98903 Maria Ulfah Fitk

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THE EFFECTIVENESS OF USING DIALOGUE TECHNIQUE

IN TEACHING SIMPLE PRESENT TENSE

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

In Partial Fulfillment of Requirements

For the Degree of S. Pd. (Bachelor of Arts) in English Language Education

MARIA ULFAHNIM. 104014000371

DEPARTEMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

(A Pre-Experimental S tudy at the First Grade of the S tudents in

MTsN Tangerang II Pamulang)



THE EFFECTIVENESS OF USING DIALOGUE TECHNIQUE

IN TEACHING SIMPLE PRESENT TENSE

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

In Partial Fulfillment of Requirements

For the Degree of S. Pd. (Bachelor of Arts) in English Language Education

DEPARTEMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

(A Pre- Experimental S tudy at the First Grade of the S tudents in

MTsN Tangerang II Pamulang)



ENDORSEMENT SHEET

The “skripsi” (Scientific Paper) entitled “The Effecti s of

Using Dialogue Technique In Teaching Simple Present Tense “ (a pre-

experimental study at the first grade of the students in MTsN Tangerang II

Pamulang), written by Maria Ulfah, student’s registration number:

104014000371, was examined in the examination session the Faculty of

Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic

University Jakarta on February 16th, 2011. The “skripsi” has been accepted

and declared to have fulfilled one of the requirements for the degree of

“S,Pd.” (Bachelor of Arts) in English Language Education at the

Department of English Education.

Jakarta, February 16th

2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd. ( )NIP. 150246289

SECRETARY : Neneng Sunengsih, S.Pd. ( )NIP. 150293236

EXAMINERS : 1. Drs. Syauki, M.Pd. ( )NIP. 150246289

2. Dr. Ratna Sari Dewi, M.Pd. ( )

NIP. 19720501199

Acknowledge by:

Dean of Tarbiya and Teachers Training Faculty

Prof. Dr. Dede Rosyada, M.A.

NIP. 150231356



i

Maria Ulfah. 2009,

, Skripsi,

english Department, the Faculty of Tarbiyah and Teachers Training, syarif

Hidayatullah jakarta.

Advisor : Drs. Agus Mukhtar, M.Pd.

: Dialogue Technique and Simple Present Tense.

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

effectiveness of using dialogue technique in teaching simple present tense at the

first grade of islamic junior high school.

The aim of the research is to gain the information about the effectiveness

of dialogue technique in reinforcing the understanding of the simple present tense.

Especially it is conducted to get the effective technique in teaching simple present

tense at the first grade of the students in MTsN Tangerang II Pamulang in Bina

prestasi class 2. the sample of the research was 24 students of the first gr ade

students of MTsN Tangerang II Pamulang. This research using pre-

experimental method of the quantitative form by collecting data from observation

and test.

The data collected in this research were analyzed by using t-test.

According to the result of statistical calculation, it was obtain the value of t o (t

observation) that 5.46 and the value of “tt” (t table) from the df (24) on the degree

of significance of 5% is 2.07. it means that the value of to is higher than the value

of tt. Based on the result the null hypothesis (Ho) which says there is no

significance influence of using dialogue technique in simple present

tense is rejected. It means that the alternative hypotesis (ha) which says there issignificance influence of using dialogue technique in teaching simple present

tense is accepted.

Based on the finding of this study, it can be concluded that dialogue

technique is effective and quite success because it can lead the students to be able

to learn simple present tense well.

ABSTRACT

Key word

The Ef fectiveness of Using Di alogue Techni que to Rein for ce

the understanding of the Simple Present Tense (A Pre - Exper imental study at

the fir st grade of the students in MTsN Tangerang I I Pamulang)





iii

TABLE OF CONTENTS

THE ENDORSEMENT SHEET

ABSTRACT ……………………………………………. i

ACKNOWLEDGEMENT ……………………………………………. ii

TABLE OF CONTENTS ……………………………………………. iii

CHAPTER I INTRODUCTION

A. Background of the Study…………………………. 1

B. Limitation of the Study…………………………… 3

C. Statement of the Study …………………………… 3

D. Objective of the study…………………………….. 3

E. Significance of the Study .....……………………… 3

F. Organization of the writing ………………………. 4

CHAPTER II THEORITICAL FRAMEWORK A. Simple Present Tense

1. Pattern of the Simple Present Tense………… 7

2. The Function of the Simple Present Tense….. 12

B. Dialogue Technique

1. The Meaning of Dialogue Technique ……….. 13

2. Procedures of Dialogue Technique ………… 14

3. The Advantages and Disadvantages…………. 16C. The Application of Dialogue Technique in

Teaching simple Present Tense....................17

D. Relevant Study ……………………………..23

E. Conceptual Framework ……………………......24

F. The Hypothesis……………………………....... 25



iv

CHAPTER III RESEARCH METHODOLOGY

A. Purpose of Research……………………………26B. Place and Time………………………………… 26

C. Population and Sample……………………….. 26

D. Research Method……………………………… 27

E. Instrument of Research………………………. 27

F. Teaching Procedures…………………………. 30

G. Procedure of Collecting Data………………… 31

H. Technique of Data Analysis………………….. 32

CHAPTER IV RESEARCH FINDINGS

A. Description of Data…………………………… 34

B. Analysis of Data …....………………………… 38

C. Test of Hypothesis…………………………….. 41

D. Interpretation of Data ........................................41

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion…………………………………… 43

B. Suggestion………………………………….... 43

BIBLIOGRAPHY

APPENDICES



1

Today, communication becomes not only as a base of social interaction,

but also as means of information exchange, human can understand other people,

society and other ethnic group. So, for that reason human need a tool to get it

called “language”.

That is why today, in Indonesia, students are acquired to have language

competences. One of the competences is communicative competence, that is

knowing how to use the language rather than just knowing about the language1. It

means that the central aim of teaching and learning English is to make students

able to use all aspects of language.

English is one of International languages and it is widely used and studied

all over the world. As we know that language is used not only in writing, but alsoin speaking as a means of communication. It is not enough for the students simply

to learn the grammar only, but also to practice all the common pattern, form or

words until they can use them in proper position automatically.

English language is not only viewed as knowledge but also as a life ski l –

that is skill in communication. As the result, the purpose of teaching and learning

1

Jeremy Harmer, , (Cambridge, Longman,1991), p. 18

CHAPTER IINTRODUCTION

A. Background of the study

Practical of English Language Teaching



2

English no longer to make students know about the language but to make students

able to use the language.

Actually, the purpose of teaching English at Junior High School as stated

in the curriculum is to develop student communicative in English

regarded to the macro skill of reading, writing, speaking and

Communicative language teaching pays systematic attention to functional as well

as structural aspect of language. Therefore, grammar serves as an important aspect

in communicative language teaching.

Grammar keeps an important role in communication. But, in fact, learning

English grammar is sometimes boring for the students. The technique used in

teaching learning process is monotonous where the students just memorize style

of expression by constructing the sentences based on the pattern of grammar

without given opportunity to express their own meaning in the real life

communication.

