viewed as organisms that can be directed by skilled training
techniques to produce correct responses. Learners play a reactive role by
responding to stimuli, and does have little control over the content, pace, or
style of learning. They are not encouraged to initiate interaction, because this
may lead to mistakes. The fact that in early stages learners do not always
understand the meaning of what they are repeating is not perceived as a
drawback, for by listening to the teacher, imitating accurately, and responding
to and performing controlled tasks they are learning a new form of verbal
behavior.30
The writer assumes that students are imitators of the teacher’s model or the
tapes she supplies of model speakers. They follow the teacher’s direction and
respond as accurately and as rapidly as possible.
Teacher roles
In Audiolingualism, as in Situational Language Teaching, the teacher’s role is
central and active; it is a teacher-dominated method. The teacher models the
target language, controls the direction and pace of learning, and monitors and
corrects the learner’s performance. The teacher must keep the learners
attentive by varying drills and tasks and choosing relevant situations to
practice structures. Language learning is seen to result from active verbal
interaction between the teacher and the learners. Failure to learn results only
from the improper application of the method, for example from the teacher not
providing sufficient practice or from the learner not memorizing the essential
patterns and structures, but the method itself is never to blame.31
The writer assumes that the teacher is directing and controlling the language
behavior of her students. She also is responsible for providing her students with a
good model for imitation.
The role of instructional material
Instructional materials in Audio lingual Method assist the teacher to develop
language mastery in the learner. They are primarily teacher oriented. A student
textbook is often not used in the elementary phases of a course where students
are primarily listening, repeating and responding. At this stage in learning,
exposure to the printed word may not be considered desirable, because it
distracts attention from the aural input. The teacher, however, will have access
to a teacher’s book that contains the structured sequence of lesson s to be
followed and the dialogues, drills, and other practice activities. When
textbooks and printed materials are introduced to the student, they provide the
texts of dialogues and cues needed for drills and exercises.
Tape recorders and audiovisual equipment often have central roles in an
audio-lingual course. If the teacher is not a native speaker of the target
language, the tape recorder provides accurate models for dialogues and
drills.32
30
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p.56
31
32
Based on the text above, it can be concluded that the role of instructional
material consists of students’ textbook, teacher’s book, tape recorder and audiovisual
equipment.
h. Procedure of Audio-lingual Method

In teaching the simple present tense in the control class using audio-lingual
method, the writer using the following procedures:
1) The teacher introduces a new dialogue.
2) The language teacher uses only the target language in the classroom. Actions,
pictures, or realia are used to give meaning otherwise.
3) The language teacher introduces the dialogue by modeling it two times, she
introduces the drills by modeling the correct answer; at other times, and she
corrects mispronunciation by modeling the proper sound in the target
language.
4) The students repeat each line of the new dialogue several times.
5) The students stumble over one of the lines of the dialog. The teacher uses a
backward build up drill with this line.
6) The teacher initiates a chain drill in which each student greets another.
7) The teacher uses single-slot and multiple-slot substitution drills.
8) The teacher says, “Very good,” when the students answer correctly.
9) The teacher uses spoken cues and picture cues.
10) The teacher conducts transformation and question and answer drills.
11) When the students can handle it, the teacher poses the question to them
rapidly.
12) The teacher provides the students with cues, she calls on individuals; she
smiles encouragements, she holds up pictures one after another.
13) New vocabulary is introduced through lines of the dialogue; vocabulary is
limited.
14) The teacher does a contrastive analysis of the target language and the
students’ native language in order to locate the place where she anticipates her
students will have trouble.
15) The teacher writes the dialog on the whiteboard toward the end of the week.
The students do some limited written work with the dialog.
i. Strengths and Weakness of Audio-lingual Method
The writer concludes the strengths and weakness of Audio-lingual Method
from the book of Jack C. Richard “Approach and Method in Language Teaching”.33
1) Strengths of Audio-lingual Method
The strengths of Audio-lingual Method as mention below:
Students are able to make sentence pattern, which have been drilled.
Students have good pronunciation.
It makes students to have a good comprehension in listening.
2) Weakness of Audio-lingual Method
Beside the strength, the weakness of the Audio-lingual Method likes mention
below:
Students do not always understand the meaning of word that they are
repeating.
Studying using Audio-lingual procedures is boring and unsatisfying.
The students are not really active because it is a teacher dominated
method.
B. CONCEPTUAL FRAMEWORK
Learning is a process. It is said to be a process, because there is something to do (input)
and result of the process (output). In the teaching-learning process, a learner as raw input has
specific characteristics. The factors influencing learners in the teaching-learning process are
curriculum, teachers, facilities, and management that work in a school.
The student’s successful is influenced by the English teacher method in teaching
English. If the teacher uses a good method and interest for students, so the teaching learning
process will be good too and make students enjoy for learning English.
In learning English, the students sometimes have a problems especially with grammar,
some students think that it is boring subject and when they learn English they try to avoid the
grammar because it is such confusing rules and hard when they have to study grammar
33
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 44-63
especially with tenses, the example tense is the simple present tense, they find some difficult
to understand when they learn rules of using this tense.
In English language teaching, there are many kinds of method that can be used by the
teacher. One of the methods used in English teaching is the communicative approach.
Theoretically, the communicative approach is more effective than audio-lingual method
because one of the principles of communicative approach is meaning is primary importance.
And one of the principles in audio-lingual method is great important is attached to
pronunciation. It proven that meaning is more important that pronunciation. In audio-lingual
method, the students only have a good pronunciation. They don’t always understand the
meaning of the word that they are repeating. But in communicative approach, the students are
able to use the language communicatively because communicative competence is desired
goal.
The other reason to prove that communicative approach is more effective than audio-
lingual method is the studying using audio-lingual procedure is boring and unsatisfying for
students, and in communicative approach the activities and strategies for learning are varied
according to learner preferences and needs. It means that using communicative approach is
more satisfying and not making the students bored. So, the students become more active and
communicative because students as the student center in teaching learning process.
Based on the statements above, the writer assumes that communicative approach is
effective in teaching the simple present tense at the seventh year students of SMP Islam Al-
Fajar Kedaung-Pamulang.
C. HYPOTHESES
Based on the theory in concept above, the writer concludes the hypothesis could be
formulated as follow:
1. Null Hypothesis (Ho).
It means that communicative approach is not effective in teaching the simple present
tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.
2. Alternative Hypothesis (Ha)
It means that communicative approach is effective in teaching the simple present
tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this research.
Includes the objective of study, time and place of research, population and sample, research
method, instrument of research, research procedure and data analysis.
A. Objective of Study
As mention on previous chapter, the objective of this study is to know is effective the
result on teaching the simple present using communicative approach.
B. Time and Place of Study

This research was carried out at the seventh year students of SMP Islam al-Fajar,
located at Jl. Aria Putra No. 102 Kedaung-Pamulang. The observation was conducted from
November to December 2008.
C. Population and Sample

