Globalization era makes us realize about the importance of communication. We use language to interact each other in the world. Language is a medium of communication used by people to interact and express what they want.
Language plays an important role in our life. Every country has its own national language. Besides the national language, we also need an international language. English is an international language. Many countries in the world use English for communication. English has played an important role in daily activities.
Many people realize that learning English is important for their study and business also for their social life. People are motivated to learn English because it has become the main language for communication, such as in diplomacy, tourism, seafaring communication or trade, air traffic control, correspondence etc. English is also used in many scientific books, such as books of politics, economics, laws, and also many others.
In Indonesia, English is a foreign language. It is learned by pupils of elementary school up to university students. Mostly in learning English, students still make some mistakes. It is caused by the different systems between English and Indonesia, such
as: pronunciation, vocabulary and grammar. According to Plammer as quoted by Alwasilah, (1993 : 17) “some people know grammar of their language, others do not”. It means , some people know grammar of their language, but there are many people who do not know grammar of their language.
In addition, many students find difficulties in learning English, especially to understand grammar in using simple past tense until the aim of teaching is not reached well. According to Murphy (1985 : 22) “we use the simple past tense to talk about action or situation in the past”. It means simple past tense is used to explain event or action and situation in the past.
To decrease students’ mistakes in learning English especially in simple past tense, teachers must be able to create a favorable condition in teaching and learning process in order to make the students comprehend and use English easily. Using suitable media which is appropriate to main subject, learning can increase the students’ interest and motivation in studying English, so the students feel interested and pay attention to that subject.
According to Burden and David (1999 : 141) “instructors should select only instruction media that are consistent with students’ capabilities and learning styles.” It means, teachers should select suitable instructional media for teaching and learning process. To develop the system of instructional media especially in simple past tense, the writer uses chart as instructional media in teaching grammar (simple past tense) to
make students understand English easily.
According to Kreidler (1968 : 4) “Chart can be useful in providing a number of cues for fast faced practice in substitutions drill and other exercise on particular grammatical points”. It means, using chart can help a teacher to give material easily.
Based on the explanation above, the writer focuses on students at the first grade of SMAN I Jatinunggal entitled “Using Chart in Teaching Simple Past Tense at the First Grade of SMAN I Jatinunggal”.
The purpose of this study is to identify a media that the writer will apply in teaching English as a foreign language in Indonesian. The media is chart. Chart is instructional media in the form of sheet of paper with information, picture and curve which are used in teaching learning process.
The writer apply chart in teaching simple past tense. The writer hopes that chart can make easier for students in understanding about the use of simple past tense in daily activity. In this study the writer has formulated research problem statement: ” How high is the student’s achievement in studying simple past tense by using chart?”.
The Reason of Choosing Topic
In teaching structure especially in teaching simple past tense, a teacher usually uses conventional technique. According to Quick, (1987 : 225), conventional technique is following accepted customs and standards, sometimes too closely and
The writer concludes that conventional technique is used in the classroom based on the customs that have been applied for a long time, especially is simple past tense. The writer thinks, there is another media that can be used in teaching simple past tense, the media is chart. Chart is instructional media in form sheet of paper with information, picture and curve which are used in teaching learning process.
In this research, the writer wants to know the effectiveness of chart if it is compared with conventional technique. Based on the reason above the writer states that topic in this research is Using Chart in Teaching Simple Past Tense at the First Grade of SMAN I Jatinunggal.
Limitation of the Topic
There are a lot of aspects that must be observed in teaching language, especially English as foreign language, like the textbook used, curriculum, material taught, the method of teaching and facilities. In this study the writer has limited the problem as follows :
The writer limits this study only to the teaching simple past tense using chart.
Research Objective and Benefits
The general objective of this study is meant to know how far chart influences the students’ achievement. For this purpose, a general objective has been formulated by the writer, that is to find out the effectiveness of teaching simple past tense through chart.
The specific objectives of this study are:
To identify how high the students’ performance who learn simple past tense through chart is.
To determine whether the students who are taught English using chart get better scores in learning simple past tense than those who are taught conventionally.
1.5.2 Research Benefits
The writer hopes this study will give contribution to the teaching English language, to teachers, students and other researchers.
To the teaching of the English language
The results of study are expected to give contribution about the effectiveness of teaching simple past tense using chart.
To the teacher
The results of study can give clear understanding about chart in teaching English.
The results of study can make students easy in learning simple past tense by using chart.
To the researcher
The results of study can be used as comparative study.
Clarification of the Term
To avoid misinterpretation concerning the use of terminology of this study. The writer feels it necessary to explain each terminology used in this study as follows
Teaching is showing of helping someone to learn how to the something giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand ( Brown, 1994 : 7 )
Chart is sheet of paper with information in the form of curve, diagram and pictures etc ( Hornby, 1974 : 140 )
Simple Past Tense is used to report a stake or activity which can be ascribed to a definite past time. A past adverbial is either expressed or else understood from the contact in which the past tense in used (Wishon, 1980:195) .
Use is have the disposal of something ( Agrawal & Singh, 2001 : 814) in this case chart as the media of learning.
In this study the writer has assumptions, as follows :
The Simple Past Tense is a part of English Grammar that should be mastered.
Students’ mastery of the simple past tense well can be practised either their spoken or written English.
1.8 Research question
In this research the writer has formulated the research question as follows :
How high is the student’s achievement in mastering simple past tense?
What is hypothesis? The word hypothesis is generally used in a more restricted sense in research to refer to connectives that can be used to explain observation (Burns, 1995 : 83)
Based on the statement above the writer provides the hypothesis as follows : “Students who are taught Simple Past Tense using chart get better scores than those who are taught conventionally.”
1.10 Research Report Organization
The amount of chapter of this study covers five chapters. They are as follows :
CHAPTER 1 INTRODUCTION. Covering the background, problem statement, reason for choosing the topic, limitation of the problem, research objective
and benefit, definition of terminology, assumption, research question, hypothesis, research report organization.
CHAPTER II THEORETICAL FOUNDATION. Covering the teaching grammar, teaching simple past tense, teaching grammar using media, teaching simple past tense using the chart.
CHAPTER III RESEARCH METHODOLOGY. Covering the research method, the instrument, population and sample, data analysis technique and research procedures.
CHAPTER IV RESEARCH RESULT DISCUSSION. Explaining the hypothesis testing and research result interpretation.
CHAPTER V CONCLUSION AND SUGGESTION.