The position of grammar in communicative language teaching is important

because grammar is viewed as one dimension of communicative competence.

Moreover, grammar is viewed as a tool or a resource to be used in conveying

meaning and comprehending other people’s massage in language teaching.

Consequently, English teacher s have to attend grammar in English teaching by

using dialogue technique in understanding the simple present tense. A dialogue

technique is one of the principle approaches or indirect approaches of

communicative language teaching.

The simple present tense is one of the discussions of Most

learners find the form of the simple present tense that for expressing present time

in English is particularly complex. They often continue to make mistakes because

the lack knowledge of using the – s, - es morpheme on the third singular person

and using auxiliary present (do and does) that constitutes an asset of mastering the

simple present tense and their usage and they have difficulty using them

appropriately.

Therefore, the writer was interested in writing skripsi about the teaching

simple present tense using dialogue techniques at junior high school in learning



3

English. It is necessary to look for a new way in teaching English grammar

especially the simple present tense by using dialogue technique in understanding

the simple present tense. So the writer makes a research at the first grade of

students in MTsN Tangerang II Pamulang.

To avoid misunderstanding in interpretation the problem, it is necessary to

make the limitation of the problem. In teaching English there are some kinds of

tenses in grammar and methods of teaching. In this paper , the writer limits the

problem that simple present tense is a part of English subject taught in the first

year of MTsN Tangerang II Pamulang. So, the writer wil limit the study, only

discuss about “the effectiveness of using dialogue techniques to reinforce the

understanding of the simple present tense”

The objective of the resear ch is to know whether using dialogue

techniques is effective in teaching of the simple present tense.

Based on the background of the study, the writer would like to

formulate this problem as follow: “is there any effect in the students’

understanding of the simple present tense after being taught using dialogue

technique?”

There are some elements that will get the significances of the study.

They are students, teachers, headmasters, policy makers, etc. To students, it is

useful to give them abetter understanding about simple present tense so that

they can use it in their communication. To teachers, it can be useful as

information about an alternative way in teaching simple present tense in their

B. Limitation of the study

C. Objective of the study

D. Statement of the Study

E. Significance of the Study



4

classes. To headmasters, it is also beneficial as consideration in making

decision about the approach that will be applied in their schools. Futhermore,

it also can be helpful for the policy makers in making decision about the

process of teching and learning at school.

In brief, the study is useful as information or consideration for

students, teachers, headmasters, policy makers and others who are involved in

the process of teaching and learning.

This paper is composed of five chapters. The first chapter is an

introduction of the study that describes background of the study, limitation of

the study, objective of the study, statement of the study, significance of the

study and the organization of the writing.

The second chapter is theoretical framework that gives detail

information about simple present tense. It also describes dialogue technique

and learning such as its definition, procedure, advantages and disadvantages. It

is also explains relevant study, conceptual framework hypothesis of the

research.

The discussion about the research methodology and finding is

described in third chapter. It includes objective of the study, place and time of

the research, method of research, population and sample of research,

instrument of the research, procedures of collecting the data, and technique of

data analysis.

In the fourth chapter, the writer provides the research findings, data

description, test of hypothesis and data interpretation.

At the end of paper, the writer gives a conclusion of her study and tries

to offer some suggestions to all readers.

F. Organization of the Writing



5

The term “tense” derived ultimately from the Latin word “tempus”

meaning “time”.2

The word tense stands for a verb from or series of verb forms

used to express a time relation. Tense vary in different language. Tenses may

indicate whether an action, actively, or state is past, present, or future. 3

Based on the definition of tense, the writer concludes that tense is time to

indicate the activity progress.

The commonest tense found in languages is present, past and future; when

the situation described in the present tense is related as simultaneous with the

moment of speaking (e.g. John is singing); the situation described in the past as

related prior to the moment of speaking (e.g. John was singing); while the

situation described in the future as related subsequent to the moment of speaking

(e.g. John will sing).

Since tense refers to the time of the situation which to the situation

of the utterance, it can be described as “deictic”. According Saeed, deictic system

is the ways in which a speaker relates references to space and time to the “here”

2 John Lyons, , (Cambridge: Cambridge University

Press, 1995), p. 3123

A.S. Hornby, , (Low-Proced Edition, 1975), p.78

CHAPTER IITHEORITICAL FRAME WORK

A. Simple Present Tense

Linguistic Semantic an Introduction

Guide to Patterns and Usage in English



6

and: now” of the utterance.4

Most grammatical tense systems allow the speaker to

describe situations as prior to, concurrent with, or following the act of speaking.5

In other words, deictic refers to an interval or period of time which contains the

moment of utterance. It can be expressed by some words: yesterday, now,

tomorrow.

There are many kinds of tenses; one of them is simple tense. The

simple present tense says that something was true in the past, is true in the present,

will be true in the future. It is used for general statement of fact. Meanwhile the

simple present tense is sometimes used to describe an that is actually in

progress at the moment of speaking. Beside that, the simple present tense can

describe habits, routines, or events than regularly.6

Similarly as proposed by

Huddleston that “the central use of present tense form is to indicate present time.

For example, the door opens inwards describes a state affairs that obtains now,

at the moment of speaking.7

Based on the preceding definitions of simple present tense, the writer

concludes that simple present usually doesn’t refer to a particular time. Use the

simple present for facts and general statements that include the present and true at

anytime. In addition the simple present is uses to indicate a habitual action, event

or condition.

According Thompson and Martinet, that in the affirmative, the simple

present tense has the same form as the infinitive adds an s for third singular.8 Also

for the first and the second singular person and for t plural is without s. on the

4 Bernard Comrie,

, (Cambridge: Cambridge University press, 1976), p. 25 John I. Saeed, , (Blackwell Publishing, 2003), p. 1256 Patricia K. Warner, , (New York: The McGraw-Hill

Companies, Inc, 2002), p. 37 Redney Huddleston and Geoffney K. Pullum,, (Cambridge: Cambridge University Press, 2005), p. 31

8

A. J. Thomson and A. V. Martinet, , (Oxford: OxfordUniversity Press, 1986), p. 159

1. Pattern of the Simple Present Tense

a. Affirmative Statement

Aspect: An Introduction to the study of verbal aspect and related

problem

Semantics: 2nd edition

Interaction 2 Grammar 4th Edition

A Students Introduction to EnglishGrammar

A Practical English Grammar



7

other source stated that for the 3rd

person singular (he, she, it), we add s to the

main verb or es to the auxiliary.

Here is the pattern of affirmative sentence in simple present tense:

For example:

-

-

-

-

-

-

In the present form “to be” has three forms: is, am, and are. These

form used as a substitute for a verb in sentences where there is no verb. This is

because in English, unlike in Indonesia or Arabic, a sentence can only be

made with a verb. The complement of such a sentence is usually a noun, am

adjective or an adverb of place or t ime.9

For example:

. (Noun)

. (Adjective)

. (Adverb of place)

Negat ive statement in the simple present is formed by adding do not or

does not before the simple form of the verb. And here the pattern of

negative sentence in simple present:

9

Drs. Nasrun Mahmud, M. Pd, ,(Jakarta: PBB UIN, 2003), p. 74

S = V1 / S / ES + (….)