The Population in this research is all of the seventh year students of SMP Islam Al-
Fajar Kedaung-Pamulang. The seventh year of this school consists of three classes with 40
students in class VII A, 38 students in class VII B and 38 students in class VII C. So, all the
students in seventh year are 116 students.
The writer did not take total number of population as sample but it was taken
randomly 44 students. That was taken from the class of VII-A and VII-B, the VII-B as the
experiment class and VII-A as the control class. The sample is taken by using cluster random
sampling.
D. Research Method
This research is an experimental study in which the experimental class and controlled
class were conducted by the writer. In this research, the writer taught the students in
experimental class using the communicative approach and controlled class using audio-
lingual method.
The research was done for ten meetings. The writer gave the pre-test in the first
meeting. Then, after ten meetings the writer gave post test to both of the class. The test was
same in quality and quantity to keep the reliability of the test. It was given to know which
class got better learning achievement.
E. Instrument of Research
The instrument of the research, the writer used the English grammar test to know
students’ score in learning the simple present tense. And to know ‘is effective using
communicative approach in teaching the simple present tense?’ The test had been given
twice, those are pre-test and post-test. The test consists of 30 questions. In instrument of
research include the specification as follow:
N Sub-
Variable Dimension Number of items Total
o dimension
1. Is 1,4,5,6,18,20. 6
2. To be Am 9,16,24 3
3. Simple Are 3,23,27,29,30 5
4. present 2, 7, 13, 14, 21,
Transitive 8
tense 25, 26, 28.
Verb
5. 8, 10, 11, 12, 15,
Intransitive 8
17, 19, 22.
Total 30
F. Research Procedure
Before doing research, the writer observed the location and population of SMP Islam
Al-Fajar. The research was done in two classes, namely in experiment class and control class.
The next step was treatment, where the experiment class would be taught using
communicative approach and the control class would be taught using Audio-lingual method.
The writer gave the English grammar test before and after ten meetings in teaching
the simple present tense of two classes using communicative approach and another using
audio-lingual method. The test consists of 30 items. There is no different question or format
of question that was given to the students.
G. The Technique of Data Analysis

To analyze the data, the writer uses t-test. The writer compared the score between
experimental class and controlled class. This technique is useful to prove statistically is more
effective using communicative approach than using audio-lingual method.
To find out the differences of students’ score in using communicative approach
compared to the students’ score that used audio-lingual method, so the writer uses t-test
formula.
Before using t-test formula, the writer has to find out the mean differences of
variables by using formula as follows:
M1 ’
=M +i
(∑ fx ) '
and M2 ’
=M +i
(∑ fy ) '
(N ) (N )
And after getting mean differences of variables, the writer has to find out the standard
of deviation of variable and standard error mean of variable by using formula as follows:
1. SD1 = i
∑ fx '2
−
(∑ fx ) ' 2
N N
2. SD1 = i
∑ fy '2
−
(∑ fy ) ' 2
N N
SD1
3. SEM1 =
N1 − 1
SD2
4. SEM2 =
N2 −1
The next step is found out the standard error mean difference of variables by using
formula as follows:
2 2
SEM1-M2 = SE M 1 + SE M 2
Then the last step is determining t-test by using formula:
t0 = M 1 − M 2
SE M 1− M 2
t0 = t-observation
M1 = Mean of Variable X (Variable I)
M2 = Mean of Variable Y (Variable II)
SEM1 = Standard Error of Mean Variable X
SEM2 = Standard Error of Mean Variable Y
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the writer presents research finding consists of data description,
hypothesis testing and discussion.
1. Data Description
The data of the research will be described in the following table:
Table 1.1
Students’ Score of Experiment Class
Students Score Students Score
1 43 12 60
2 60 13 56
3 33 14 40
4 60 15 26
5 76 16 60
6 60 17 20
7 60 18 33
8 76 19 50
9 60 20 53
10 53 21 56
11 70 22 66
Total Score 1171
Average 53.23
The table above describes the students’ score of experiment class in learning the simple
present tense using communicative approach at the seventh year student of SMP Islam Al-
Fajar Kedaung Pamulang in odd semester. In the experiment class consist of 22 students with
different score on each student. Based on the table above, the highest score is 76 and the
lowest score is 20. The total of students’ score is 1171 and the average is 53.23.
Table 1.2
Students’ Score of Control Class
Students Score Students Score
1 43 12 40
2 53 13 33
3 60 14 26
4 16 15 56
5 40 16 46
6 53 17 80
7 50 18 50
8 53 19 40
9 43 20 60
10 40 21 23
11 76 22 50
Total Score 1031
Average 46.86
The table above describes the students’ score of control class in learning the simple
present tense using audio-lingual method at the seventh year student of SMP Islam Al-Fajar
Kedaung Pamulang in odd semester. In the control class consist of 22 students with different
score on each student. Based on the table above, the highest score is 80 and the lowest score
is 16. The total of students’ score is 1171 and the average is 53.23.
Table 1.3
Interval of Score of Experiment Class
Score f
77-83 0
70-76 3
63-69 1
56-62 8
49-55 3
42-48 3
35-41 1
28-34 2
23-27 1
16-22 1
N1=22
The interval class on table above is 7. F is frequency of the total students’ score in
interval class. N (Number of Cases) is the total of frequency or the total number of students
in experiment class.
Table 1.4
Interval of Score of Control Class
Score f
77-83 1
70-76 1
63-69 0
56-62 3
49-55 6
42-48 3
35-41 4
28-34 1
23-27 2
16-22 1
N2= 22
The interval class on table above is 7. F is frequency of the total students’ score in
interval class. N (Number of Cases) is the total of frequency or the total number of students
in control class.
Table 1.5
The Mean Calculation of Experiment Class
Score f X x' (x')2 fx' (fx')2
77-83 0 3 9 0 0
70-76 3 2 4 6 12
63-69 1 1 1 1 1
56-62 8 M' (59) 0 0 0 0
49-55 3 -1 1 -3 3
42-48 3 -2 4 -6 12
35-41 1 -3 9 -3 9
28-34 2 -4 16 -8 32
23-27 1 -5 25 -5 25
16-22 1 -6 36 -6 36
N1=23 -24 130
The table above is describes mean calculation in experiment class. Based on the table
above, the interval class is 7. F is frequency of the total students’ score in interval class. N
(Number of Cases) is the total of frequency or the total number of students in control class. X
is mean (M) or average (59).
Table 1.6
The Mean Calculation of Control Class
Score f Y y' y'2 fy' fy'2

77-83 1 4 16 4 16
70-76 1 3 9 3 9
63-69 0 2 4 0 0
56-62 3 1 1 3 3
49-55 6 M' (52) 0 0 0 0
42-48 3 -1 1 -3 3
35-41 4 -2 4 -8 16
28-34 1 -3 9 -3 9
23-27 2 -4 16 -8 32
16-22 1 -5 25 -5 25
N1=22 -17 113
The table above is describes mean calculation in control class. Based on the table above,
the interval class is 7. F is frequency of the total students’ score in interval class. N (Number
of Cases) is the total of frequency or the total number of students in control class. X is mean
(M) or average (52).
To find out the differences of students’ score in using communicative approach compared
to the students’ score that used audio-lingual method, so the writer uses t-test formula with
the following steps:
1. Determining Mean I with Formula:
M1 = M’ + i
(∑ fx ) = 59 + 7 (− 24) = 59 – 7.30 = 51.69
'
(N ) (23)
2. Determining Mean II with Formula:
M2 = M’ + i
(∑ fy ) = 52 + 7 (− 17 ) = 52 – 5.41 = 46.59
'
(N ) (22)
3. Determining of Standard Deviation of Variable I:
SD1 = i
∑ fx '2
−
(∑ fx ) ' 2
=7
130  − 24 
− 
2
 = 7 5.65 − (1.04 )
2
N N 23  23 
=7 5.65 − 1.08
= 7 x 2.14
=14.98
4. Determining of Standard Deviation of Variable II:
SD2 = i
∑ fy '2
−
(∑ fy ) ' 2
=7
113  − 17 
− 
2
 = 7 5.136 − (0.77 )
2
N N 22  22 
= 7 5.136 − 0.597
= 7 4.539
= 7 x 2.130
= 14.91
5. Determining Standard of Error Mean of Variable I:

SD1 14.98 14.98 14.98
SEM1 = = = = = 3.19
N1 − 1 23 − 1 22 4.69
6. Determining Standard of Error Mean of Variable II:

SD2 14.91 14.91 14.91
SEM2 = = = = = 3.25
N2 −1 22 − 1 21 4.58
7. Determining Standard or Error Mean Difference of Mx and My:
2 2
SEM1-M2 = SEM 1 + SE M 2 = (3.19)2 + (3.25)
= 10.169 + 10.588
= 20.757
= 4.55
8. Determining t0 with formula:
M1 − M 2 51.69 − 46.59 5.1
t0 = = = = 1.119
SE M 1− M 2 4.55 4.55
9. Determining t-table in significance level 5% and 1% with df:

df = ( N 1 + N 2 ) − 2 = (22 + 22) − 2 = 44 − 2 = 42.
Because the value of 42 is not mentioned in the table, the writer use that closer to 42 is 45
as (df) degree of freedom.
a. The significance level of 5% tt (t-table) = 2.02
b. The significance level of 1% tt (t-table) = 2.69
10. The comparison between t-score with t-table:
t-score = 2.02 > 1.119 < 2.69
2. Hypotheses Testing
The writer hypotheses described in chapter one ‘Is the communicative approach
effective in teaching the simple present tense?’
The Statistic hypotheses states:
If t0 (t-observation) higher than tt (t-table), it means communicative approach is
effective in teaching the simple present tense. Ha is accepted and H0 is rejected.
If t0 (t-observation) lower than tt (t-table), it means communicative approach is not
effective in teaching the simple present tense. Ha is rejected and H0 is accepted.
From the result of the statistic calculation indicates that the value of the t0 is 1.119.
The degree of freedom (df) is 42 (obtained from (N1+N2-2) = (22+22-2)) in this skripsi, the
writer used the degree of significance of 5% and 1%. In the table of significance, it can be
seen that on df = 45 and on the degree of significance of 5% and 1%, the value of the degree
of significance are 2.02 and 2.69.
Since t0 score in the table is smaller than tt score obtained from the result of the
calculation, the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is
accepted, or is not effective teaching the simple present tense using communicative approach.
3. Discussion
In learning English students sometimes have problems especially with grammar.
Students think that grammar is a boring subject and when they learn English they try to avoid
grammar because it is such confusing rules and hard when they have to study grammar
especially with tenses. For example tense is the simple present tense. They find some
difficulties to understand when they learn rules of using this tense.
In English language teaching, there are many kinds of methods that can be used by
the teacher. Two of the methods used in English teaching are the Communicative Approach
and Audio-lingual Method. So, the writer used both of the method in this research, that is
communicative approach and audio-lingual method.
The goal of this research is to prove “Is communicative approach effective in
teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar
Kedaung-Pamulang?”
Theoretically, the communicative approach is more effective than audio-lingual
method because one of the principles of communicative approach is meaning is primary
importance. And one of the principles in audio-lingual method is great important is attached
to pronunciation. It proven that meaning is more important that pronunciation. In audio-
lingual method, the students only have a good pronunciation. They don’t always understand
the meaning of the word that they are repeating. But in communicative approach, the students
are able to use the language communicatively because communicative competence is desired
goal.
The other reason to prove that communicative approach is more effective than audio-
lingual method is the studying using audio-lingual procedure is boring and unsatisfying for
students, and in communicative approach the activities and strategies for learning are varied
according to learner preferences and needs. It means that using communicative approach is
more satisfying and not making the students bored. The students become more active and
communicative because the students as the student center in teaching learning process.
Based on the statements above the writer assumes that using communicative approach
is effective in teaching the simple present tense at the seventh year students of SMP Islam
Al-Fajar Kedaung-Pamulang because the communicative approach is more effective than
audio-lingual method.
This research is an experimental study in which the experimental class and controlled
class were conducted by the writer. In this research the writer taught the students in
experimental class using communicative approach and the students in controlled class using
audio-lingual method. The research was done ten meetings. After ten meetings the writer
gave post test to both of the class. The test was same in quality and quantity to keep the
reliability of the research. It was given to know how the scores of communicative approach
in teaching the simple present tense. The test had been given twice, they are pre-test and
post-test. At each of pre-test and post test consist of 30 questions, there is no different
question or format of question that was given to the students on pre-test and post test.
To analyze the data, the writer uses “t-test” formula. The writer compared the score
between experimental class and controlled class. This technique is useful to prove
statistically “Is effective using communicative approach in teaching the simple present tense
at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?”
Based on the data collected from the test gained from the experimental class taught by
using communicative approach and the controlled class taught by using the audio-lingual
method showed the mean scores of test in experimental class was 51.69, while the mean
scores of test in controlled class was 46.59 and t0 (t observation) is 1.119. The degree of
freedom (df) is 42 obtained from (N1+N2-2) = (22+22-2). In this paper, the writer uses the
degree of significance of 5%. In the table of significance, it can’t be found the df of 42. So
it’s used the df of 45, and on the degree of significance of 5%, the value of degree of
significance is 2.02. Comparing with the each value of degree of significance, the result is
2.02 > 1.119.
According to the explanation the analyses of the result on the tables above, we can
interpret that teaching the simple present tense using communicative approach is not
effective. It can be seen on the tables of score above that the students who learn simple
present tense using communicative approach and audio-lingual method are not effective. The
students’ score of simple present tense taught using communicative approach same with
taught using audio lingual method; it means that communicative approach is not effective in
teaching the simple present tense.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion. In this chapter the writer
would like to give some conclusion and offer some suggestions that may have relation to the
subject.
A. CONCLUSION
Based on the result of the analysis of the research, it shows that the value of “t0” (t-
observation) is 1.119. And the value of “tt” (t-table) from the df (42) on degree of
significance of 5% is 2.02. It means that the value of t0 is lower than the value of tt. So, the
alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted, or it can be
said that is not effective using communicative approach in teaching simple present tense.
It can be said that using communicative approach in teaching the simple present tense
is not effective. It shows from the students’ score of simple present tense taught using
communicative approach is same with the students’ score of simple present tense taught
using audio-lingual method.
The conclusion is that the students’ score of simple present tense taught using
communicative approach is same with taught using audio-lingual method. So, it is not
effective, and since the value of t0 is lower that the value of tt. Therefore, teaching simple
present tense by using communicative approach is didn’t more effective than by using audio-
lingual method.
B. SUGGESTION
There are some suggestions that can be given in relation to the writer’s conclusion.
The suggestions are as follows:
1. In teaching English should base on the rules in lesson plan and syllabus that state.
2. The English teacher should make an interesting method in teaching grammar, so it didn’t
make students bored.
3. The English teacher should to explain the rules of grammatical form clearly until student
understand the material they learn.
4. The teacher should give more exercise for students about the simple present tense in
order to students can understand.
5. In order to make students easier to understand and interest in learn grammar, so the
teacher should use media, as pictures, realia, etc.
6. The teacher should always motivate the students by giving rewards to the students who is
able to do the task correctly.
7. Teacher must help learners in any way that motivates them to work with the language.
8. The students are suggested to be familiar in learning simple present tense based on
communicative approach procedure.
Those are some suggestions to the teacher as an addition to complete the way of
teaching learning process in the classroom.
REFERENCES
Arikunto, Suharsimi, Prosedur Penelitian; Suatu Pendekatan Praktik, Jakarta: PT.

Rineka Cipta, 2006.
2 th
Azar, Betty Schrampfer, Understanding and Using English Grammar, ed., New
Jersey: Prentice Hall, Inc, 1989.
Brown, Ann Cole, Grammar and Composition; Second Course, Boston: Houghton
Mifflin Company, 1984.
Brown, H. Douglas, Principles of Language Learning and Teaching, 4th edition, New
York: Addison Wesley Longman, Inc, 2000.
Brown, H. Douglas, Teaching by Principles; An Interactive Approach to Language

Pedagogy, 2nd edition, New York: Addison Wesley Longman, Inc, 2001.
Farkhan, Muhammad, An Introduction to Linguistics, Jakarta: UIN Press, 2006.
Greene, Harry A. et all, Basic Language; Message and Meaning, New York: Harper &
Row Publisher, Inc., 1982.
Harman, Susan Emolyn, Descriptive English Grammar; Second Edition, New Jersey:
Mc. Graw Hill, Inc, 1976.
Harmer, Jeremy, The Practice of English Language Teaching, 3rd edition, Harlow:
Pearson Education Limited, 2001.
Hornby, A.S. Guide to Patterns and Usage in English: second edition, Oxford: English
Language Book Society/ Oxford University Press, 1975.
Larsen, Diane and Freeman, Technique and Principle in Language Teaching, Oxford:
Oxford University Press, 1986.
Lock, Graham, Functional English Grammar; an introduction for second language

teachers, New York: Cambridge University Press, 1996.
Nunan, David, Language Teaching Methodology; a textbook for teachers, London:

Longman. 1991.
Nunan, David, Designing Tasks for the Communicative Classroom, London: Longman.
1989.
University, English Language Center Bringham Young, Expedition into English:

Grammar 1, New Jersey: Prentice Hall Regents, 1991.
Ur, Penny, Grammar Practice Activities; a practical guide for teachers, Cambridge:
Cambridge University Press, 1988.
Richards, Jack C and Theodore S. Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis, Cambridge: Cambridge University Press,
1986.
Rivers, Wilga M., Teaching Foreign Language Skill, Chicago: The University of Chicago
Press, 1995.
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Grafindo Persada, 2005.
Sugiyono, Statistika untuk Penelitian, Bandung: CV. Alfabeta, 2007.
Tomson, A.J. and A. V. Martinet, A Practical English Grammar; third edition, Oxford:
English Language Book Society/ Oxford University Press, 1980.
LESSON PLAN OF EXPERIMENT CLASS USING
COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMP
Kelas/Semester : VII/1
Tema : The Simple Present Tense
Linguistics Aspect; Structure
Waktu : 1x Pertemuan (2JPx35 menit)
Tahun Pelajaran : 2008/2009
PERTEMUAN KE-1:
I. Kompetensi Dasar
Structure:
Memahami tata bahasa yang terdapat dalam kalimat / percakapan
transaksional dan interpersonal sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat dan lancar untuk
berinteraksi dengan lingkungan terdekat.
II. Indikator
• Siswa mampu memahami kegunaan to be dalam simple present
tense dengan benar.
• Siswa mampu membedakan penggunaan to be dalam simple
present tense dengan tepat.
• Siswa mampu melengkapi kalimat dalam menggunakan to be
dengan benar.
• Siswa mampu menyusun / membuat kalimat menggunakan to be
dengan tepat secara tulisan.
dengan tepat secara lisan.
• Siswa mampu berkomunikasi menggunakan to be dalam simple
present tense dengan guru maupun siswa secara komunikatif.
III. Materi Pokok dan Uraian Materi Pokok
Language form: (Informative question + Verb be)
Asking:
Informative Ver Possessive Personal Question
question be pronoun identification mark
Is Your Names /
His adresses /
What ?
Are phone
Her
number
Is He / she
How old - ?
Are You / they
Giving:
Possessive Work related with
Be Name
pronoun personal identification
Arman and
Their Names Are
Olivia
My
Olivia,
His Name Is
Arman, Fadli
Her
Match the following table with the answers!

1. ( ... ) What is your name? a. I am 12 years old.
2. ( ... ) What is your full name? b. It is 234124
3. ( ... ) How do you spell your c. Suwarno Rosadi
name? d. My address is at Lakbok
4. ( ... ) What is your address? Street no. 23, Ciamis.
5. ( ... ) What is your phone e. My name is Suwarno
number? f. S-U-W-A-R-N-O
6. ( ... ) How old are you? R-O-S-A-D-I
IV. Sumber dan Media Pembelajaran

a. Sumber Pembelajaran
• Firmansyah Diyata. Stepping More; for Junior High School /
Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005), hal.7-
8.
b. Media Pembelajaran: Teacher's voice, hand out and
textbook.
V. Metode/ Strategi Pembelajaran

Metode : Komunikatif
Strategi : 2 arah.
GGHGHJHJHJH
VI. Rencana Pembelajaran:
Pendahuluan
• Salam dan tegur sapa
• Mengabsen siswa
• Memotivasi siswa
Kegiatan Pokok
• Guru membacakan dan menjelaskan kalimat yang menggunakan
to be dalam simple present tense.
• Siswa mendengarkan dan menyimak penjelasan guru.
• Guru memberikan pertanyaan kepada siswa secara lisan, yang
berhubungan dengan to be dalam kalimat simple present tense.
• Siswa menjawab pertanyaan-pertanyaan guru secara lisan dengan
bersamaan.
• Siswa menjawab pertanyaan-pertanyaan guru secara lisan dengan
personal.
• Guru memberikan pertanyaan secara tertulis.
• Siswa menjawab pertanyaan kalimat to be dalam simple present
tense.
Kegiatan Penutup
• Menyimpulkan inti dari materi pokok
• Memberikan latihan soal yang untuk mengecek pemahaman siswa
• Memberikan latihan untuk PR.
VII. Penilaian
Penilaian Proses : Dilakukan pada saat proses belajar
berlangsung
Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai
pada English grammar test.
Instrument : Soal tes terlampir.
Telah diperiksa, Tangerang, 3 November 2008

Guru Bidang Study Guru Praktikan
Nurhayati S, Pd.I Mila Rohmanurhayati


PERTEMUAN KE-2:
I. Kompetensi Dasar
Structure:
II. Indikator
tense dengan benar.
dengan benar.
Write down the questions for the following answers and practice it with
your classmate.
Teacher : ____________________________________
Student : My name is Lukito
Teacher : ____________________________________
Student : L-U-K-I-T-O H-A-R-Y-A-D-I
Teacher : ____________________________________
Student : I am 10 years old.
Teacher : ____________________________________
Student : My address is at Sukamekar Street No. 12 Sukabumi.
Teacher : ____________________________________
Student : it is 203224.

•Firmansyah Diyata. Stepping More; for Junior High School /
Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005), hal.8.
b. Media Pembelajaran: Teacher's voice, hand out and textbook.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru mengulas materi pertemuan sebelumnya yaitu kalimat yang
menggunakan to be dalam simple present tense.
• Siswa mendengarkan dan menyimak penjelasan guru tentang
materi pada pertemuan sebelumnya.
tense secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung



PERTEMUAN KE-3:
I. Kompetensi Dasar
Structure:
II. Indikator
tense dengan benar.
dengan benar.

Read the following text! (Bacalah teks berikut ini!)
I am Aji. I am a student. I am a thirteen. Lina is my sister. She is eleven.
Fajar is my brother. He is seven years old.
Write T in the brackets if the statement is TRUE or F if it is FALSE.