S + do not / does not + V1 + (….)

b. Negative Statement

I work in the office everyday.

You work in the office everyday

We work in the office everyday

They work in the office everyday

He works in the office everyday

She works in the office everyday

He is a farmer

She is diligent

They are in the classroom

English for Muslim University Students 3

rd

edition



8

For example:

-

-

-

-

-

-

The negative sentence in “to be” is formed by adding ‘not’ after ‘to be’.

For example:

Especially in speaking, is not and are not are contracted to isn’t and aren’t.

The interrogative form is also using auxiliary do and The

auxiliary is placed before the subject; here is the pattern of interrogative

sentence in simple present tense

For example:

-

-

-

-

The interrogative sentence in ‘to be’ is formed by placing ‘to be’

before the subject of the sentence.

For example:

Do / does + S + V1 + (….) ?

c. Interrogative Statement

I do not work in the office everyday

You do not work in the office everyday

We do not work in the office everyday

They do not work in the office everyday

He does not work in the office everyday

She does not work in the office everyday

He is a student. He is not a student .

They are at home. They are not at home.

Do you eat breakfast every morning?

Do they eat breakfast every morning?

Does she eat breakfast every morning?

Does he eat breakfast every morning?

He is a student. Is he a student?

They are at home. Are they at home?



9

Short answer to questions is made with the following pattern:

- Yes + Subject + (pronoun) + to be (for positive answer)

- No + Subject + (pronoun) + to be not (for negative answer)

For example:

The form negative “do not / does not” is contracted in the negative

interrogative into don’t/doesn’t and here is the pattern of interrogative

sentence in simple present tense:

For example:

-

-

-

-

Negat ive questions are used to indicate the speaker’s (i.e., what

she/he believes is or is not true) or attitude (e.g., shock, annoyance,

anger).10

These are the examples of the-s form correctly:

a. For most verbs, add - to the simple form.

You coffee He tea

I book He newspaper

They football Aldo football

We in the kitchen the cat a fish

b. Add - to verbs that end in , and (unless the is

pronounced with the sound of ).

10

Betty Scrampfer Azar, , (Jakrta:Binarupa Aksara and Prentice Hall, Inc. 1993), p. A. 14

Don’t / doesn’t + S + V1 + (….)?

d. Negative Interrogative Statement

Is he a student? Yes, he is No, he isn’t

Don’t you stay in the apartment?

Don’t they stay in the apartment?

Doesn’t she stay in the apartment?

Doesn’t he stay in the apartment?

s

drink drinks

read reads

play plays

cook eats

es o, s, z, sh, x ch ch

k

Understanding and using ENGLISH GRAMMAR



10

I to work early She to work late

You a mouse She a mouse

I the news He the opera

c. Omit a final – and add – unless the letter comes before

the .

I to work He home

You my car He my car

I the food She the furniture

d. For the verb have, use the irregular from has and put on’t or doesn’t for

negative statements.

Affirmative : I have English class today

She has a good racket

Negat ive : I don’t have English c lass today

She doesn’t have a good rackets

Interrogat ive : Do you have English c lass today?

Does she have good racket?

Short answer : Yes, I do/No, I don’t

Yes, she does/No, she doesn’t

Long answer : Yes, I have English class today

Yes, she has a good racket

: No, I don’t have English class today

No, she doesn’t have a good racket

e. Adverb of frequency.

Frequency adverbs modify verbs or adjective.11 They describe how

regularly or what percentage of time happens. The following adverbs like

(always, usually, often, sometimes, seldom, and never) are often used with

the simple present tense to indicate frequency. Here are the meanings of

some frequency adverbs in approximate percentage of time:

100% : always

11

Elaine Kirn, Darcy Jack and Korey O’ Sullivian, ,(Ney York: McGraw-Hill, Inc. 1990), p. 17-18.

o oes

catch catches

watch watches

y ies a, e, I, o, or u

y

hurry hurries

carry carries

buy buys

Interaction I Grammar 4

th

Edition



11

90% : usually/generally

75% : often

50% : sometimes

10% : seldom/rarely

0% : never

For example:

Affirmative : Students are busy.

She gets sick.

They are together.

Negat ive : They don’t study.

We don’t want to go there again

I’m not tried.

Frequency adverb generally appears AFTER the verb “to be” but

BEFORE the all other verbs.

In addition:

If there is an auxiliary verb (can, must, should, will, have, …. ), the

frequency adverb comes after it

If there are two auxiliary verbs (would have, should have, … ), the

frequency adverb comes after the first.

f. Longer time expressions that describe repeated action come at the

beginning or the end of the sentence for emphasis.

The buses run every .

, I don’t go to the office on Saturday

The simple present tense performs the following function:

1. Express general truths

Coffee from Brazil.

Costa Ricans Spanish.

2. Express habitual actions, often with such adverbial expression as

frequency; usually, everyday, and so on. It is also the usual present tense

alway

sometimes

rarel

usuall

ever

of t en

hour

As a rule

comes

speak

2. The Function of the Simple Present Tense



12

form of statue or “private” verbs, such as

. 12

I every summer in the mountains.

They usually to Miami in the winter.

She always very hard.

Yes, I him every day.

Lisa Portuguese.

I for the best.

She her husband.

3. When use with the verb do, shows emphasis.

He like his father.

We do not speak Italian, but we French.

to her!

She may not be brilliant, but she good grades.

4. Expresses commands or request (second person only).

Please me know how you get along

of my sight!

him in you have time

5. Expresses future time with a future time adverbial

She next week.

Classes the day after tomorrow.

The team in St. Louis next month.

12

George E. Wishon and Julia M. Burks, , (New York: LittionEducational Publishing, Inc. 1980), p. 193-194

wish, hope, fear, love, like,

understand and know

spend

o

studies

see

understands

hope

loves

does look

do speak

Do write

does get

let

Get out

Telephone

leaves

begin

plays

Let’s W rite English



13

Technique is implementation that which actually takes in a

classroom. It is particular trick stratagem or contrivance used to accomplish an

immediate objective. Technique must be consistent with a method and therefore in

harmony with approach.

According to Anthony’s quoted by Richards, technique is the level which

classroom procedures are described.13

A technique called wrangling can be used with to utterance exchanges thatexpresser imply some kind of conflict. Just as grammar points seem to pair

naturally with other aspect of language, teaching technique should very according

to the match being emphasized. For example, in structural social, match such as

modals and request, the degree of politeness depends on the social relationship

between the speakers.

On the other hand, if one teaching quantifiers’ locati preposition or

modal of logical probability structure meaning matches the most useful techniques

are demonstration, illustration, and TPR. Many techniques in teaching grammar,

especially simple present. One of them is using dialogue.

Finally, with structure discourse matches the major technique includes text

generation, manipulation and explanation. A combination of teaching activity

mentioned above can be used a dynamic piece of discourse such as natural

dialogue from the text.