1. Aji is thirteen. ( )
2. He is a teacher. ( )
3. Lina is Aji’s mother ( )
4. She is eleven. ( )
5. Fajar is his brother. ( )
6. He is seven. ( )

♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High
School VII, (Surakarta: Penerbit dan Percetakan Mediatama,
2007), hal. 10.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru mengulas materi pertemuan sebelumnya yaitu kalimat yang
menggunakan to be dalam simple present tense.
materi pada pertemuan sebelumnya.
Kegiatan Penutup
VII. Penilaian
berlangsung


PERTEMUAN KE-4:
I. Kompetensi Dasar
Structure:
II. Indikator
tense dengan benar.
dengan benar.

Study the following patterns!
(Pelajarilah pola kalimat dibawah ini!)
Be (am / are /
Subject Example
is)
I Am I am a student.
You Are You are the student.
They Are They are students.
We Are We are students.
He Is He is a student.
She Is She is a student.
It Is It is a book.
Complete the sentences in column A with the appropriate words in
column B. (Lengkapi kalimat-kalimat dikolom A dengan kata-kata
yang tepat dikolom B)
No. Column A Column B

1. I ………… Aji. Is
2. I ………… thirteen. Am
3. My father ……….. Anwar Is
Gunawan
4. He ……… Reporter. Am
5. My mother ………. Rini Is
Gunawan.
6. She ……….. a teacher. Is

2007), hal. 12.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru menjelaskan macam-macam to be.
• Guru menjelaskan penggunaan to be dalam simple present tense.
macam-macam dan pneggunaan to be.
• Guru memberikan pertanyaan secara lisan.
• Siswa menjawab pertanyaan guru secara bersamaan.
• Siswa menjawab pertanyaan guru secara personal
Kegiatan Penutup
VII. Penilaian
berlangsung



PERTEMUAN KE-5:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kailmat dalam simple present tense
bentuk positif dengan benar.
• Siswa mampu membedakan penggunaan verb (kata kerja) dalam
simple present tense bentuk positif dengan tepat.
• Siswa mampu melengkapi kalimat menggunakan kata kerja dalam
simple present tense bentuk positif dengan benar.
• Siswa mampu menyusun / membuat kalimat menggunakan kata
kerja dalam simple present tense bentuk positif dengan tepat
secara tulisan.
kerja dalam simple present tense bentuk positif dengan tepat
secara lisan.
• Siswa mampu berkomunikasi menggunakan kata kerja dalam
simple present tense bentuk positif dengan guru maupun siswa
secara komunikatif.

Bentuk simple present tense positive (affirmative) memiliki pola kalimat
sebagai berikut:
S + V (s/es) + O
I / you / we / they study English
He / she / it studies English
Examples:
I go to school at 06.30
Mr. Hadi teaches English
We study English on Monday and Thursday.
They play the basketball in the afternoon.

2007), hal. 36.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru menjelaskan macam-macam kata kerja dalam simple present
tense bentuk positif.
• Guru menjelaskan penggunaan kata kerja dalam simple present
macam-macam dan penggunaan kata kerja dalam simple present
• Siswa menjawab pertanyaan guru secara personal.
• Siswa menjawab pertanyaan dalam simple present tense bentuk
positif secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung


PERTEMUAN KE-6:
I. Kompetensi Dasar
Structure:
II. Indikator
bentuk negatif dengan benar.
• Siswa mampu membedakan penggunaan verb (kata kerja) dalam
simple present tense bentuk negatif dengan tepat.
simple present tense bentuk negatif dengan benar.
kerja dalam simple present tense bentuk negatif dengan tepat
secara tulisan.
• Siswa mampu menyusun / membuat kalimat menggunakan kerja
dalam simple present tense bentuk negatif dengan tepat secara
lisan.
• Siswa mampu berkomunikasi menggunakan kata kerja dalam
simple present tense bentuk negatif dengan guru maupun siswa
secara komunikatif.

Untuk menjelaskan keadaan yang tidak dilakukan pada waktu
sekarang, digunakan simple present bentuk negative sentence. Untuk
membuat simple present bentuk negative digunakan pola berikut ini:
Subject + don’t / doesn’t + V1 +
object
I / you /we/ they + don’t
go
He / she / it + doesn’t
come
Affirmative: Negative:
I go to school everyday. I don’t go to school on Sunday.
He studies with his friend. He doesn’t study alone.
She listens to the music everynight. She doesn’t watch TV.
Write down the negative sentences. Number 1 is an example.

1. (+) Mrs. Sinta teaches Biology.
(- ) She doesn’t teach English. (English)
2. (+) I like seafood.
______________ . (Chinese food)
3. (+) Mike sings pop music.
_____________________. (Rock music)
4. (+) Rika plays the piano.
____________________. (Violin)
5. (+) They go to the park on weekends.
_______________________________. (On Monday)

2007), hal. 39.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru menjelaskan macam-macam kata kerja dalam simple present
tense bentuk negatif.
• Guru menjelaskan penggunaan kata kerja dalam simple present
macam-macam dan penggunaan kata kerja dalam simple present
negatif secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung



PERTEMUAN KE-7:
I. Kompetensi Dasar
Structure:
transakaional dan interpersonal sangat sederhana dengan
II. Indikator
bentuk interrogative dengan benar.
• Siswa mampu membedakan penggunaan auxilliary (kata kerja
bantu) dalam simple present tense bentuk interrogative dengan
tepat.
simple present tense bentuk positif dengan benar.
• Siswa mampu menyusun / membuat kalimat menggunakan
auxilliary dalam simple present tense bentuk interrogative dengan
tepat secara tulisan.
• Siswa mampu menyusun / membuat kalimat menggunakan
auxilliary dalam simple present tense bentuk interrogative dengan
tepat secara lisan.
• Siswa mampu berkomunikasi menggunakan auxilliary dalam simple
present tense bentuk interrogative dengan guru maupun siswa
secara komunikatif.

Study the explanation below! (Pelajari penjelasan berikut!)
Untuk menanyakan kegiata yang merupakan kebiasaan dapat
dugunakan pola sebagai berikut:
Interrogative sentence; Do/does + subject + V1 + Object.
For example; Do you bring the English book? Yes, I do. / No, I don’t.
Do you play football? Yes, I do No, I don’t

Do we take a note? Yes, we do No, we don’t
Do they come late? Yes, they do No, they don’t
Does he study in the Yes, he does No, he
library? doesn’t
Does she write a letter? Yes, she No, she
doesn’t doesn’t.
One of your friends has returned from the library. Ask him the following
questions:
e.g. (Go to the library every Tuesday).
Do you go to the library every Tuesday?
1. (Read a book in the library)
_______________________.
2. (Take a note)
_______________________.
3. (Meet other friends)
_______________________.
4. (Have difficulties in finding book)
_______________________.
5. (Borrow some books)
_______________________.

2007), hal. 49-50.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru menjelaskan macam-macam auxilliary dalam simple present
tense bentuk interrogative.
• Guru menjelaskan penggunaan auxilliary dalam simple present
macam-macam dan penggunaan auxilliary dalam simple present
interrogative secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung



PERTEMUAN KE-8:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami makna teks dalam simple present tense
dengan benar.
• Siswa mampu menyimpulkan isi dari teks dengan kalimat simple
• Siswa mampu menyebutkan kalimat dalam simple present tense
bentuk positif, negatif dan interrogatif dengan benar.
• Siswa mampu menyusun / membuat kalimat menggunakan bentuk
positif, negatif dan introgatif dengan tepat secara tulisan.
• Siswa mampu menyusun / membuat kalimat menggunakan bentuk
positif, negatif dan introgatif dengan tepat secara lisan.
• Siswa mampu berkomunikasi menggunakan simple present tense
bentuk positif, negatif dan interrogative dengan guru maupun siswa
secara komunikatif.

Read the following text and then answer the question!
Iwan is a Junior High School student. He is in his first year. He is in
his classroom. He listens to Mr. Hamid. Mr. Hamid is his mathematics
teacher. Mr. Hamid is in front of the class. He teaches mathematics. He
doesn’t teach English. Iwan and his classmates study mathematics.
1. Does iwan a student?
2. When is iwan now?
3. Does he listen to Mr. Hamid?
4. Who is Mr. Hamid?
5. Does he an English teacher?

2007), hal. 7.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru membacakan teks dalam simple present tense dengan ejaan
dan intonasi yang benar.
• Guru menjelaskan isi teks dalam simple present tense.
• Siswa menjawab pertanyaan yang berhubungan dengan teks
dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung



PERTEMUAN KE-9:
I. Kompetensi Dasar
Structure:
II. Indikator
♦ Siswa mampu memahami makna teks dalam simple present tense
dengan benar.
♦ Siswa mampu menyimpulkan isi dari teks dengan kalimat simple
♦ Siswa mampu menyebutkan kalimat dalam simple present tense
bentuk positif, negatif dan interrogatif dengan benar.
♦ Siswa mampu menyusun / membuat kalimat menggunakan
bentuk positif, negatif dan introgatif dengan tepat secara tulisan.
♦ Siswa mampu menyusun / membuat kalimat menggunakan
bentuk positif, negatif dan introgatif dengan tepat secara lisan.
♦ Siswa mampu berkomunikasi menggunakan simple present tense
bentuk positif, negatif dan interrogative dengan guru maupun
siswa secara komunikatif.

Read the text about Mr. Raharja’s house below carefully!
(Bacalah teks tentang Rumah Mr. Raharja berikut ini baik-baik!)
My Grandfather’s House
My grandfather, Raharja, lives in a village near Mount Merapi
with my grandmother. Their house is small. It has a living room, a dining
room, two bedrooms, a kitchen, and a bathroom.
There are many plants in the garden. My grandfather likes to
grow trees, such as mango, guave, orange, and banana. He also likes
to grow vegetables, such beans, spinach, and corn. There are also
flowers such as roses, jasmine, and orchids. My grandmother likes to
plant flowers. There is a long arm chair in the garden. We always go
there on holidays.

2007), hal. 77.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru membacakan teks dalam simple present tense dengan ejaan
dan intonasi yang benar.
• Guru menjelaskan isi teks dalam simple present tense.
• Siswa menjawab pertanyaan yang berhubungan dengan teks
dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung
Telah diperiksa, Tangerang, 1 Desember 2008



PERTEMUAN KE-10:
I. Kompetensi Dasar
Structure:
II. Indikator
♦ Siswa mampu memahami kalimat dengan menggunakan to be
dalam simple present tense bentuk pertanyaan dengan benar.
♦ Siswa mampu menyimpulkan kalimat menggunakan to be dalam
simple present tense bentuk pertanyaan dengan tepat.
♦ Siswa mampu menyebutkan kalimat menggunakan to be dalam
simple present tense bentuk pertanyaan dengan benar.
♦ Siswa mampu menyusun / membuat kalimat menggunakan to be
dalam simple present tense bentuk pertanyaan dengan tepat
secara tulisan.
♦ Siswa mampu menyusun / membuat kalimat menggunakan to be
dalam simple present tense bentuk pertanyaan dengan tepat
secara lisan.
♦ Siswa mampu berkomunikasi menggunakan to be dalam simple
present tense bentuk pertanyaan dengan guru maupun siswa
secara komunikatif.

Study the following sentences!
♦ Are you a student? Yes, I do. I am a student.
♦ Is your mother a doctor? No, she is not. She is a housewife.
♦ Is Jack a teacher? No, he is not. He is an employee.
Make questions for the following answer orally

1) ______________________________? Yes, I am. I am from Holland.
2) ______________________________? No, He is not from Germany. Paolo
Maldiny is from Italy.
3) ______________________________? Yes, he is. He is an actor.
4) ______________________________? No, it is not. It is a book.
5) ______________________________? Yes, they are. They are my cousin.
6) ______________________________? No, he is not. Mr. Suwarno is a
farmer.
7) ______________________________? Yes, they are. Anto and uwes are
naughty.
8) ______________________________? Yes, he is. Mike Tyson is very strong.

♦ Firmansyah Diyata. Stepping More; for Junior High School /
Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005),
hal.18.

Strategi : 2 arah.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Guru mengulas kembali penjelasan to be dalam kalimat simple
present tense.
• Guru memberikan contoh kalimat dengan menggunakan to be
bentuk pertanyaan beserta jawabannya.
• Siswa menjawab pertanyaan yang berhubungan dengan to be
bentuk pertanyaan dalam simple present tense secara lisan dan
tulisan.
Kegiatan Penutup
VII. Penilaian
berlangsung


LESSON PLAN OF CONTROL CLASS USING
AUDIO-
AUDIO-LINGUAL METHOD

PERTEMUAN KE-1:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kalimat dengan menggunakan to be
dalam simple present tense dengan benar.
dengan benar.
• Siswa mampu memahami makna yang terdapat dalam dialog
dengan tepat.
dengan tepat.
• Siswa mampu memperagakan dialog didepan kelas secara
berpasangan dengan lancar.
Pelajari dialog antara Aji dan Arif diruangan kelas berikut ini. Kemudian
jawab pertanyaan-pertanyaannya!
Arif is a new student at Jakarta. He sits beside Aji. Aji greets him.
Arif : Good morning.
Aji : Good morning.
Aji : I am Aji. What is your name?
Arif : I am Arif.
Aji : Where are you from?
Arif : I am from Samarinda.
Aji : It is nice to meet you.
Arif : Nice to meet you too.
Answer the question below!

1. Who is Arif?
2. Where is he from?

•Eni Nursanti dan Mahmudah Ratna S, English for Junior High
2007), hal.7.

Metode : Audio-lingual
Strategi : 2 arah dan berpasangan.

Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan dialog yang dibacakan oleh guru.
• Guru membacakan dialog yang berhubungan dengan to be
menggunakan lafal dan intonasi yang benar.
• Siswa mengucap ulang dialog yang dibacakan guru secara
bersamaan.
• Meminta siswa mengucap ulang dialog yang dibacakan guru
secara personal.
• Menyuruh siswa mempraktekkan diallog secara berpasangan
didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-2:
I. Kompetensi Dasar
Structure:
transakaional dan interpersonal sangat sederhana dengan
II. Indikator
• Siswa mampu memahami kalimat yang menggunakan to be
dengan benar.
dengan tepat.
dengan tepat.

Read the following text and practice with your partner!
Aji : Hello, Dina.
Dina : Hello, Aji.
Aji : How old are you?
Dina : I am thirteen years old.
Aji : Do you have sister?
Dina : Yes, I have.
Aji : How old is she?
Dina : She is eleven years old.
Aji : And do you have brother?
Dina : Yes, I have.
Aji : How old is he?
Dina : He is seven years old.
Aji : Thank you.
Dina : You’re welcome.