Dialogue technique is the short conversation between, two speakers,

consisting of four to six utterances, representing come kind communicative

event.14Talks are sometimes called dialogue. You read dialogue in many stories,

13 Adward Anthony quoted. Jack C. Richards, et al.,

(London: Longman Group UK Limited, 1992), p. 1514

H. Doughlas Brown., 2 d ed. (San Francisci Longman 2001) p. 14

B. Dialogue Technique

1. The Meaning of Dialogue Technique

Longman Dictionary of Language

Teaching and Applied Linguistics

Teaching by Principles An Interactive Approach to Lang ge Peagogy



14

plays and comic strips. The dialogue helps tell a story, you can learn things from

what people in a story say.15

A dialogue technique is one used in teaching simple present in school. The

dialogue is presented orally. With or without written and learnt by

heart by the students. Preferably during the lesson through various kinds of

repetition.

During a language lesson, such dialogues can reflect spontaneous

situations. Those unexpected dialogues are really communicative and built

according to the scheme "stimulus - response". This principle stimulates active

thinking process, intuitive thought and use of language in the frame of fixed

communicative habits.

Real communication is always informative, unpredictable and unexpected.

If the teacher is always informative, interesting and nexpected, then even before

the beginning if the lesson students will be disposed a good lesson. But if the

previous lesson is just the same as the next one, students will be bored with it

before the lesson start.

When a teacher is not a dictator, students try to learn language themselves.

In small groups, even the shyest students engage in communication at the same

level as a "non timid" students. It never happens, however, if the teacher stands in

front of the all class. Work in groups which transform a student into the main

person of the language lesson is the kind of work which develops the

communicative abilities of students. Finocchiaro and Brumphit quoted by

Richards, offer a lesson outline for teaching the function “making a suggestion”

for learners in the beginning level of secondary school program that suggest that

CLT procedures are evolutionary rather than revolutionary:16

1) Presentation of brief dialogue or several mini dialogues

15 (A Gift of Asia Fondation Books for Asia. Sanfrancisco California) p.

4216

Finocchiaro and Brumphit quoted. 1983. Jack C. Richards, et al.,(London: Longman Group UK, 1992), p. 80-81

2. Procedures of dialogue Technique

Laidlaw English

Longman Dictionaryof Language Teaching and Applied Linguistics



15

2) Oral practice of each utterance in the dialogue

3) Questions and answers based on the dialog topic (s) and situation in the

dialogue.

4) Questions and answers related to the students’ personal experiences but

centered on the dialog theme.

5) Study one of the basic communicative expressions in the dialog or one of

the structures which exemplify the function.

6) Learner discovery of generalization or rules underlying the functional

expression or structure.

7) Oral recognition, interpretat ive activities (two to five depending on the

learner level, the language k nowledge of the students, and related factors).

8) Oral production activities- proceeding from guided to freer communication

activities.

9) Copying of the dialog or mini dialogs or modules if they are not in the

class text.

10) Sampling of the written homework assignment, if given.

11) Evaluation of learning (oral only), e.g., how would you ask your friend to

……..? And how would you ask me to …?”

This activity also same with conversation activity that need two members

to participate it. Generally the dialogue should be four or to six line long. That

must include grammatical items and vocabulary which the students need to master

as well as the items of typical features of spoken English such as; short answer,

contracted work and question tag.

Before students act their dialogue, teacher gave some instructions for the

ways of dialogue or gave the theme for dialogue activity draws on cognitive skills

to produce appropriate language in context.



16

Each technique has its advantages and disadvantages. Here are some

advantages of dialogue technique:

According to Larsen, that “teachers give the students he opportunity to

express their individually by having them share their and opinions on a

regular basis”.17

Based on the description above, we can conclude that dialogue technique

have the advantages, as follow:

1) Students can develop their communicative intents.

2) The dialogue is one of the best ways to present grammar structures

because it approximates closest to the real life.

3) Make students more natural and spontaneous in learning the simple

present tense .

4) Make the student interested in teaching learning activ because it

helps to make an otherwise abstract language exercise meaningful and

realistic.

5) Student can use the language communicatively.

6) Communicative interaction gives learners more opportunities to

express their own individually in the classroom18

1. The non-native teachers would find the difficulties in exploring the class .

2. It would needs some specific conditionals that required much time and

costs.

3. Dialogue is frequently very noisy and some others and udents dislike

this. Teachers in particular worry will lose control of their class.

17 Diane Larsen – Freeman, , (New

York: Oxford University Press, 1986), p. 133

18

Williams Littlewood, , (Cambridge: CambridgeUniversity Press, 1981), p. 94

3. The Advantages and Disadvantages

a. Advantages

b. Disadvantages

Techniques and Principles in Language Teaching

Communicative Language Teaching



17

Before the teacher teaches the material, he should introduce the method

and encourage the students.

First of all, she calls on four volunteers of student o come to the front of

the class and sit with her in chair that are lined up facing to the other students. He

tells the other student to listen and to watch.

The dialogue is perhaps the best way to present grammar structures

because is approximates closest the real life situation in which language operate.The new items of structure and vocabulary, in addition to parts of previously learn

dialogue.

In the dialogue, language achieves its purpose of comm because

pupils listening to and say sentences. They can use when they communicate their

own feelings and ideas in similar communication situation. The g the tones

and the play acting that the teacher employs to teach dialogue effectively all

help to make an otherwise abstract language exercise meaningful and realistic to

the students.

This type of presentation can be used at all grade levels. Two simples two-

way dialogue, compose only of very short and very simple sentences for grades

one and two, can progress two groups with longer sentences and more

complicated structure for the higher grades.

The teacher, because of her constant dealings with her class, will know

best what conversational interest they have, what they would naturally say were

they to meet the situation, how to integrate new material with the old, and what

previous learning they have had. In grammar many tenses who had knew, one of

them is simple present tense. The teacher has to present a subject matter with

other techniques like preparing by dialogues for class study.

This is not to say that the dialogue preparation is a simple matter. A

dialogue needs to be carefully prepared. It must be as natural and spontaneous as

possible. The structures should not appear in the dialogue lines more often then

C. The Application of Dialogue Technique in Teaching Simple

Present Tense





19

This diagram shows where I live

The student are marked, and their

Names are indicated. The squares

With numbers stand for houses.

I live in this house

(Show the house marked no 41)

What street do I live on?

My friends live here

(Show the house marked no 57)

What street does she live on?

Now, who can tell us the name of

Street he lives on?

My parents live on the corner of

Jl. Pajajaran and Pamulang Raya

They live in this house

(Show the numbered square)

Which of you live on the corner

Of two street?

Tell us where you live.

You live on Pajajaran street

She lives on Pamulang Street

Nia : I live on Cut Mutia street

Dea : I live on Ciputat street

Lala : I live on Muncul street

(Show of hands)

Lia : I live on the corner of

Jl. Kayumanis

Rudi : I live on the corner of Ciputat

2. Presentation of dialogue

Explain the situation around which the dialogue is built with the aid of

pictures, puppets or other devices. Present the dialogue either by taking all

Teacher Students



20

the lines of the character or by having it acted out by students who have

been rehearsed beforehand. It suggests that the teacher memorized the

dialogue before presenting it to the students. If she the dialogue

well, she will not fumble in her presentation, she wil be surer of

communicating its meaning to the students, and she wil hold the attention

of the class better.

Postman : I have a letter for Miss Dwi

Mrs Rina : She doesn’t live here anymore

Postman : Can you tell me where she lives now?

Mrs Rina : Just a minute. I will get my address book.

Postman : Thank you

Mrs Rina : She lives at 41 Pamulang Street

Postman : I also have a letter for Miss Zahra

Does she still live on this street?

Mrs Rina : Yes, she lives in that yellow house on the corner

Postman : Thank you

Mrs Rina : You are welcome.

3. Question to find out whether the students have understood the dialogue the

students can make some question fr om the dialogue above.

Question Answer

What is Mrs. Rina address?

Does Miss Dwi live at the

Same address?

What is her address?

She lives at Cinere

No, she does not live there anymore

She lives on Pamulang Street

Situation: The postman rings the bell at Mrs Rina house; he has two

letters in his hand. Mrs Rina opens the door.



21

4. Memorization of the dialogue through repetition in a variety of ways.

Model the lines of the dialogue and have the class repeat each line

after you. Take one part and have the class take the other, exchange roles.

Have the class act out the roles by groups, by rows, then by individual

students.

The usual procedure is repetition of the lines by grou then by the

individuals, repetition is necessary for memorization. But, practice not be

cued exclusively by the teacher saying,” repeat after as she supplies

the oral model.

She should ask them to repeat the lines only as many items as

needed, some class need more repletion than others. However, she should

not hurry the class through this step as the students performance in the text

part of the lesson depends very much on the fluency gained during this

step.

If the teacher finds that her students can learn the dialogue with out

going through all the steps as outlined, she can skip of them. As the

students learn more vocabulary and more structures, the memorization of

the later dialogues would not take as long as the earlier.

7) Let’s say the lines of the dialogue

together

(Point to the character in the

picture as you say his line)

Etc

2) Now, I’ll be a postman and you be

Mrs. Rina I have a letter for

Miss Dwi

I have a letter for Miss.Dwi.

I have a letter for Miss.Dewi.

She does not live there any more

Teacher Students



22

Etc

3) Now you be a postman and

I’ll be Mrs. Rina

She does not live there any more

I have a letter for Miss Zahra

5. Dialogue variation

Give a situation very similar to that of the basic dialogue. The lines

are the same except for the substitution that the students will make as

determines by the new situation. The first variation may be given in the

form of a directed dialogue. The students many act out the roles in other

variation without cues from the teacher. It is Miss dwi,s party. Your sister

sent you to her house to take her a gift. Some opens t or.

Group 1 : You take the gift to Miss. Lala.

Group 2 : You open the door for her

Group 1 : Say that you have a gift for Miss.Lala.

Group 1 : I have a gift for Miss.Lala

Group 2 : She does not live here anymore

Etc.

(Have one student from Group 1 go through the action of taking the gift to

Miss.Lala and the student from Group 2 of opening the door)

(Individual students may act out the role after the group practice)



23

The research about simple present tense had been done by Aminah thatwas “ ”.

20This

research explains about the application of dialogue technique in teaching simple

present tense. She conducted the observation started on March 12th

, 2007-May

16th, 2007. She used dialogue technique to teach the simple past tense in order to

minimize the students’ errors and difficulties in learning simple present tense,

because this technique made the students know and practice the simple present

sentences from the dialogue directly. Moreover, it could make students understand

the sentences of simple past tense easily. In fact, the result of analysis of

interpretation of the data shows that teaching simple present tense became more

effective by using dialogue technique; it can be seen from the result of the test.

By using dialogue technique, the researcher hopes that the students will

improve their understanding of simple present tense, and improve their ability in

using simple present tense both written and spoken.

20

Aam Aminah, Skripsi,(Jakarta : FITK UIN, 2007), p. 22

D. Relevant Study

Teaching Simple Present Tense through Dialogue Technique

Teaching Simple Present Tense through Dialogue Technique



24

Grammar is a description of the way language works. The knowledge of grammatical rules is essential for the mastery of a language; we cannot use words

unless we know how they should be put together. It is study of the way words

are put together to make correct sentences. Grammar does not only affect how

units of language are combined in order to “look right”; it is also affects their

meaning.

As one of the various grammatical structures, simple present tense should

be taught and practiced as a means of communication. To realize the goal,

learning process of present tense should be appeared in a context of students’ real

life.

Along with the discussion, Dialogue Technique will emphasis on the

attachment of context in teaching learning activity. It is intended to help the

students relate the content they are learning to the life context in which the content

could be used.

Accordingly, the writer regards the dialogue technique as an approach of

teaching and learning process in teaching present tense because it may help

students to understand the concept of present tense meaningfully.

E. Conceptual Framework



25

1. Null Hypothesis (Ho)“There is no significant effect of teaching Simple Present Tense using a

Dialogue Technique at MTsN Tangerang II Pamulang”.

2. Alternative Hypothesis (Ha)

“There is a significant effect of teaching Present Tense using a Dialogue

Technique at MTsN Tangerang II Pamulang”

F. The Hypothesis



26

The objective of the reserach is the writer wants to know whether using

dialogue techniques is effective to reinforce the understanding of the simple

present tense

The writer conducted the research at MTsN Tangerang II Pamulang Jl.

Pajajaran located in Pamulang.

The writer conducted this research from October 16, 2008 up to February

19, 2009.

The object of the research consists of nine classes with total 303 students

from first grade of MTsN Tangerang II Pamulang. They are divided into 7 class

types; regular class and 2 classes for bina prestasi class.

The writer used the stratified random sampling for the ple of the

research, so the sample of research only 24 students which is class VII 9 (Class

Bina prestasi 2).

CHAPTER IIIRESEARCH METHODOLOGY

A. Purpose of Research

B. Place and Time

C. Population and Sample



27

This study is a kind of one-group pre-test and post-test design (in factCohen and Manion quoted by Nunan, call it a pre -experiment)21

whereas the

students would be given a pre-test before starting the treatment and post-test after

the treatment. The result of pre-test and post-test are compared and calculated to

find out the effectiveness of using dialogue technique in teaching simple present

tense.

In this research, the writer uses the test which is made by her. The

materials of the test will be taken from the students’ handbook and other related

book about simple present tense. The test is divided into two parts. The pre-test is

given before the treatment while the post-test is given after the treatment to the

class. The test consists of 16 items. The score calculated and analyzed in analysis

of the data.

Simple present is the tense, used when we want to state an action

that is fact or habitual action; usually it used the base of verb expect for the

third person singular, which is added – s or – es. For example: I drink the

water. However, for he/she/it we must add – s or – es so it would be He

drinks the water.

Operational definition of the simple present tense is se that can be

answered by the students in the pre-test and post-test. Hence, the writer

would operate the students’ scores of the tests as the instrument of the

research.

21

David Nunan. , (USA: Cambridge UniversityPress, 1992), p. 40

D. Research Method

E. Instrument of Research

1. Conceptual Definition

2. Operational definition

Research Methods in Language Learning



28

Before doing the research, the writer tried the test out to the

students of first grade of MTsN Tangerang II Pamulang who are not the

participant of the research on November -2009. The test was done to know

the validity and the reliability of the instrument.

Validity test is done to know whether the items of the questions

measure what to be measure. To test validity of item, it used product

moment theory. If there is a correlation between the t score, whichis called dependent variable and the item score (independent variable),

so there is a high validity of the test, and vica versa.

The product moment formula:

1) Mean total (Mt)

3. Specification

Table 3.1Specification of test

No Present Tense No. Item Total

Positive

Negative1

Interrogative

Multiple

choice

1,2,3,4,6

and 77

Positive

Negative2

Interrogative

Fill in the

blank

8,9,10,11

and 12

5

Positive

Negative3

Interrogative

Essay13,14,15

and 164

4. Calibration

Mt = ? Xt

N

a. Validi t



29

2) Standard total deviation (SDt)

22

3) Validity r pbi

Based on the result of the try out test, there are 16 valid

items. However, the writer has changed the items that not valid

yet, so the items become valid.

Reliability defines whether an instrument can measure

something to be measure constantly. There are many form that can

be used to measure the reliability of the test. In this case, the writer

uses the single test-single trial approach with Kuder -Richardson

formula:

12

11

Based on the calculation of the try out, the reliability of the

instrument is 0.680 while r table = 0.404 It means that the “r

calculated” is higher than “r table”. Finally, it can concluded that

the test is reliable.

22

Ridwan , ( .Bandung : PT. Alfabeta, 2005.,p. 108

SDt =

r bi = r bi = M -Mt p

SDt q

KR = .22

SDt2

= n ? X2 – (? X)

2

n(n - 1)

− ∑∑

−

−∑

N

X

N

X t t

K

K

t

t

SD

q pSD

Belajar Mudah Penelitian untuk Guru – karyawan dan Peneliti Pemula)

b. Rel iabi lit



30

In teaching procedures, firstly, the teacher prepared such as:

Lesson Plan

Materials

Technique

Objective

Teaching Aids

Evaluation

The teaching was held in the first year of MTsN Tangerang II Pamulang.

Before teaching, the teacher gave pre-test to all students in class VII 9 to

check the students’ knowledge of the materials that would be taught and done

in the experiment. The teacher presented the lesson through some steps as

follows:

1. Pre-Teaching

- Greeting the students

- Telling the students that they are going to study about simple presenttense through Dialogue Techniques

- Distributing the hand-out of materials to the students

2. While-Teaching

- Explaining the materials about the definition, the pattern and the

function of simple present tense and giving the example simple

present tense by using dialogue techniques

- Asking the students to remaining what is the simple present tense? How

the patterns of the sentences in simple present tense, and ask the

students try to use the simple present tense in daily activity.

- Giving the simple present tense through Dialogue Technique. The

following explanat ion is the teaching procedure that done by the

writer in the treatment process:

a. Teacher explained the lesson plan for meeting that is describing in

habitual action.

F. Teaching Procedures

•

•

•

•

•

•



31

b. Teacher give the map to the students and modeled the question

“what address do I live?”

c. The teacher calls the volunteer to in front of the class to practice

the dialogue in simple present tense form.

d. Other students do the same dialogue asks and answer each other.

e. The teacher gives the other dialogue and gives the situation of the

dialogue and the students make a group to practice it.

f. The last, students conclude present tense, the function and the form

of it from activity they have done. It is kind of activity that students

construct the information by themselves and share with other

students.

3. Follow-up

- Ask ing the students whether they have questions

- Checking the students’ comprehension by giving the exercises in the

oral and written form. The teacher gives the dialogue the students to

practice in front of class/in pairs. Then, asking the ts’ to make

sentences in affirmative, negative, and interrogative statement.

4. Post-Teaching

- Checking the students’ answers

- Giving the feedback

Collecting Data is one important thing in the research that can be

determined the result of the research, as follow:

The writer did the pre-test by giving the students test as

mentioned. The test consists of twenty items. The students were only

given forty minutes to finish completing the test.

G. Procedure of Collecting Data

a. Pre-Test





33

22

SEMD : The standard error from mean of differences that is ga with the

formula:

1

df : Degree of freedom with formula: N – 1

SD D =

SE MD =

N

D N

D

N

SD D

∑

∑

−



34

To know the result of the test, the writer makes the table of student’s

score for experimental class as fo llows:

1 30

2 83

3 70

4 80

5 57

6 65

7 63

8 40

9 33

10 56

CHAPTER IVRESEARCH FINDING

A. Description of Data

Table 4.1

The Test Scores of the student’s Pre-Test

Student Score Pre-Test



35

11 47

12 53

13 40

14 50

15 73

16 63

17 63

18 37

19 53

20 53

21 80

22 60

23 85

24 40

Based on the table of the result on pre-test, the writer calculated the result of

variable X (? x) is 1374, and seeking the mean score of variable X, the higher

score, and lower score of the students’ pre-test with formula:

Mx = ? x = 1374 = 57,25 (Mean score)

N 24

The higher score = 85

The Lower score = 30

1 63

2 87

3 67

N= 24 ? x = 1374

Table 4.2

The Test Scores of the student’s Post-Test

Student Score Post-Test

•

•

•



36

4 80

5 57

6 87

7 67

8 53

9 70

10 83

11 60

12 57

13 53

14 60

15 87

16 93

17 77

18 60

19 90

20 50

21 83

22 70

23 93

24 53

Based on the table of the result on post-test, the writer calculated the result

of variable Y (? y) is 1700, and seeking the mean score of variable y, the higher

score, and lower score of the students’ post-test with formula:

Mx = ? x = 1700 = 70,83 (Mean score)

N 24

The higher score = 93

The Lower score = 50

N=24 ? y = 1700

•

•

•



37

1 30 63

2 83 87

3 70 67

4 80 80

5 57 57

6 65 87

7 63 67

8 40 53

9 33 70

10 56 83

11 47 60

12 53 57

13 40 53

14 50 60

15 73 87

16 63 93

17 63 77

18 37 60

19 53 90

20 53 50

21 80 83

22 60 70

23 85 93

24 40 53

Table 4.3

The Test Scores of the student’s Pre-Test and Post-Test

NoThe score of

Pre-Test

The score of

Post-TestD = ( X – Y ) D2

= ( X – Y)

N= 24 ? x = 1374 ? y = 1700 ? D = 326 ? D2 = 7876

33 1089

4 16

3 9

0 0

0 0

22 484

4 16

13 169

37 1369

27 729

13 169

4 16

13 169

10 100

14 196

30 900

14 196

23 529

37 1369

3 9

3 9

10 100

8 64

13 169



38

Schematically, the following figure reflects the students’ score in present

tense befor e they taught by dialogue techniques (pre-test) and after the application

of dialogue technique in their class (post-test)

Based on the figure above, it is clear that the students’ score in present

tense has an important. This findings suggest that the teacher of English at MTsN

II Tangerang to use the dialogue techniques as an approach of teaching.

After finding the score of the students, pre-test and post-test, the compared

the result of the test by using t-test formula:

N = Number of cases

X = the score of pre-test

Y = the score of post-test

D = Difference

? x = the total score of x

? y = the total of post-test

? D = the total of difference

G. Analysis of Data

Notes:

= to MD

SE

MD

0200

400

600

800

1000

1200

1400

1600

1800Pre-Test

Post-test



39

? D2 = the total of quadrate difference

Find out the mean of differences (MD) between var iable X and variable Y,

the writer used the formula:

24

326

6.13

Based on the data in table 3, writer calculated the result of ? D = -326 and

? D2

=7876. Then, the writer tried to find out the standard ion with the

formula:

2

22

24

7876

24

326 2

17.328 6.13 2

96.18417.328

143 96.11

After finding the result of SDD, the writer can seek SEMD (Standard Error

of the Mean of Difference) using formula as follow:

1

124

96.11

MD N

D

DSD N

D N

D

MDSE

N

SD D

=

=

=

∑

∑

∑

[ ]

−

−

−

=

=

=

=

=

= =

=



40

23

96.11

79.4

96.1149.2

The last calculation is determining the result of to (t observation) of the

test with formula:

49.2

6.1346.5

The last result -5.46 indicated that there was a difference of degree as

much as 5,46. Regardless the minus, it does not indicate negative score.

Then, to complete the result of research, the writer tried to find out the

degree of freedom (df) with formula:

df = N – 1

= 24 – 1

= 23

df = 23 (see table of “t” value at degree of significance of 5% and 1%)

At the degree of significance of 5% = 2.07

At the degree of significance of 1% = 2.81

The result of analyzing the data by using the formula shows that the

coefficient is 5.46 this means that there is increasing score of the simple present

tense taught using Dialogue Technique.

=

= =

=

= =

to MD

S

MD

−



41

Before deciding the result of hypothesis, the writer proposed interpretationtoward to (t observation) with procedure as follows

a) If to > tt : there is a significant difference and the alternative hypothesis

(Ha) is accepted and null hypothesis (Ho) is rejected.

b) If to < tt : there is no significant difference and the alternative hypothesis

(Ha) is rejected and null hypothesis (Ho) is accepted.

The result of to (t observation) found 5.46 and tt (t table) the degree of

significance of 5% and 1% are 2.07 and 2.81. Comparing to (t observation) and tt (t

ta ble), the result is 2.07<5.46>2.81. It means the to (t observation) is higher than tt

(t table).

According to the data, the score of to is higher than tt it means that the

alternative hypothesis is accepted and null hypothesis is rejected. There is a

significance effect on the simple present tense taught through dialogue technique.

From the result of the test, the writer knows that the students’ post -test is

higher than pre-test which means that the using of dialogue techniques can

increase the students’ in understanding the simple present tense.

The test of hypotesis shows that there is a significant difference in

students’ score between before and after they are taught by dialog technique. The

difference is students’ score in simple present tense after the aplication of

dialogue technique are higher than before they are taught by using dialogue

technique.

The findings as described above are supported by those obtained from the

observation of the writer during the experiment. It was found that there are some

factors that cause the improvement of students’ comprehension in simple present

C. Test of Hypothesis:

Statistical Hypothesis:

D. Interpretation of Data



42

tense such as: (1) students are motivated because the ity of the teaching and

learning is enjoyable, (2) student are interested in t material because it is related

to the their life and provided in the context of real ife, (3) students realize that the

material they are learned is important for them, (4) the teacher devided the class

into small groups, so the students can interact with others and share their ideas.

Based on the data analysis and the discussion above, the writer can

interpret that dialogue technique is effective in teaching simple present tense to

the first grade of MTsN tangerang II Pamulang.



43

Based on the previous discussion, the conclusion can be drawn that:

Dialogue technique is effective in teaching simple present.

- Increase the students’ scores.

- The value of to (5.46) it is higher than tt (5%=2.07 and 1%=2.81).

According to the conclusion, this study would like to the

following suggestions for teacher and students in learning process:

Teachers

a. The Teacher should be well prepared before entering the classroom

b. The teacher should make the students realize that the material will begiven is important for their daily communication

c. Te teacher should give the learning material related to the context of

students’ live in order to make the students easier to relate new

information and their background knowledge.

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion

H. Suggestion

•



44

Students

1) The students should be focus of teaching and learning activity is not

only on the grammatical forms, but also on how to use words in

communication

2) The students should make the activities of learning process are

meaningful and enjoyable.

3) The students should realize that the material they are learned is

important for them.

•



45

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Hall, Eugene J.

. Cambridge: Cambridge University

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47

Mata pelajaran : Bahasa Ingggris

Satuan pendidikan : MTsN tangerang II PamulangKelas/semester : VII/1(ganjil)

Alokas i waktu : 1 x pertemuan (2x40 menit)

Tahun pelajaran :2008/2009

Berkomunikasi dalam percakapan transaksional dan interpersonal

sangat sederhana untuk berinteraksi dengan lingkungan terdekat

dengan menggunakan simple present tense

Merespon makna dalam percakapan transaksional (to get done)

dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa

lisan sangat sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan terdekat.

Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) yang menggunakan ragam

bahasa lisan sangat sederhana secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat.

1. Siswa dapat merespon ungkapan dengan menggunakan simple

present tense dengan tepat.

2. Siswa dapat melakukan dialog dengan menggunakan simple

present tense dengan lancar

3. Siswa dapat mengidentifikasi bentuk kalimat simple present tense

baik positif, negat if, maupun pertanyaan dengan benar.

Metode : communicative approach

Strategi : REACT (Relating, experiencing, applying,

cooperating, transfering)

Salam dan tegur sapa10 menit

Guru memberikan motivasi

60 menitGuru menjelaskan topik yang akan dibahas kepada siswa

Guru membuat dialog

Guru menanyakan kepada siswa isi dialog tersebut

Setiap siswa bertanya dan menjawab secara bergantian tentang dialog

Siswa dan guru membahas tentang tata bahasa simple present tense

RENCANA PELAKSANAA PEMBELAJARAN

I. Standar Kompetensi

II. Kompetensi Dasar

III.Indikator

IV.Materi pokok dan uraian materi

V. Sumber dan media pembelajaran

VI.Motode dan strategi pembelajaran

VII. Rencana pembelajaran

Pendahuluan

Kegiatan pokok



48

Guru memfasilitasi

Siswa melakukan refleksi terhadap kegiatan yang sudah ksanakan

10 menit

Guru memberikan kesimpulan umum tentang materi

Penilaian proses : dilakukan pada saat proses KBM berlangsung

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai pada

hand out

Instrument : soal tes terlampir.

Penutup

VIII. Penilaian



49

Mata pelajaran : Bahasa Ingggris

Satuan pendidikan : MTsN tangerang II Pamulang

Kelas/semester : VII/1(ganjil)

Alokas i waktu : 1 x pertemuan (2x40 menit)

Tahun pelajaran :2008/2009

Berkomunikasi dalam percakapan transaksional dan interpersonal

sangat sederhana untuk berinteraksi dengan lingkungan terdekatdengan menggunakan simple present tense

Merespon makna dalam percakapan transaksional (to get done)

dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa

lisan sangat sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan terdekat.

Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) yang menggunakan ragam

bahasa lisan sangat sederhana secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat.

1. Siswa dapat merespon ungkapan dengan menggunakan simple

present tense dengan tepat.

2. Siswa dapat melakukan dialog dengan menggunakan simple

present tense dengan lancar

3. Siswa dapat mengidentifikasi bentuk kalimat simple present tense

baik positif, negat if, maupun pertanyaan dengan benar.

I live in this house

What street do i live on?

My friends live here

Appendices

RENCANA PELAKSANAA PEMBELAJARAN

I. Standar Kompetensi

II. Kompetensi Dasar

III.Indikator

IV.Materi pokok dan uraian materi

Pertemuan Pertama

Study the diagr am shows the students to i ndicate the location

Present tense talks about something thet is to indicate a costomary or

habitual action



50

Postman : I have a letter for Miss Dewi

Mrs.Rina : She doesn’t live here anymore

Postman : Can you tell me where she lives now?

Mrs.Rina : Just a minute. I will get my address book.

Postman : Thank you

Mrs.Rina : She live at 41 Pamulang Street

Postman : I also have a letter for Miss Zahra

Does she still live on this street?

Mrs.Rina : Yes, she livesin that yellow house on the corner Postman : Thank you

Mrs.Rina : You are welcome.

What is Mrs.Rina address?

She lives at Cinere

Does Miss Dwi live at the same address?

No, she does not live there anymore



She does not live there anymore

You take the gift to Miss.Lala.

You open the door for her

Say that you have a gift for Miss.Lala

Pertemuan kedua

Pertemuan ketiga

Pertemuan keempat

Pertemuan kelima

The postmant r ings the bell at M rs.Rina house; he has wo letters in his hand. M rs.Rina opens the door.

Present tense talks about situation that something happen iin habitual

action.

Present tense ta lks about question and answer the dialogue

Present tense ta lks about activity of memirization to repetition in variety of

ways

Present tense talks about a situation very similar to at of the basic

dialogue to determines by the new situation.



51

Sumber Pembelajaran: - Zainab Zaidir, Retno Andari, Charlotte

Moningka. Communicative English in Practiceuntuk SLTP kelas 1. CV. Sapta Arthat Jaya

Jakarta. 2004.

Betty azar Schramfer, Understanding and Using

English Grammar, 2nd

Ed,New Jersey : Prentice

Hall Regents, 1989.

Media Pembelajaran : Papera, textbook, marker, whiteboard.

Metode : Communicative approach

Strategi : REACT (Relating, experiencing, applying, cooperating,

transfering)

Salam dan tegur sapa 10

menit

Guru memberikan motivasi

60 menit

Guru menjelaskan topik yang akan dibahas kepada siswa

Guru membuat dialog

Guru menanyakan kepada siswa isi dialog tersebut

Setiap siswa bertanya dan menjawab secara bergantian tentang dialog

Siswa dan guru membahas tentang tata bahasa simple present tense

Guru memfasilitasi

V. Sumber dan media pembelajaran

VI.Motode dan strategi pembelajaran

VII. Rencana pembelajaran

Pendahuluan

Kegiatan pokok

-



52

Siswa melakukan refleksi terhadap kegiatan yang sudah ksanakan10 menit

Guru memberikan kesimpulan umum tentang materi

Penilaian proses : dilakukan pada saat proses KBM berlangsung

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai pada hand

outInstrument : soal tes terlampir.

Penutup

VIII. Penilaian



53

Dialogue 1 for questions number 1-5

Maria : How are you?

Clara : ... (1)Maria : Where do you live now?

Clara : ... (2)

Maria : By the way, How many sister do you have?

Clara : ... (3)Maria : Where does your sister work?

Clara : ... (4)Maria : Do you work too?

Clara : No, I ... (5)

1. a. I am student c. Fine thank you

b. how do you do d. Very well

2. a. I am living in Bandung c. I have lived in Bandung

b. i live in Bandung d. I had been lived in Bandung

3. a. I was having one sister c. I has one sister

b. i had one sister d. I have oe s ister

4. a. My sister works at the office c. My sister work at the office b. my sisterworking at the office d. My sister worked at the office

5. a. Do not c. Does not

b. does d. Do

Shopkeeper: What do you want, sir?

Mr Mulia : Udin, Maryam, what do you want?

Maryam : ... (6)

Mr Mulia : Udin, do you want a ruler, too?

Udin : No, I ... (7)

Maryam : He wants a notebook.

Shopkeeper: what does your son want,sir?Mr. Mulia : . .. (8)

Shopkeeper: ... (9)

Mr. Mulia : yes, they both want notebooks, and ... (10)

Sho pkeeper : two notebook and ruler. They are Rp. 5.000.-, sir.

6. a. I want a ruler and notebook c. I want a ruler and notebook

b. I wanted a ruler and notebook d. I am want a ruler and notebook

7. a. Do want a ruler c. Does want aruler

b. don’t want a ruler d. Doesn’t want a ruler

8. a. He is want a notebook c. He has want a notebook

b. he had wants a notebook d. He wants a notebook

Instrumen Test

I. Choose the right answer below

dialogue 2 for questions number 6 -10



9. a. Does they both want anootebook? c. Do they both want notebook?

b. does they both want ruler? d. Do they both want a notebook?

10. a. My daughter want a ruler c. My daughter wanted a ruler b. my daughter wants a ruler d. My daughter is want a ruler

Adji : excuse, ... (1) you have phone number?

Nurul : yes, I ... (2) it is 74710938

Adji : How ... (3) i contact you?

Nurul : just call the office

Adji : By the way, where .. . (4) your sister live?

Nurul : She live in jakarta

Adji : ... (5) she work there?

Alya : what time do you usually get up, Amira?

Amira : I wake up at 5. Oc’lock and get up at 5:15

Alya : do you usually get up so early?Amira : Yes, i do, but sometimes i get up so late

Alya : what do you do after get up?

Amira : i take a shower

Alya : do you usually have breakfast or not?

Amira : yes, i do

Alya : does your mother make your breakfast?

Amira : yes, she does.

1. What time does amira get up in the morning?

2. Does Amira usually get up so late?

3. Does Amira usually eat breakfast or not?

4. Who makes Amira’s breakfast?

5. What does she do after get up?

II. Complete this dialogue by using Do or Does!

III. Read the dialogue carefully and answer the questions below!

Answer these questions!

Documents

98903 Maria Ulfah Fitk