2007), hal.10.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan dialog yang dibacakan oleh guru.
• Guru membacakan dialog yang berhubungan dengan to be
• Siswa mengucap ulang dialog yang dibacakan guru secara
bersamaan.
• Meminta siswa mengucap ulang dialog yang dibacakan guru
secara personal.
• Menyuruh siswa mempraktekkan dialog secara berpasangan
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-3:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kalimat yang menggunakan to be
dengan benar.
dengan tepat.
dengan tepat.
Study the following patterns!
(Pelajarilah pola kalimat dibawah ini!)
Be (am / are /
Subject Example
is)
I Am I am a student.
You Are You are the student.
They Are They are students.
We Are We are students.
He Is He is a student.
She Is She is a student.
It Is It is a book.
Complete the sentences in column A with the appropriate words in column B.

(Lengkapi kalimat-kalimat dikolom A dengan kata-kata yang tepat dikolom
B)
No. Column A Column B

1. I ………… Aji. Is
2. I ………… thirteen. Am
3. My father ……….. Anwar Is
Gunawan
4. He ……… Reporter. Am
5. My mother ………. Rini Is
Gunawan.
6. She ……….. a teacher. Is

2007), hal.12.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat yang dibacakan oleh guru.
• Guru membacakan kalimat yang berhubungan dengan to be
• Siswa mengucap ulang kalimat yang dibacakan guru secara
bersamaan.
• Meminta siswa mengucap ulang kalimat yang dibacakan guru
secara personal.
• Menyuruh siswa mempraktekkan kalimat secara berpasangan
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-4:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kalimat yang menggunakan kata kerja
transitif dan intransitif dalam simple present tense dengan benar.
• Siswa mampu membedakan penggunaan kata kerja transitif dan
intransitif dalam simple present tense dengan tepat.
• Siswa mampu melengkapi kalimat dengan menggunakan kata
kerja transitif dan intransitif dengan benar.
• Siswa mampu memahami makna yang terdapat dalam kalimat
dengan tepat.
kerja transitif dan intransitif dalam simple present tense dengan
tepat.
Bentuk simple present tense positive (affirmative) memiliki pola kalimat
sebagai berikut:
S + V (s/es) + O
I / you / we / they study English
He / she / it studies English
Examples:
Transitive verb:
Dony : When do you go to school everyday?
Sisca : I go to school at 06.30 every morning.
Intransitive verb:
Dony : When your brother sleep every night?
Sisca : He sleeps at 09.00 p.m every night.

2007), hal.36.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat menggunakan kata kerja
transitif dan intransitif dalam simple present tense yang dibacakan
oleh guru.
• Guru membacakan kalimat yang berhubungan dengan kata kerja
transitif dan intransitif dalam simple present tense menggunakan
lafal dan intonasi yang benar.
bersamaan.
secara personal.
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-5
I. Kompetensi Dasar
Structure:
II. Indikator
transitif dan intransitif bentuk negatif dalam simple present tense
dengan benar.
• Siswa mampu membedakan penggunaan kata kerja transitif dan
intransitif bentuk negatif dalam simple present tense dengan tepat.
• Siswa mampu melengkapi kalimat dalam menggunakan kata kerja
transitif dan intransitif bentuk negatif dalam simple present tense
dengan benar.
kata kerja transitif dan intransitif bentuk negatif dalam simple
kerja transitif dan intransitif bentuk negatif dalam simple present
tense dengan tepat.
• Siswa mampu memperagakan dialog kata kerja transitif dan
intransitif bentuk negatif dalam simple present tense didepan kelas
secara berpasangan dengan lancar.

Bentuk simple present tense negative memiliki pola kalimat sebagai
berikut:
S + don’t /doesn’t + V1 + O
I / you / we / they don’t study English
He / she / it doesn’t study English
Examples:
Transitive verb:
Dony : Do you study English at Monday?
Sisca : No I don’t study English at Monday.
Dony : When do you study English?
Sisca : I study English at Tuesday.
Intransitive verb:
Dony : Does your brother sleep at 08.00 p.m?
Sisca : No he doesn’t sleep at 08.00 p.m.
Dony : When does your brother sleep every night?
Sisca : He sleeps at 09.00 p.m every night.

2007), hal.39.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
transitif dan intransitif bentuk negatf dalam simple present tense
• Siswa mengucap ulang kalimat dengan kata kerja transitif dan
intransitif bentuk negatif dalam simple present tense yang
dibacakan guru secara bersamaan.
• Meminta siswa mengucap ulang kalimat yang berhubungan
dengan kata kerja transitif dan intransitif bentuk negatif dalam
simple present tense yang dibacakan guru secara personal.
• Menyuruh siswa mempraktekkan kalimat dengan kata kerja transitif
dan intransitif bentuk negatif dalam simple present tense secara
berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-
PERTEMUAN KE-6:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kalimat yang menggunakan simple
present tense bentuk interrogative dengan benar.
• Siswa mampu membedakan penggunaan simple present tense
bentuk interrogative dengan tepat.
• Siswa mampu melengkapi kalimat dalam menggunakan simple
present tense bentuk interrogative dengan benar.
dengan tepat.
• Siswa mampu menyusun / membuat kalimat menggunakan simple
present tense bentuk interrogative dengan tepat.

Jodi : Hi, Lisa. How are you?
Lisa : Hi, Jodi. I am fine, thanks. How about you?
Jodi : I am fine too. Thank you. Do you like beach?
Lisa : Yes, I like beach.
Jodi : When do you go to Beach?
Lisa : I go to beach every month.
Jodi : Do you go to beach with your family?
Lisa : Yes, I do.
• Eni Nursanti dan Mahmudah Ratna S, English for Junior High
2007), hal.40.
b. Media Pembelajaran: Teacher's voice, hand out and
textbook.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat simple present tense bentuk
interrogative yang dibacakan oleh guru.
• Guru membacakan kalimat simple present tense bentuk
interrogative menggunakan lafal dan intonasi yang benar.
• Siswa mengucap ulang kalimat simple present tense bentuk
interrogative yang dibacakan guru secara bersamaan.
• Meminta siswa mengucap ulang kalimat simple present tense
bentuk interrogative yang dibacakan guru secara personal.
• Menyuruh siswa mempraktekkan kalimat simple present tense
bentuk interrogative secara berpasangan didepan kelas dengan
intonasi yang tepat.
Kegiatan Penutup
VII. Penilaian
berlangsung

AUDIO-

PERTEMUAN KE-7:
I. Kompetensi Dasar
Structure:
II. Indikator
intransitive dalam simple present tense dengan benar.
• Siswa mampu membedakan penggunaan kata kerja intransitive
dalam simple present tense dengan tepat.
• Siswa mampu melengkapi kalimat dalam menggunakan kata kerja
intransitif dalam simple present tense dengan benar.
dengan tepat.
• Siswa mampu menyusun / membuat kalimat menggunakan kerja
intransitif dalam simple present tense dengan tepat.

Rio and Reni is new friend.
Rio : What time do you get up every morning?
Reni : I get up at 04.30 a.m.
Rio : Do you ever get up earlier?
Reni : Yes, I do. Sometimes I get up at 04.00 o’clock.
Rio : Does your brother always get up early, too?
Reni : No, he doesn’t. He seldom gets up early. He usually gets up
late.
Answer the questions below based on dialogue above.

1) When Rio gets up every morning?
2) Does Rio ever get up earlier?
3) Does his brother always get up early?

•Kristono, dkk. The Bridge English Competence for SMP 1
(Surabaya: Yudhistira, 2004), hal.20.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat dengan kata kerja
intransitive dalam simple present tense yang dibacakan oleh guru.
intransitive dalam simple present tense menggunakan lafal dan
intonasi yang benar.
• Siswa mengucap ulang kalimat dengan kata kerja intransitive
dalam simple present tense yang dibacakan guru secara
bersamaan.
• Meminta siswa mengucap ulang kalimat dengan kata kerja
intransitive dalam simple present tense yang dibacakan guru
secara personal.
• Menyuruh siswa mempraktekkan kalimat dengan kata kerja
intransitive dalam simple present tense secara berpasangan
Kegiatan Penutup
VII. Penilaian
berlangsung

AUDIO
AUDIO-
IO-LINGUAL METHOD

PERTEMUAN KE-8:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu memahami kalimat dalam simple present tense
bentuk interrogative dalam simple present tense dengan tepat.
• Siswa mampu melengkapi kalimat dalam dalam simple present
tense bentuk interrogative dengan benar.
dalam simple present tense bentuk interrogative dengan tepat.
• Siswa mampu menyusun / membuat kalimat dalam simple present
tense bentuk interrogative dengan tepat.
• Siswa mampu memperagakan dialog dalam simple present tense
bentuk interrogative didepan kelas secara berpasangan dengan
lancar.

Teacher : When do you go to school?
Student : I go to school everyday.
Teacher : Do you go to school in Sunday?
Student : No, I don’t go to school in Sunday.
Teacher : Where do you go in Sunday?
Student : Usually I go to supermarket in Sunday.

♦ Kristono, dkk. The Bridge English Competence for SMP 1
(Surabaya: Yudhistira, 2004), hal.20.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat dalam simple present tense
bentuk interrogative yang dibacakan oleh guru.
• Guru membacakan kalimat dalam simple present tense bentuk
• Siswa mengucap ulang kalimat dalam simple present tense bentuk
• Meminta siswa mengucap ulang kalimat dalam simple present
tense bentuk interrogative yang dibacakan guru secara personal.
• Menyuruh siswa mempraktekkan kalimat dalam simple present
tense bentuk interrogative secara berpasangan didepan kelas
dengan intonasi yang tepat.
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-9:
I. Kompetensi Dasar
Structure:
II. Indikator
bentuk interrogative dalam simple present tense dengan tepat.
• Siswa mampu melengkapi kalimat dalam simple present tense
simple present tense bentuk interrogative dengan tepat.
tense bentuk interrogative dengan tepat.
lancar.

Teacher : Good morning, students.
Students : Good morning, mom.
Teacher : Do you bring the English book?
Students : Yes, I do.
Teacher : Rudi, where is your English book?
Rudi : I don’t bring the English book, mom.
Teacher : Why?
Rudi : I am forget, mom. I am sorry.
Teacher : its ok, but you must do the exercise in your paper.
Rudi : Yes, mom.

2007), hal.49.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
• Meminta siswa mendengarkan kalimat dalam simple present tense
bentuk interrogative yang dibacakan oleh guru.
• Siswa mengucap ulang kalimat dalam simple present tense bentuk
• Meminta siswa mengucap ulang kalimat dalam simple present
tense bentuk interrogative yang dibacakan guru secara personal.
• Menyuruh siswa mempraktekkan kalimat dalam simple present
tense bentuk interrogative secara berpasangan didepan kelas
dengan intonasi yang tepat.
Kegiatan Penutup
VII. Penilaian
berlangsung


AUDIO-

PERTEMUAN KE-10:
I. Kompetensi Dasar
Structure:
II. Indikator
• Siswa mampu membedakan kalimat dalam simple present tense
bentuk interrogative dengan tepat.
• Siswa mampu melengkapi kalimat dalam simple present tense
simple present tense bentuk interrogative dengan tepat.
tense bentuk interrogative menggunakan to be dengan tepat.
lancar.

Tina : Hello Susi, how are you?
Susi : Hello, Tina. I am fine, thanks. How about you?
Tina : I am very well, thanks. May I know what your mother does is
every morning?
Susi : Of course. My mother usually cooks the rice every morning.
Tina : Does she cook fried-rice?
Susi : Yes, she does. Sometimes she cooks the fried rice and fried
chicken.
Tina : Wooww, I like fried chicken.
Susi : I like, too.

2007), hal.12.


Pendahuluan
• Mengabsen siswa
Kegiatan Pokok
introgatif menggunakan lafal dan intonasi yang benar.
bersamaan.
secara personal.
Kegiatan Penutup
VII. Penilaian
berlangsung


Tes structure

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THE EFFECTIVENESS OF COMMUNICATIVE

APPROACH IN TEACHING THE SIMPLE

DEPARTMENT OF ENGLISH EDUCATION

Dr. Didik Santoso, M.Pd.

DEPARTMENT OF ENGLISH EDUCATION

Assalamu’alaikum WR. Wb.

Dengan ini saya mengajukan perubahan judul skripsi, yang berjudul:

THE EFFECTIVENESS OF USING AUDIO-LINGUAL METHOD IN TEACHING

Wassalamualaikum. Wr. Wb.

Dosen Pembimbing Pemohon

Dr. Didik Santoso, M.Pd. Mila Rohmanurhayati

In the name of Allah, The Beneficent, The Merciful.

Tangerang, Januari 2010

Acknowledgment ...................................................................................... iii

Table of Content ........................................................................................ v

List of Tables ............................................................................................. vii

List of Appendices .................................................................................... viii

A. Background of Problem .................................... 1

CHAPTER II : THEORETICAL FRAMEWORK

A. Theoretical Description ..................................... 6

CHAPTER III : RESEACH METHODOLOGY

A. Objective of Study .......................................... 28

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS

CHAPTER IV : CONCLUSION AND SUGGESTIONS

Table 3.1 The Description of the test items ................................................ 28

Jakarta, January 23rd, 2010

CHAIRMAN : Drs. Syauki, M.Pd. ( ………………… )

SECRETARY : Neneng Sunengsih, S.Pd. ( ………………… )

EXAMINER 1 : Drs. Nasrun Mahmud, M.Pd. (……………….…)

EXAMINER 2 : Dra. Hidayati, M.Pd. ( ………………… )

Prof. Dr. Dede Rosyada, MA.

Saya yang bertanda tanda di bawah ini,

Nama : Mila Rohmanurhayati

Dosen Pembimbing : Dr. Didik Santoso, M.Pd.

Jakarta, Januari 2010

Mila Rohmanurhayati, a name given by her

ROHMANURHAYATI, MILA. 2010, The Effectiveness of Communicative Approach In

Key words: Communicative Approach, and Simple Present Tense.

The purpose of this study is to describe the objective condition of effectiveness of

ROHMANURHAYATI, MILA. 2009, The Effectiveness of Communicative Approach In

Kata Kunci: Pendekatan Komunikatif, dan Simple Present Tense.

Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan t-test.

Jakarta, 0ktober 2009

This chapter presents the introduction which includes background of problem,

D. Significance of the Study

To make negative of simple present tense, add don’t or doesn’t.

To ask questions in the simple present tense, we use forms of do.

b. Principle of Communicative Approach

c. Design of Communicative Approach

d. Procedure of Communicative Approach

e. Strength and Weakness of Communicative Approach

2) Weakness of Communicative Approach:

f. Principle of Audio-lingual Method

g. Design of Audio-lingual Method

h. Procedure of Audio-lingual Method

B. Time and Place of Study

C. Population and Sample

G. The Technique of Data Analysis

Score f Y y' y'2 fy' fy'2

2. Determining Mean II with Formula:

5. Determining Standard of Error Mean of Variable I:

6. Determining Standard of Error Mean of Variable II:

9. Determining t-table in significance level 5% and 1% with df: