1

CHAPTER I

INTRODUCTION

A. Background of the Problems

The teaching of English as a foreign language (EFL) in Indonesia is

intended to develop the students ability in English of each component of the

language learning those are: Listening, Speaking, Writing and Reading.

furthermore beside of the supporting component, the important thing to

understand are : grammar or structure, vocabulary, and pronunciation these

are expected to enable students to master the language quickly.

Among those language components ; grammar has been identified as

the most challenging aspect for the learners of English to learn. According to

Brown, grammar or structure is the system of rules governing the

conventional arrangment and relationship of words in a sentence. 1 From some

students, studying grammar is uninteresting subject during learning process

more over they try to avoid them because it is confusing and hard to

understanding.

Grammar has some aspects that can’t be ignored. They are like :

articles, part of speech, sentence pattern, tenses, etc. One of them that is

considered to be most difficult to learn for Junior High School ( SMP )

Negeri 15 Kerinci’s students are tenses like simple past tense ; tense that

1
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, (2nd ed, New York : Prentice-Hall Inc ,2001), p. 374
 2

show time in the past and are now finished. In this case they have to be able

to distinguish the form of the verb and usage. Sometimes they make a mistake

because of the lack of knowledge of the regular and irregular verb form which

used in simple past tense. So, it can make some students less in grammar

lesson.

Past time is essentially the study of man and his life in the context of a

particular time .While time itself in the sense of past time in the form of a line

extending straight forward and show continuity. So that the discontinuity in

time past, present and future, then the present time is determined by the

presence of the past, and the future is determined by the presence of the

present.

Simple past tense in learning English have several aspect can make

difficulties for student, there are :

1. The students difficult in understanding the rule in the sentences

2. The students difficult to know about V2

So, the researcher will be doing experiment for learn of English

spesificly in Junior High School ( SMP ) Negeri 15 Kerinci.

Based on statements above, in increasing students’ simple past tense

as the focus of teaching activities, English teacher is expected to use

appropriate techniques and media that can help students in teaching learning

more easily. The technique and media that is used by a teacher should be

good and relevant to the student’s background knowledge. According to B.

 3

Suryo Subroto, Effective teaching is circular process that consists of four

components. They are teaching plan, teaching effectively, exercise and

reinforcement, and giving evaluation.2 In order to be able to teach well,

teacher must have professional ability that consists of four teachers’

competences. One of the competences is a pedagogical competence involving

creating meaningful and interesting learning. Allah said in the Qur’an surah

An-Nahl : 125

   


 
   
    
   
   
 

Artinya : “Serulah (manusia) kepada jalan Tuhan-mu dengan hikmah dan

pelajaran yang baik dan bantahlah mereka dengan cara yang baik.
Sesungguhnya Tuhanmu Dialah yang lebih mengetahui tentang
siapa yang tersesat dari jalan-Nya dan Dialah yang lebih
mengetahui orang-orang yang mendapat petunjuk”.3
Meaning : “Invite (all) to the way of the lord with wisdom and beautiful
preaching: and argue with them in ways that are best and most
gracious: for thy lord knoweth best who have strayed from his path
and who receive guidance.”
In learning process, technique bring over the students learning

outcomes. So, the teacher will use technique in learning English. According

2
Dr. E. Mulyasa, M. Pd , Standar Kompetensi dan Sertifikasi Guru, ( Bandung: Rosdakarya,
2013) p.75
3
Departemen Agama Republik Indonesia, Op.Cit., p. 281
 4

to H. Douglas Brown technique is any of a wide variety of exercises,

activities, or tasks used in the language classroom for realizing lesson

objectives.4 Hence, the researcher choice the interesting technique in learning

tense “ simple past tense “ is transformational drill technique.

According to Larsen – Freeman transformational drill is the teacher

gives students a certain kind of sentence pattern, an affirmative sentence for

example. Students will be asked to transform this sentence into a negative

sentence. Other examples of transformations to ask of students are changing a

statement into a question, an active sentence into a passive one, or direct

speech into reported speech.5 Then too, Transformation Drill is Students

change the form of a given sentence, from positive to negative or active to

passive. So, The fact that students can do the drill correctly does not,

however, mean that they understand what they are saying or writing in the

their task.6

So Based on the above background researcher should be done

experimental research with the title is " THE EFFECT OF

TRANSFORMATIONAL DRILL TECHNIQUE IN TEACHING PAST

TENSE TO LEARN ENGLISH AT JUNIOR HIGH SCHOOL ( SMP )

NEGERI 15 KERINCI ACADEMIC YEARS 2015/2016”.

4
H. Douglas Brown, Op.Cit., p. 31
5
Larsen – Freeman, Technique and Principles In Language Teaching, (New York : Oxford
University, Press, 1986 ), P. 49
6
Paulston dkk, Teaching English as a Second Language: Techniques and Procedures, (New
Jersey : Prentice Hall Inc, 1976 ), p. 37
 5

B. Identification of Problems

Based on the pre-observation that the researcher conducted from

English teacher and some students at Junior High School ( SMP ) Negeri 15

Kerinci on April 29th 2015, the researcher identified there are some problems

that is made by the students in learning listening. The problem that cover the

research can be identified as follows :

a. The students difficult in understanding the rules of simple past tense in the

sentences.

b. The students are less interested in English lesson. This is cause by their

view that English is so difficult.

C. Limitation of Problem

Based on some problems identified above, the researcher limited the

problems and focus on the students’ difficult in understanding the rules of

simple past tense in the sentences by using transformational drill technique.

The research was be conducted at Junior High School ( SMP ) Negeri 15

Kerinci Academic Years 2015 / 2016.

D. Research of the Question

Based on background above, the problem in this research can be

formulated as follow : Is there any effect of using transformational drill

 6

technique in teaching simple past tense to learn English at Junior High School

( SMP ) Negeri 15 Kerinci Academic Years 2015 / 2016?

E. Purpose of the Research

Based in the problem statement above, the objective of the research

was to find out whether there was a significant effect of using

transformational drill technique in teaching simple past tense.

F. Significances of the Research

The result of the research hopefully will be very beneficial for:

1. The students

Through transformational drill technique, students are expected to have

good effect in understanding the rules of grammar in the sentence.

2. The teachers

It is expected that the research can give inspiration to the teachers of

Junior High School ( SMP ) Negeri 15 Kerinci in developing various

teaching media.

3. The Principal

It can give contribution about teaching implement and education,

especially in teaching technique.

4. The other researchers.

It is expected that the findings will be used as starting points to conduct

another research.

G. Definition of the Key Terms

 7

In this research, the researcher necessary to define the term used:

1. Technique : A technique is a single activity that comes from a procedure.

Any one of the steps of the procedure list above qualifies as a

technique. Naturally, various methods employ various

techniques.7

2. The transformational drill : A sentence is transformed by being made

negative or interrogative or through changes in tense, mood,

voice, aspect, or modality. 8

3. Simple past tense : The simple past the indicates that an activity or

situation began and ended at a particular time in the past.9

4. Junior High School ( SMP ) Negeri 15 Kerinci : Junior High School ( SMP

) Negeri 15 Kerinci is the level of junior high school which is

located in Belui, Depati VII district, Kerinci regency. Junior

High School ( SMP ) Negeri 15 Kerinci is the favourite

school in Depati VII district and becomes the place where the

research will be conducted.

H. Hypothesis

The hypothesis of this research can be formulated as follows:

7
Dr, Darrin, English, Philosophy, Teaching Method,
https://educationalresearchtechniques.wordpress.com/2015/03/16/approach-method-procedure-
and-techniques-in-language-learning/, Retrivied december 20, 2015 at 20.00
8
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,
( New York : Cambridge University, 2001 ), p. 61
9
Betty Schrampfer Azar, Fundamentals of English Grammar ( 3rd ed, United Stated of
America: Longman, 2006) p. 27
 8

H0 = 0 ; There is no significan effect by using transformational drill

technique in teaching simple past tense to learn English at Junior

High School ( SMP ) Negeri 15 Kerinci in the academic years

2015/2016

H1 = 0 ; There is significan effect by using transformational drill

technique in teaching simple past tense to learn English at Junior

High School ( SMP ) Negeri 15 Kerinci in the academic years

2015/2016
 9

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of related theories

1. English Tenses

Before we know abou tenses, Here we must to know abaut what is

grammar? In learning English, English learner need to know how the

grammar works. It is clearly necessary to understand how the grammar

rules work and using it to communicative. According to Penny said that

grammar may be roughly defined as the way a language manipulates

and combines words in order to form longer units of meaning. 10 In

grammar there are many aspect like explained in the background

knowladge, one of them is tenses. According to Angela Downing and

Philip Locke said that tenses is the grammatical expression of the

location of events in time, and a grammatical category that is realised in

English morphologically on the verbs.11 Tenses are a system which uses

to refer to time ; past, present and future. Many language use tense to

talk about time. In English, the use of tenses is as a method that uses to

indicate time. Other languages such as Indonesia language have no

10
Penny Ur, Grammar Practice Activities, ( New York : Cambridge University Press, 1998 )
p.4
11
Angela Downing and Philip Locke, English Grammar A UniVersity Course, (2nd ed, New
York : Routledge, 2006 ), p. 352 - 353
 10

tenses, but of cause they can still talk about time using diffrent

methods. Tense is a form of the verb that shows whether something

happens in the past, present or future.12 From the statement above,

basically the have some opinions abaout tense.

The use of verb is how the english language learners interpret the

way term of tense. The mose common interpretation is to understand

the semantics of the tenses. On the basis of semantic interpretation,

most grammarians present three tense dimensions; present, past, and

future. However, there are three time of tense but onl two are expressed

in English by inflectionson the verb, they are: present and past. Based

on Marianne Celce-Muria said that there are four aspects in tense

system; simple, perfect, progressive; and their combination, perfect

progressive.13 And one of the simple tenses; simple past tense will be

discussed in the following subsection.

2. Simple Past Tense

a. Definition of past tense

In term of definition, different linguists define the simple

past tense differently. However, the definitions are more or

less the same which indicates definite events happened in the

past. Past time express to fact or event to happened in the past

12
University of Cambridge, Teaching Knowledge Test, ( Cambridge : Cambridge Universiy,
2011 ), p.44
13
Marianne Celce-Murcia and Diane Larsen-Freeman, The Grammar Book, (2nd Ed, New
York : Heinle & Heinle Publishers, 1999 ), p. 110
 11

time. According to Azar, the simple past the indicates that an

activity or situation began and ended at a particular time in the

past.14 Martin Hewings defined When we want to indicate that

something happened at a specific time in the past, we use the

past simple. We can either say when it happened, using a time

adverb, or assume that the hearer already knows when it

happened or can understand this from the context.15

Meanwhile Anne Seaton said that simple past time is used

to talk about things that happened in stories.16And Howard

Sargeant said that simple past tense to talk about thins that

happened in the past. It is usually made by adding ed to

irregular verb and use V2 in regular verb.17 We use the simple

past tense for a finished time in the past. For example,

yesterday, last week, from 1985 to 1991.18 Then according to

Andrea simple past tense is used to describe completed past

actions or events.19

14
Anne Seaton, Basic English Grammar : for English Language Learners. ( USA :
Saddleback Educational Publishing, 2007), p. 98
15
Martin Hewings, Advanced Grammar In Use, ( Cambridge : Cambridge University Press,
1999 ), p. 15
16
Betty schrampfer Azar, Op. Cit., P. 39
17
Howard Sargeant, Basic English Grammar, ( Amerika : Saddleback Educational
Publishing, 2007 ), p. 67
18
Raymond Murphy, English Grammar in Use, ( 2nd Ed, Cambridge : Cambridge University
Press ,1994), P. 22
19
Andra Decapua, Grammar for Teachers, ( New York : Springer Science+Business Media,
LLC, 2008 ), p. 174
 12

From those statment above, it can be see that simple past

tense is a simple sentence which is used to talk about events,

actions that happened at a spesific time in the past. They often

accompanied by such expression of definite past as yesterday,

last year, two weeks ago, last night, last Monday, last summer,

yesterday morning, a few minute ago, the day before yesteday,

then, etc.

Marianne Celce-Murcia and Diane Larsen-Freeman give the

following meaning of the simple past tense as describe on their

book The Grammar Book, consists of :

1). A definite single completed event / action on the past:

I attended a meeting of that committe last week.

2). Habitual or repeated event / action on the past :

It snowed almost every weekend last winter.

3). An event with duration that applied in the past with the

implication that it no longer applies in the present :

Profesor Nelson taught at Yale for 30 years.

4). With states in the past

We appeared to be a creative genius.

He owed me a lot of money.

5). Imaginative conditional in the subordinate clause :

If he took better care of himself, he wouldn’t be absent so

often.
 13

6). Social distancing :

Did you want to sit down and stay a while? 20

Then according to Angela and Philip said that simple past

tense in English is the marked form. The past tense primarily refers

to a definite events or state that is prior to utterance time.21

From those several statments above, the researcher

concludes that simple past tense is used to express a definite

event in the past. Simple past tense is also used if the event

happened completely in the past even the time is not

mentioned.

b. The Form of Simple Past Tense

The simple past tense is classified into two types.22 They are

the simple past tense regular verb and the simple past tense

irregular verb including past tense of the verb be. The formula

of each type consists of three parts : affirmative, negative, and

interrogative.

20
Marianne Celce-Murcia and Diane Larsen-Freeman, Op.Cit., p. 114
21
Angela Downing and Philip Locke, Op.Cit., p. 352 - 353
22
McGraw-Hill companies, English Grammar for the Utterly Confused, ( USA : The
McGraw-Hill companies. Inc, 2003 ), p. 33
 14

1). The Simple Past in Regular Verb

According to Glencoe regular verbs are verbs whose

past and past participles are formed by adding -ed.23

Meanwhile Azar said that regular verb always end with

a- d in the simple past, but we do not always

pronounced the –d ending the same way. We usually

add –ed to the base form of the verb : I stop – I stoped,

We wait – We waited. We do not pronounce –ed as an

extra syllable.24

Tabel 1: The chart shows the different pronouncations of the –ed inflection.25

pronouncations of the –ed

Verbs that end in the t sound helped, baked, coughed
sounds p, k, f, s, sh, ch missed, washed, pitched

Verbs that end in the id sound extra wanted, needed

sounds d or t syllable robbed, dragged, shaved,
added

23
Glencoe, Grammar Practice Workbook, ( USA : The McGraw-Hill companies. Inc, 2003
), p. 25
24
L. G. Alexander, Longman English Grammar Practice : for Intermediate Students, ( New
York : Addison Wesley Longman, 1990 ), P. 126
25
Andre Decapua, Op.Cit., P. 175
 15

All other verb sound d sound garaged, breathed, raged,

endings (b, g, v, z, zh, th, blamed, ruined, pinged,
j, m, n, ng, l, r, or a vowel called, ordered, played
sound)

With most verbs, the regular past tense form is

created simply byadding –ed . However, with some

verbs, you need to add –es or change the ending a

little.26

Tabel 2 : The rules of regular verbs

Verb ending How to make the simple past Examle
in...
-e Add –ed Smiled
Hoped
Two Add –ed Helped
consonants Learned
Two vowels + Add –ed Rained
one consonant Heated
One vowel + One syllable Stopped
on e consonant Double consonant to make the -ed Planned
Two syllables
 If the first syllable of a twosyllable verb Visited
is stressed, do not double the consonant. Offered
 If the second syllable of a two-syllable Preferred
verb is suessed, double the consonant. Admitted
-y  If the verb ends in a vowel + -y , keep Played
the -y . Do not change the -y to –i. Enjoyed
 If the verb ends in a consonant + -y, Worried
change the -y to -i to make the -ed form. Studied

-ie Just add -d. Died,

Tied

In regular verb there are three types of form in it

such as :

26
Betty schrampfer Azar, Op. Cit., P. 29
 16

a). The first type of the simple past in regular verb form

uses the formula as following :

Subject + Verb + ed + O + Adverb 27

For examples :

1) He loved her very much.28

2) The children played games last night.

3) He listened to the music after dinner.

According to the examples and the statments above,

the form is used fo all subjects, both singular and

plural. All regular verbs take an- ed in the past tense.

b). Meanwhile, the negative formula of simple past

tense as following:

S + did not + V1 + O + Adverb 29

For examples :

1) He did not love her very much.

2) The children did not play games last nigt.

3) He did not listen to the music after dinner.

27
Dillon Frost, English Tenses Conversation & Grammar the Past Tense Volume 1, (
England : Dillon Frost, 2010 ), p. 7
28
Elaine Walker and Steve Elsworth, Grammar Practice for Elementary students, ( England
: Longman, 2000 ), p. 32
29
John Eastwood, Oxford Practice Grammar, ( New York : Oxford University Press, 2002 ),
p. 17
 17

Based on the examples above, it an be seen that the

verb in the sentene is returned to the simple form.

Then, the use did not is before the simple form of the

main verb . The contraction did not is didn’t.

c). In additional, the other form of simple past tense is

interrogative by using the formula :

Did / Didn’t + S + V1 + O + Adverb ?

For examples :

1) Did he love her very much?

2) Didn’t he love her very much?

3) Did the children play games last night?

4) Didn’t the children play games last night?

5) Did he listen to the music after dinner?

6) Didn’t he listen to the music after dinner?

The examples above show that the main verb in the

question is olso returned to the simple form. There is no

final –ed ending in the question form.30

2). The Simple Past in Irregular Verbs

Altought many in English form their past tense with

–ed, some do not. We call this second form as irregular

30
A. J. Thomson and A. V. Martinet, A Practical English Grammar, ( Fourth Edition, New
York, Oxford University Press, 1986 ), P. 117
 18

verbs. According to Glencoe Irregular Verbs are verbs

whose past and past participle are not formed by adding

-ed.31 They have some patterns the only way to know

how an irregular verb will change in the past tense is to

learn all of the important verbs. The following is a list

of three main categoriesof irregular verbs.

Tabel 3 : Three main categories of irregular verb

CATEGORY EXAMPLES
Verb which do not change Cut – cut – cut
Hit – hit – hit
Verb which change their vowel Get – got – got
Sit – sat – sat
Verb which change completely Go – went – gone
Write – wrote – written

The simple past tense form of each irregular verb

must therefore be learnt, but once this is done there is

no other difficulty, as irregular verbs have no inflexions

in the past tense.

The three most important irregular verbs are BE,

HAVE,and DO. BE is order to be most difficult one,

because its form are different depending on the subject.

Tabel 4 : Irregular verbs BE

Pronoun Be
I Was
You, we, they Were

31
Glencoe, Op.Cit., p. 25
 19

She, he, it Was

HAVE and DO are simple.

Best form Past tense

Have Had
Do Did

Based on the examples above, the verb be is the

exception of irregular verb. This irregular verb is used

differently then other irregular verb in affirmative,

negative, interrogative.

Here is pattern of past tense of verb be as following :

a). For the affirmative form the formula as follow :

S + Was / Were + Subsantive ( Adverb Of

Phrase) / O + ...

For examples :

1) Santi was at home last night.

2) Fania was a stewardess one year ago.

3) Some students were absent last Sunday.

All those actions are in the past, and they are all

finished; they do not carry over into the present. Two of

them are singular noun ( Santi and Fania ); one of them

is plural noun ( some students ) used.

 20

b). Next, here is the formula of the negative form of

simple past tense in irregular verb.

S + Was / Were + Not + Subsantive ( Adverb Of

Phrase) / O + ...

For examples :

1) Santi was not at home last night.

2) Fania was not a stewardess one year ago.

3) Some students were not absent last Sunday.

c). The last form of simple past tense in irregular

verb is interrogative form, here is the formula :

Was / Were + S + Subsantive ( Adverb Of

Phrase) / O + ...

Wasn’t / Weren’t + S + Subsantive ( Adverb Of

Phrase) / O + ...

For examples :

1) Was Santi at home last night?

2) Was Fania a stewardess one year ago?

3) Were Some students absent last Sunday?

4) Wasn’t Santi at home last night?

5) Wasn’t Fania a stewardess one year ago?

6) Weren’t Some students absent last Sunday?

 21

So, the use of was is only used for the singular noun

and the use of were is only used for the plural noun.

Furthermore, the negative statment uses not after the

verb be in the sentence. Meanwhile, the contraction for

was not is wasn’t; the contraction for were not is

weren’t. The contraction is used to make the sentence

easier in written or utterence.

Since the simple past tense refer to the activity

ended in the past, the expression of the time can be

neglected from the pattern. The expression of past time

specify the time in the past when an action was

completed. Here are some example expressions for past

time :

Yesteday the day before yesterday

Yesteday morning yesterday evening

Last night last week

Last year a few minutes ago

A year ago a long time ago

A week later last morning

3). Active and Passive Voice of Simple Past Tense

Active voice is the sentence that accompained the transitive

verb with the subject in front of verbs such as actors who perform

an act.
 22

Passive voice is a form of the verb phrase that accompanied

the three ( past participle ) describe the thing done ( by the

perpetrator ).

Tabel 5 : The Form of Passive

Affirmative
Object + was / were + verb3 (past participle)
Form

Question
Was / Were + Object + verb3 (past participle) ?
Form

For examples :

a. Active : The teacher corrected the mistakes.

Passive : The mistakes were corrected by the teacher.

b. Active : Did the little boy sell all the candy bars?

Passive : Were all the candy bars sold by the little boy?

c. Active : Lauren didn't eat any apples.

Passive : No apples were eaten by Lauran

d. Active : He didn't give the wallet.

Passive : The wallet wasn't given by him.32

a) Past Progressive

Passive form of the Past Progressive :

Object + was / were + being + verb3 (past participle)

For examples :

1) Active : the secretary was copying some letters

32
Betty Schramfer Azar, Op. Cit., p. 276- 282
 23

Passive : the some letter was being copied by

the secretary

2) Active : some was building a new hospital

Passive : a new hospital was being built33

c. Usage of Simple Past Tense

The use of simple past tense is declared by some linguist

expert. According to Elaine and Steve who stated that :

1). We use the simple past tense to talk about the past.34

Examples :

a). We saw a good film last night.

b). They went Cina last week.

c). You were there yesteday.

Meanwhile, According to Azar there are four functions in

the simple past like :

1). The simple past is used to talk about activities or

situations that began and ended in the past (e.g. yesterday,

last night, two days ago, in 1999). Examples :

a). Mary walked downtown yesterday.

b). I slept for eight hours last night.

2). Most simple past verbs are formed by adding –ed to a

verb. Examples:

33
Betty Schramfer Azar, Ibid., p. 276- 282
34
Elaine Walker and Steve Elsworth, Op.Cit., p. 30
 24

a). Bob stayed home yesteday morning.

b). Our plane arrived on time last night.

3). Some verbs have irregular past forms. Examples :

a). I ate breakfast this morning.

b). Sue took a taxi to the airport yesterday.

4). The simple past forms of be are was and were.

Examples :

a). I was busy yesterday.

b). They were at home last night.35

According to Vicki – Ann Huegli, there are two functions in

the simple past like :

1). An activity began and ended in the past.

For examples :

a). He walked to school every day.

b). I bought a new book.

2). A state began and ended in the past.

a). He was a happy boy.

b). She was a childish.36

In addition by Wren and Martin, there are three functions in

the simple past like :

35
Betty schrampfer Azar 3rd, Op. Cit., P. 25
36
Vicki – Ann Huegli, Strategies for Grammar, ( School Board, Quebec Literacy Working
Group, 2008 ) P. 33
 25

1). Used to indicate an action complete in the past. It often

occurs with adverbs or adverb phrases of past time.

For examples :

a). The steamer sailed yesterday.

b). I received his letter a week ago.

2). Sometimes this tense is used without an adverb of time.

In such cases the time may be either implied or indicated by

the context.

For examples :

a). I learnt Hindi in Singapore.

b). I didn’t sleep well.

3). Also used for past habit.

For examples :

a). He studied many hours every day.

b). She always carriedan umbrella. 37

3. Transformational Drill Technique

a. The Understanding of Transformational Drill Technique

Similarly, Richards and Rodgers say: A technique is

implicational -that which actually takes place in a classroom. It is a

particular trick, stratagem or contrivance used to accomplish

37
Wren and Martin, English Grammar & Composition, ( New Delhi : S. Chand An, 2000 ).
P 83-84
 26

immediate objectives. Techniques must be consistent with a

method and therefore in harmony with an approach as well.38

Drill is a technique implemented in language teaching in order

to train the learners to talk using the particular patterns of

structures. Drills are used to teach sentence pronunciation, stress

and intonation. Correct pronunciation requires imitation and

repetition and this is done using drills.

According to Larsen-Freeman say that the teaching techniques

in audio-lingual method are dialogue, memorization, expansion

drill, repetition drill, chain drill, single -slot substitution drill,

multiple-slot substitution drill, transformation drill, question and

answer drill etc.39 The goals of audio-lingual method are, teachers

want their students to be able to use the target language

communicatively. In order to this, they believe students need to

over learn the target language, to learn to use it automatically

without stopping to think. Students achieve this by forming new

habits in the target language and overcoming the old habits of their

native language. In this method, certain sentence pattern and

grammar points are included within the dialog. These patterns and

points are later practice in drills based on the lines of the dialog.

38
Richards and Rodgers, Op.Cit., p. 19
39
Larsen – Freeman., Loc. Cit.
 27

Drills are supposed to possess some characteristics. They should

be realists, meaningful appropriate in expressions, harmonious with

pictures gestures etc. and impressive for the learners. Furthermore,

they should meet the cognitive and psychological aspects of the

learners. The purpose of drill is to concentrate the attention of the

student on one structural problem at a time and to provide them

with steady practice in handling this problem in various lexical

context, without regarding them to give conscious attention to the

details of the sequence. We know that one doesn't learn to produce

language by watching or hearing other people use it. Correct use of

language. The formation of correct habits is brought about by

repeated imitation-practice. This is also known as "drilling”. By

means of drill we can give a class practice in using a language

pattern.

Drill is a practical exercise for training of a model patterns either

a structure or phrase or a word or a sound. All drills reflect three

basic patterns to the analysis of syntax: tagmemics or slot and filler

theory, the theory of immediate constituents and transformational

grammar. Drilling a class as a whole, in groups or individually

demands different kinds of drill. It ranges from simple imitation to

complex transformations. Just as in drilling a class, we begin with

chorus work there is also an order to the kinds of drill we may use

at each of these stages.

 28

There are some researches carried out on the effectiveness of

drill in different aspect of language teaching. Each new task

requires the knowledge of previous background and basic elements

that can help and direct to new knowledge for finding out in the

experimental research on different aspects of language teaching.

But none of the single research work is carried out on the

effectiveness of transformational drill technique in teaching past

tense, where transformation In transformation drills the order of

constituents in the cue is changed in the response. The number of

constituents in the cue may also vary from that in the response.

The'drills can be used to practice tense,question, and negative

formations as well as many noun modifications.40

According to Diane Larsen-Freeman said that in

transformational drill where the teacher gives the students a certain

kind of sentence pattern and asks to change a certain kind of

sentence pattern to another form.41 They should be able to respond

quickly and accurately in speech situation. Therefore, the teaching

materials should be constructed structurally. The teacher also

should correct the students whenever the errors are done. The

correction can be done after finishing the teaching learning process

in order to the students can develop their oral ability without being

afraid of their mistake.

40
Paulston dkk, Op.Cit., p. 37
41
Larsen – Freeman, Op.Cit., p. 49
 29

So, The teacher gives a students certain kind of sentence pattern,

an affirmation sentence for example. Students are asked to

transform this sentence into a negative sentence.

In transformational drill technique make the students can change

the sentences into several form. In study about simple past tense by

using transformational drill, so the students are asked to transform

the sentence appropriate with the forms of simple past tense.

The forms of simple past tense, like; affirmative, negative,

introgative. So, in this technique will doing transform such as :

1) Affirmative into negative

2) Affirmative into introgative

3) Negative into introgative

Furthemore, there are also such as :

1) Active into passive

2) Simple present tense into simle past tense

3) Etc.

b. The Procedure of Tranformational Drill Technique

There are many kinds of students’ participation under practice

activities, question-answer drills lend themselves to

transformational drill. The direction of the “ transformational”

should be made clear to the learners; that is, the question statements
 30

is made the pupil next to him or in back of him. Transformational

drills have several variation procedures:

1). Student 1 gives the student 2 a statement. Students 2 transform

the statements into question and gives the same statement of

student 3.

2). Student 1 gives the student 2 a statement. Students 2 transform.

Student 3 gives the statement of the student 4.

3). Student 1 gives the student 2 a statement; e.g.,

Student 1 :"Sandra was in the classroom."

Student 2 : "Was Sandra in the classroom?"

Student 1 : "The girls were in the classroom."
Student 2 : "Were the girls in the classroom?"
Student 1 : "I was in the classroom."
Student 2 : "Was I in the classroom?"
Example : ( affirmative into negative )
Student 1 : He knows my address.

Student 2 : He did not knows my address.42

c. Teaching Simple Past Tense Through Tranformational Drill

Technique

There are many ways in applying tranformational drill activities

to teach simple past tense. But the researcher modifies the

following steps :

42
Jack C. Richards and Theodore S. Rodgers, Op.Cit., p. 61
 31

Step 1 : The teacher gives pre-test for two classes ( experiment

class and control class ).

Step 2 : Introduce the concept and the procedure of

transformational drill. Then the teacher gives the materi

about simple past tense. ( for experiment class )

Step 3 : The teacher asks the students to read and understand

the material.

Step 4 : The teacher explain the materi about simple past tense

by using transformational drill in learning simple past

tense.

Step 5 : The teacher gives examples about simple past tense and

use transformational drill in the sentences.

Step 6 : After that, the teacher asked the students which parts

are not yet understood .

Step 7 : Then, the teacher give exercise to students, to

determine the level of student understanding and clarity .

While the teacher as a student supervisor in doing the

exercise. If there is not yet understood , the teacher

explains the back .

Step 8 : If you've explained the teacher gives back exercises .

Step 9 : Then, teachers provide post test for the final evaluation

, to determine the effect of the use of transformational

there a drill in teaching simple past tense .

 32

B. Review of Related Finding

In previous studies, some thesis which are relevant to this thesis will

make the thesis arrangement easier and to avoid repeating the same study. So,

the researcher has tried to find some previous thesis that are relevant to this

thesis. And the researcher found on several topic have ever researched, such

as :

First,research was by Dede Setiawan from Universitas Pendidikan

Indonesia by the topic, ” The Effect of Using Transformational Drill

Technique in teaching Japanese (A Study at Grade Eleven of SMA Labschool

UPI Academic Year 2013/2014)”. This research focus on using of

Transformational Drill Technique as a media in teaching Japanese and use

quantitative analyze. It could be seen of hypothesis was gotten The mean of

control class was 81,1 while the experimental class was 89,3. And after doing

t-test, it was found that tobserve = 2,2 > ttable = 2,02. The finding showed that

result from the students’ of learning Japanese at grade eleven of SMA

Labschool UPI that was taught by using Transformational Drill Technique

have possitive and significant effect.

Second,research was by Prahlad Lamsal from Faculty of Education by

topic, “ Effectiveness Of Transformational Drill Technique In Teaching

Grammar Academic Year 2010/2011. This research focus on using of

Transformational Drill Technique as a media in teaching grammar and use

quantitative analyze. It could be seen of hypothesis was gotten The mean of

control class was 64,09 while the experimental class was 83,79. The finding
 33

showed that result from the students’ of learning grammar that was taught by

using Transformational Drill Technique have possitive and significant effect.

Third, research was by Rawal 2004 has carried out a research on

“Effectiveness Of Drill Technique In Teaching Passive.” His objective was to

find out the effectiveness of drilling Technique In Teaching Passive. It has

been found that drill technique is effective In Teaching Passive.

And other research was by Pandey 2007 has carried out a research on

“Effectiveness Of Imitation Drill Technique In Teaching Pronouncation.”

His objective was to find out the effectiveness of imitation drill Technique In

Teaching Pronouncation . It has been found that drill technique is effective In

Teaching Pronouncation.

Therefore, the researcher will be doing experimental research by using

transformational drill technique in teaching simple past tense at Junior High

School ( SMP ) Negeri 15 Kerinci Academic Years 2015/2016 t and the

researcher expect that will there is significant effect of using the

transformational drill technique in student's learning simple past tense.

C. Concept of Framework

The researcher tried to solve the problem of students’ simple past

tense at Junior High School ( SMP ) Negeri 15 Kerinci by using

transformational drill technique story as the problem solving. The

conceptual framework of this research was described as follow:

 34

Problems The students difficult in understanding the

rules of simple past tense in the sentences.

Transformational Drill
Problem Solving
Technique

Experimental Design

Control Class Experiment Class

Pre-test Pre-test

Non-treatment Treatment

Post-test Post-test

Expected Result

There is significan of effect by using

transformational drill technique in teaching
simple past tense to learn English at Junior
High School ( SMP ) Negeri 15 Kerinci
academic years 2015/2016.
 35

Based on the diagram above, The research was aim of describing

differences between using transformational drill technique and don’t use

transformational drill technique in teaching simple past tense to learn English

at Junior High School ( SMP ) Negeri 15 Kerinci academic years

2015/2016. Beside it also has purpose to know students’ problems in the

learning process and the alternative solutions.

The researcher using quantitative, where in that there are two ways for

research. First, the researcher chose two groups, one group it is called

experimental class, and the second one it is called control class. In

experimental class the students use the transformational drill technique to

increasing their simple past tense, and in control class the students not

use the transformational drill technique but the researcher use textbook or

traditional method.
 36

CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Design of the Research

Furthermore, John W. Creswell stated that quantitative is an inquiry

approach useful for describing trends and explaining the relationship among

variables found in the literature. The researcher has to specify narrow

questions in coducting the inquiry, locates or develops instruments to gather

data to answer the questions, and analyzes numbers from the instruments,

using statistics. From the results of these analyses, the researcher interprets

the data using prior predictions and research studies. The final

report,presented in a standard format, displays researcher objectivity and

lack of bias.43 There are some types of quantitative research method like:

Descriptive, Comparative, Correlational, Experimental, Expost Facto and

Surveys.

43
John W Creswell, Educational research (4th-ed , USA : Pearson Education, 2012. ). p. 626
 37

Based on some types above, Experimental design will be used in this

research. John W. Creswell stated that this research is done when researcher

want to establish cause and effect between the independent and dependent

variables.44

1. Independent Variables

Independent variables are the manipulated variables-that is, the

training inputs and activities that are implemented and studied. 45 The

independent variable of this study, according to the definition above, is

the effect of teaching simple past tense to learn English by using

transformational drill technique at the eighth grade student of Junior

High School ( SMP ) Negeri 15 Kerinci in the academic years

2015/2016.

2. Dependent variables

Dependent variables are the intended aims of training, which are

expected to result from exposure to the independent variables.46

Referring to the definition, the dependent variable of the study is simple

past tense.

44
John W Creswell, Ibid., P. 295
45
National Institut for Occupational safety and health, A Model for Research on Training
Effectiveness, ( Washington : National Institut for Occupational safety and health publications,
1998 ), p. 8
46
Ibid., P. 8
 38

Then in addition, Marguerite G. Lodico, Dean T. Spaulding, Katherine

H. Voegtle stated that Experimental research which comes out of the

scientific realism framework, is thought by many to be the only type of

research that can result in findings that suggest causal relationships. What

makes experimental research distinctive from other forms of quantitative

research is that the researcher controls or manipulates how groups of

participants are treate and then measure how the treatment affects each

group.47 Characteristic of Experimental research as follows:

a. The researcher control

b. Manipulates one or more independent variables and

c. Examines the effect that the experimental manipulation has on the

dependent variable or the outcome of the study.

Based on the problems to be studied, the research is categorize as

research experimentation. In this study the reseacher distinguish between

two classes of treatment between the experimental and control classes. The

experimental class used transformational drill technique in teaching simple

past tense to learn English at eighth grade students of Junior High School (

SMP ) Negeri 15 Kerinci Academic Years 2015/2016. And in control class

used conventional method. Then the researcher give pre-test and post-test in

both of the classes to know the effect of using transformational drill

technique as the other method in teaching simple past tense.

47
Marguerite G. Lodico dkk, Methods In Educational Research (San Francisco : Jossey-
Bass, 2006), p.178
 39

Based on explanation above, this experimental research designed as

follow:

Ec O1 X1 O2

Cc O1 X2 O2

Note:

Ec : Experimental class O2 : Post_Test

Cc : Control class X1 : Transformational drill

O1 : Pre_Test X2 : Conventional Method

B. Population and Sample

1. Population

According to Neil A. Weiss Population is the collection of all

individuals or items under consideration in a statistical study.48

Meanwhile Arthur Haupt and Thomas T. Kane population is a group of

objects or organism of the same kinds.49

So, population in this research is all of the students at Junior High

School ( SMP ) Negeri 15 Kerinci academic years 2015/2016 that consist

of 130 students from six classes.

Tabel 1 : total students in Junior High School ( SMP ) Negeri 15

Kerinci academic years 2015/2016

48
Neil A. Weiss, Introductory Statistics, ( 9th, USA : Pearson Education, Inc, 2012 ), P. 4
49
Arthur Haupt and Thomas T. Kane, Population Reference Bureau’s Population, (4th
international Ed, USA : Population Reference Bureau, 2000 ), p. 60
 40

No Class Students
1 VII A 21
2 VII B 20
3 VIII A 21
4 VIII B 20
5 IX A 26
6 IX B 22
Total 130

2. Sample

According to Neil A. Weiss sample is That part of the population from

which information is obtained.50 John W Craswell stated that, “Sample is

a subgroup of the target population that the researcher plans to study for

the purpose of making generalizations about the target population.”51

Meanwhile Ellen Taylor- Powell sample is a portion or a subgroup of a

large group called a population.52

So based on definition about sample is the sample in the research must

be able to generalize all of the population. The sample in this study is a

part of the population that is taken for examination. This experiment

carried out on samples that eighth grade at Junior High School ( SMP )

Negeri 15 Kerinci by using cluster sampling technique.

Tabel 2 : Sample of students that eighth grade at Junior High School

( SMP ) Negeri 15 Kerinci academic years 2015/2016
No Method Class Female Male Total

50
Neil A. Weiss, Loc. Cit
51
John W Creswell, Op. Cit.., P. 627
52
Ellen Taylor-Powel, Sampling, ( Texas : University System College Station, 1988 ), p. 2
 41

1 Eksperiment VIIIA 11 10 21
2 Control VIII B 9 11 30

The cluster sampling technique, which is particularly useful when the

members of the population are widely scattered geographically. 53 In

cluster sampling, the groups of the sample is selected randomly.

Therefore, the population must be homogen and same for all members

of the research. So, that the researcher tried applied some steps in

choosing sample in order to make sure the sample that used must able to

generalize to all of population.

The steps are :

a. The researcher collected English score at Junior High School ( SMP )

Negeri 15 Kerinci Semester 1 Academics Year 2015/2016. Then mean

and standard deviation calculated to know homogeneity. (see

appendix 1)

b. Normality Test. It used to know the normality of the data that

analyzed whether both groups have normal distribution or not. Chi

square used here. (see appendix 2)

c. Homogeneity varience test using Bartlett test. The formula is:

Ho : 𝜎12 = 𝜎22 = ... = 𝜎𝑘2 .

Tabel 2 : The prices of the treated test Barlet

Sample of Dk 1/dk Si2 Log Si2 dk log Si2

53
Neil A. Weiss, Op. Cit., P. 17
 42

1 n1-1 1/( n1-1) S12 Log S12 (n1-1) Log S12

n2-1 1/( n2-1)
2 S22 Log S22 (n2-1) Log S22

. nk-1 1/( nk-1) (nk-1) Log Sk2

K Sk2 Log Sk2

Sum ∑( ni-1) ∑(1/ni-1) - - ∑ (ni-1) Log Si2

From the list of calculated prices that are treated are:

1). Calculating variance from all population by formula:

∑(𝑛𝑖 −1) 𝑠𝑖2

S2 = ∑(𝑛𝑖 −1)

2). Calculating Bartlett score unit:

B = (log S2) ∑(ni – 1)

3). Using statistic Chi-quadrate by formula:

X 2
= (ln10) {B-∑ (ni-1) Log Si2} by ln 10 = 2,3026.54 (see

appendix 3)

d. After the population homogeny, the researcher used cluster sampling

to get the sample classes. The sample classes choosed by mixing the

name of classes randomly.

C. Kinds and Source of Data

1. Kind of Data

54
Sudjana, Metoda Statistika, ( Bandung : Tarsito, 2005 ), P.263
 43

In general, there are two kinds of data that will be collected in this

research:

a. Primary data

Primary data that used was the result of simple past tense test in

pre-test and post-test in the eighth grade of Junior High School (

SMP ) Negeri 15 Kerinci Academic Years 2015/2016.

b. Secondary data

Secondary data in question were data obtained or researcher

from the documentation collected and presented as a complement to

the support in analyzing the data, such as: number of students,

geographic location, general description of school, organization

structure, documentation or records that are related to the research.

2. Sources of Data

Sources of data are:

a. Eighth grade students of Junior High School ( SMP ) Negeri 15

Kerinci to obtained primary data.

b. Administration Junior High School ( SMP ) Negeri 15 Kerinci to

obtained secondary data.

D. Instrument
 44

This research consist of two types of instrument, those are test and

documentation.

1. Test

The test is a series of questions or exercises and other tools used to

measure the skills, knowledge, intelligence, or talent owned by

individuals or groups.

Based on the definiton above, the researchers used the multiple

choice test consist of 20 items with four options and time allocation for the

test is 60 minutes in the end research questions that used in the evaluation.

This questions must be in accordance with the criteria that was valid and

reliable well, and need to pay attention to distinguishing and preference

level of the test.

a. Validity

Validity is an important key to effective research. If a piece of

research is invalid then it is worthless. Validity is thus a requirement

for both quantitative and qualitative/naturalistic research.55 So, the

validity is quality that shows a measurement with the meaning or

purpose to be achieved with the instrument of evaluation. A test was

considered valid if the test can measure exactly what is to measure,

the validity of the test is seen is validititas high contents, an

55
Louis Cohen dkk, Research Methods in Education, ( 6th Ed, London : Taylor and Francis
Group , 2007 ) P. 133
 45

achievement test can be said to be valid, if the test material really is a

given lesson material.

A test is said to have content validity if certain measure specific

objectives are lined with meterial or content of lessons given. For

that in the preparation of the test, the authors compiled these tests in

accordance with the material in the curriculum Junior High School (

SMP ) Negeri 15 Kerinci.

To determine the validity of the test use product moment

correlation formula below:

n XY   X  Y 
r
n X 2

  X  n Y 2   Y 
2 2


Note:

r : The correlation of product moment

n : The total of research subjects

x : The amount of the original score of the variable x

y :The amount of the original score of the variable y56

56
Hamzah B. Uno and Satria Koni, Assessment Pembelajaran, ( Jakarta : Bumi Aksara,
2012 ), p. 159
 46

Then, item is analyzed by count difficulty index and discrimination

power index, the interpretation criteria of the correlation can be seen

below:

0,80 – 1,00 is very high

0,60 – 0,80 is high

0,40 – 0,60 is enough

0,00 – 0,20 is very low57

b. Test item difference

Power difference is the ability of a matter to be able to

distinguish between students who are good and with low ability

students, for the calculation of the test group divided into two equal,

50% of the group on 50% below the group.

Different power can be calculated by the formula:

BA BB
D =   PA  PB
J A JB

Specification:

57
Ismet Basuki and Hariyanto, Asesmen Pembelajaran, ( Bandung : Rosdakarya, 2014 ), p.
126
 47

J = total of students

JA = total of students of uper

JB = total of students of lower

BA = total of students of uper group who has right answer

BB = total of students of lower group who has right answer

PA = proportion of students of uper group who has right

answer.

PB = proportion of students of lower group who has right

answer.

PA = The proportion of the group on the right answer

Note : The proportion of lower group who answered correctly D

value criteria are:

Tabel 3 : Items Discrimination

Items Discrimination
DP = 0,00 Very Bad
0,00 < DP ≤ 0,20 Bad
0,20 < DP ≤ 0,40 Enough
0,40 < DP ≤ 0,70 Good
0,70 < DP ≤ 1,00 Very Good58
c. The degree of difficulties

Good question is a matter that is not too easy and not too

difficult. The amount of difficulty index is determined by the

formula about

58
Hidayat Huang, Kumpulan Metode Analisis Statistika, http://www.globalstatistik.com/uji-
tingkat-kesukaran-soal-dan-daya-pembeda/, Retrivied on November 13, 2013.
 48

B
P=
JS

Specification:

P = index lurch

B = Many students who answered the question correctly

JS = the sum of all the student participants of the test.59

To determine the magnitude of the difficulty index, the criteria used

are:

Tabel 4 : Index Difficulty Items Which Used

Index Difficulty Items Which Used

IK = 0,00 Very Difficult
0,00 < IK ≤ 0,30 Difficult
0,3 < IK ≤ 0,70 Average
0,7 < IK ≤ 1,00 Easy
IK = 1,00 Very Easy
In this study, the test item used is about the medium level of

difficulty.60

d. Reliability

Reliability is permanence test if some test on the same

subject. In other words, the results achieved by students in the

test did not change significantly when the test is given at a

different time and place.

59
Anas Sudijono, Pengantar Evaluais Pendidikan, ( Jakarta : RajaGrafindo Persada, 2011 ),
p. 372
60
Ismet Basuki and Hariyanto, Op.Cit., p.142
 49

A test called reliability when tests showed accuracy, to

determine the reliability of the test can be used formula:

𝑛 𝑠2 − ∑ 𝑝𝑞 61
R = [𝑛−1] [ ]
𝑠2

Specification:

r11 = koefisien reabilitas of test

n = total item

pi = proporsi subjek that have corect answer

qi = 1 - pi

s2 = standard deviation

∑pq = total multiplication p and q

The interpretation criteria of the correlation coeficient can be seen bellow:

Table 5: Scale of Reliability

Scale
0,80 until 1,00 very high
0,60 until 0,80 high
0,40 until 0,60 enough
0,20 until 0,40 low
0 < 0,20 very low62

2. Documentation

61
Anas Sudijono, Op.Cit., p.208
62
Ismet Basuki and Hariyanto, Op.Cit., p.119
 50

Beside the test, this research also used documentation. It refer to the

archives data that used by the researcher to collected the secondary data.

The researcher used the document related to the object research such as;

students name list, their English listening score in previous time,

condition of the school, total number of the students, the school’s

facilities, etc. In the research, the data were gained by the help of the

English teacher.

E. Technique of Collecting Data

In collecting data, the researcher collected the data by used test. The

test used to collected the primary data and the documentation used to collect

the secondary data.

1. Test

This method used to get data about score of the pre-test and post-test

that were given to the experiment class and control class. The score

measured base on rating.

a. Pre- test

Before the teacher teach the new material by using

transformational drill technique, the teacher gave a test to the students.

Pre-test gave to the experiment class and the control class. The test

consists of 20 items in form of multiple choice and that the students

answer all of items and gave before the experiment is run, that researcher

adopted from a thesis by Erna Fatmawati ( Nim : 104014000320 )

 51

English Department Faculty Of Tarbiyah And Teachers Training Syarif

Hidayatullah State Islamic University Jakarta. That tittled “Teaching

Simple Past Tense Through Audio Lingual Method”( An Experimental

Study Of Eighth Grade Of SMP Islam Al- Fajar Pamulang ). ( see

appendix 5 )

b. Post- test

Post- test gave to the experiment class and the control class after

received treatment. The experiment class taught by using

transformational drill technique, and the control class taught by using

conventional method. The test's items of experiment class related to the

transformational drill technique while the control class are related to

material subject. The test gave in order to know the improvement of

students’ ability in simple past tense by using transformational drill

technique. The test consists of 20 items in form of multiple choice. ( see

appendix 6 )

c. Technique Scoring Multiple Choice Test For Pre-Test And Post-

Test

The formula for determine the student’s score is :

The Sum of Student’s Correct Answer

𝑆𝑐𝑜𝑟𝑒 = × 10063
The Sum of Questions

2. Documentation

63
Anas Sudijono, Op.Cit., P. 303
 52

This method is one of collecting data method that create out important

note that have relationship with topic that investigate. So the data got more

completely and legal, and not base on mind researcher. This method only

take data that was available like academic grade, financial input and the

ground wide. The method used for collecting data that was available in

documentation.

G. Technique of Data Analysis

After distributing test at the pre test and post test, the reseacher

analyzed the data quantitavely by using statiscal analysis as in the following :

1. To find the mean score of each group. It can be calculated by the formula

 x
𝑥̅ =
N

Where :

N = The Number of Students

 x = Sum of raw score

𝑥̅ = Average Score64

2. To find out the result of the standard deviation of each group. It can be

calculated by formula :

2
∑( x − ̅̅̅
x)
𝑆=√ 𝑁−1

Where :
2
∑( x − ̅)
x = sigma of individual deviation of students score

64
Sudjana, Op.Cit., P.67
 53

S = Standard Deviation

N = The Number of Students

1 = Constant Number65

3. Variance is used to measure the variability of each group. It can be

calculated by the formula :66

2
∑( x − ̅̅̅
x)
S2 = 𝑁−1

4. Make the normality test to know whether or not sample score come from

normal population. Make the normality test with the lilliefors that

propose use formula:

a. Look for standard score by use formula:67

𝑋𝑖 − 𝑋̅
𝑍𝑖 =
𝑆

b. Use the normal distribution lists are calculated:

𝐹(𝑍𝑖 ) = 𝑃(𝑍 ≤ 𝑍𝑖 )

c. Calculate S (Zi) by the formula:

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑍1, 𝑍2 … 𝑍𝑛, 𝑤ℎ𝑖𝑐ℎ ≤ 𝑍𝑖,

𝑆(𝑍𝑖 ) =
𝑛

d. Calculate the difference F (Zi) with S (Zi) and the absolute score.

e. Value of L0 are compared with Critical value L table on the real level

are selected, the data is said normal distributed if L0 ≤ Ltable. ( see

appendix 10 )

65
Ibid., p. 93
66
Ibid., p. 93
67
Ibid., p. 99
 54

d. Make the homogenity of variance test to see whether or not the both of

groups have homogenity of variance. calculation is :68

𝑡ℎ𝑒 𝑏𝑖𝑔𝑔𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

F=𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

Data testing criteria is accept Ho if Fcalculated < Ftable for the real level ɑ

in other case Ho refused. If Ho accepted, both of sampel group have

homogenity of variance. ( see appendix 11 )

6. Test the hypotheses is used t-test used that the formula:69

𝑥1 − 𝑥2 (𝑛1 – 1) 𝑆𝑖2 + (𝑛2 – 1) 𝑆22

𝑡= 𝑆2 =
1 1 n1 + n2 – 2
𝑆√𝑛1 + 𝑛1

where: x1 = Average score of experiment class

x2 = Average score of control class

n1 = Sum of the students experiment class

n2 = Sum of the students control class

S21= Variance score of experiment class

S22 = Variance score of control class

68
Ibid., p. 250
69
H. M. Sukardi, Evaluasi Pendidikan : Prinsip dan Operasionalnya, ( Jakarta : Bumi
Aksara, 2012 ), p 155
 55

S = Standard deviation

The final step is done to find out the t-score that is aimed to figure out

the degree of freedom of two groups. It is used to determine whether the t-

score is a significant value.

If the value t-calculated is equal or lower than the value t-test on the

degree of freedom at ɑ = 0,5 for two-tailed test, the null hypothesis is

accepted. On the other hand, if the t-calculated is great than value t-table the

null hypothesis is rejected. Therefore, the alternative hypothesis is accepted.

It was hoped, the final result of experimental group would be bigger than

control group. ( see appendix 12 )

H. The Procedures of the Research

This research conducted using a quantitatif method, the researcher did

the research in two different classes which are called experimental class and

control class. The Transformational Drill Technique applied in experimental

class and Conventional Method applid in control class. It was used in order to

provide answers to the main question of the study, which is : Is there any

effect of using transformational drill technique in teaching simple past tense

to learn English at Junior High School ( SMP ) Negeri 15 Kerinci Academic

Years 2015/2016?

Before doing the research, firstly the researcher do observation in the

school where the research is carry out. Then, the researcher meet and give a

letter to the principal to get permission to conduct research. After that, the
 56

principal recomended the researcher to meet an English teacher. The

researcher meet the English teacher and talk about around teaching and

learning process especially in teaching simple past tense.

In the following day, the researcher started to do research by

conducting the pre-test in each class and followed by the teaching- learning

activities for eighth meetings. the same type, post-test also given to both

experimentand controlled class on the tenth day. Then, the data were tallied,

tabulated and analyzed by using t-test.

CHAPTER IV

FINDINGS AND DISCUSSION

A. General Description of Junior High School ( SMP ) Negeri 15 Kerinci

1. Short History of Junior High School ( SMP ) Negeri 15 Kerinci

Education has always until now has become a needs community.

Public awareness of higher education issues and the higher the

 57

confidence of society in general, as we see in the general public has

entrusted the formal institutions as a place of learning for their children,

such as at school or at Madrasah.

Junior High School ( SMP ) Negeri 15 Kerinci was originally a

private school founded by the village community of Belui after

deliberation and consensus of the community authorities, as expressed by

the respondents as follows :

On October 27, 1967, leaders village held a meeting in order to

realize the secondary level educational institutions, in consideration that

children who completed primary school, especially in Depati VII must

continue their education to the Semurup village which at that time was

the only junior in Kecamatan Air Hangat. In addition, the distance that

must be taken to achieve the Junior High School Semurup is about ± 3,5

Km, let alone that of the neighboring village of Kubang, Koto Payang,

and others which is about reach ± 5 Km. At the time the motorcycle

vehicle was very rare and most students walk their way and some used

bicycles to reach their schools. While the daily costs compared with

income of the community is far from enough, where expenses for the

school was quite and very heavily felt by parents whose economy is still

relatively weak, so most of the children can not continue their education

to secondary school level only limited graduated from elementary school.

Thus on the basis of which it was decided in the deliberations to set up

 58

private schools to Junior High School centered Semurup now it’s name is

Junior High School 1 Kerinci.70

Wise community leaders through considerations are quite rational

in determining decisions about the set up of this school is quite obvious

as well as consideration of the distance between the villages Belui is

rather far from Junior High School Semurup especially the distance

reached by foot then simply take a long time and exhausting. Struggles

like these that should be owned and inherited by the next generation now.

The struggle to get a school that can be reached in improving the

fate of the nation traversed with a process that is not too easy, then on a

whim determination and hard work, and the pleasure of Allah, the

community Belui this that this school was founded.

The building used as a place of execution of the learning process is

Primary School No. 63 / III is currently a Primary School 36 / III Belui.

And students at that time came from the village Belui own and

neighboring villages such as Koto Majidin, Tebat Ijuk, Sekungkung,

Koto Koto Tuo and Payang etc. While the teaching staff were teachers

Semurup Junior High School because of the junior high school is the

Semurup.

Total students at that time was sufficient even meets the criteria to

be separated, then on 20 November 1984 the school was approved by the

70
Ketat Menur, Tokoh masyarakat, Wawancara Tanggal 20 Maret 2016
 59

Ministry of Education and Culture in Education Minister Decree

Number: 005 570/984.

Junior High School (SMP) State 15 Kerinci was originally led by

Mr. Bahruddin in 1984, then continued with Mr Ismail In 1988 and until

now Junior High School (SMP) State 15 Kerinci headed by Mr., Damrus

S.Pd to he said the leadership of Junior High School (SMP) Kerinci

Negeri 15 can be seen in the following table:

Tabel 1: Head Master of Junior High School ( SMP ) Negeri 15

Kerinci since 1984 until now
NO NAME PERIOD
1. Baharuddin 1984 – 1988
2. Ismail 1988 – 1992
3. Karim 1992 – 1996
4. Taharuddin, Sy 1996 – 2006
5. Ahmadi, S.Pd 2006 – 2010
6. Faisal, S.Pd 2010 – 2013
7 Damrus,S.Pd 2013 – now
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016
2. Letak Geografis

Junior High School ( SMP ) Negeri 15 Kerinci located in north

Kerinci, or precisely located in the village Belui bordering the Tebat Ijuk

village and surrounded by residential population except the rear is a

vacant land belonging to residents who join the Batang Merao.

Junior High School (SMP) Negeri 15 is the property of the local

government Kerinci regency, Jambi Province. "Spacious location at

 60

Junior High School (SMP) Negeri 15 Kerinci ± 855 h at a height level

between 800-829 M dpl, while the level of humidity or temperature

ranges from an average of 240C".

Belui village has undergone a division into three villages, as dictated

by the Village Head Belui as follows:

In 1999 the village has been split into three villages namely, Belui,

Simpanh Belui, and Belui Tinggi. It is given to facilitate services for the

community in the deal, let alone the number of population and area

occupied by isolated populations, such as Belui Tinggi, they live in

villages located in the hills of the west village Belui. In addition the

division also has other positive goals.71

Efforts to improve and improvement is always done by the village

government Belui as did the expansion of the village is going well.

Although everything can be fulfilled and are still in business. Expansion

of this village at least will facilitate the service and for the surrounding

community affairs and is also expected to provide easiness in its

management. It has also proved the seriousness of the village government

Belui in thinking about the interests and welfare of the population.

3. The state of Teachers, Employees and Students

71
Hartoni Rio, Mantan Kades Belui, Wawancara, Tanggal, 28 Maret 2016
 61

Teachers are professional educators, because it implicitly he had

volunteered himself to accept and have some of the responsibility of

education lay on the parents.

When parents surrender their children to school at the same time

means the devolution of some responsibility to the teachers their

children's education. Thus dipundak gurulah life lay duties guiding the

growth and development of children. This means that leaders and rulers

of the people responsible for education. Because education is essentially

the responsibility of the moral responsibility of every adult either an

individual or a social group. This responsibility in terms of the teaching

of Islam, implicitly contains also the responsibility of education.

Junior High School ( SMP ) Negeri 15 Kerinci until now have

teaching staff by 26 people, with details of 26 permanent teachers and

civic servant 1 teachers are not fixed. To more clearly seen in the

following table:

Tabel 2: Teacher condition at Junior High School ( SMP ) Negeri 15

Kerinci

No Name Kind of Subject Matter No

Status
1. Damrus, S.Pd SI/ MTK Headmaster Matematika
2. Padmi Rizal, S.Pd SI/BK Vice of head master Penjaskes
for curriculum
3. IwanPurnadi,S.Pd SI/Ekonomi Vice of head master Ekonomi
for students affair
 62

4. Hj. Yuspaneli,S.Pd SI/ Bindo Teacher Bindo

5. Nismar, S.Pd SI/Ekonomi Teacher Geografi
6. Hj. Iryanis, S.Pd SI/ MTK Teacher Matematika
7. Rositawati, S.pd SI/ Bindo Teacher Bindo
8. Yenti Widya, S.Pd SI/B.Inggris Teacher B.Inggris
9. Elsukmaryani,S.Pd SI/ Sejarah Teacher Sejarah
10. Idiyalisna, S.Pd SI/Kesenian Teacher Kesenian
11. Ria Hasni, S.Pd SI/Ekonomi Teacher Iqra’
12. Erliyani, S.Pd SI/Ekonomi Teacher Sejarah
13. Jumarli, SH.S,Pdi SI/ PAI Teacher PAI
14. Dra.LidyaSasmaia SI/ Fisika Teacher Fisika

Sumber: Data DokumentasiSekolah Menengah Pertama SMP Negeri 15 Kerinci

Tahun 2016

While Junior High School (SMP) Negeri 15 Kerinci have its own staff

/ administrative staff of 7 people, all of them are public servants, to more

clearly seen apada the following table:

Tabel 3: Employee condition at Junior High School ( SMP ) Negeri 15

Kerinci
No Nama Status Keterangan
1. Fakhruddin, SE Kepala TU
2. Sasnarti, SE Staf TU
3. Khaidir, S.Pd Staf TU
4. Artati, A.Ma Staf TU
5. Dasmaniar Staf TU
6. Idefnawati Staf TU
7. Maidar, SE Staf TU
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016
The situation of students Junior High School (SMP) Negeri 15 Kerinci

amounted to 120 people, which can be seen in the following table:

Tabel 4: Students condition at Junior High School (SMP) Negeri 15

Kerinci

Kelas Laki-laki Perempuan Jumlah

 63

VIIA 10 11 21
VIIB 10 10 20
VIIIA 10 11 21
VIIIB 9 11 20
IXA 18 8 26
IXB 15 7 22
Jumlah 72 58 130
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

4. The state of Students and Facilities

Means is a tool for the process of teaching and learning, good or bad

means will affect the students to study well, secured spontaneously will

further motivate ongoing learning process.

Building at Junior High School (SMP) Negeri 15 Kerinci quite

interesting where lies in its geographical being away from things that

cause pollution, noise due is approximately 100 meters from a public

road, so as to create the comfort of the learning process, and then

supported by the arrangement room that very simple and impressed so

strategic, so that students feel comfortable rest period within the school.

Building at Junior High School (SMP) Negeri 15 Kerinci so simple,

the way to school only through the chamber is large (the gate).

In addition to the available classrooms, there is also a library,

laboratories, space skills, space guidance and counseling (BP), there are

also Mushalla, as well as laboratory equipment available that can be used

student / student, space BP is also used to help resolve difficulties and

got a problem, the library possessed Junior High School (SMP) State 15
 64

Kerinci is quite good and adequate number of books available for reading

lessons with as many as 4325 readings and is visited students at recess or

empty hours.72

To understand the infrastructure and facilities can be seen in the table

below:

Tabel 5: Circumstances Facilities and Infrastructure Junior High

School ( SMP ) Negeri 15 Kerinci
No Jenis Ruang Jumlah Keterangan
1. Ruang Kelas 8 unit 2 unit tidak dipakai
2. Ruang Kepala Sekolah 1 unit
3. Ruang Guru 1 unit
4. Ruang Osis 1 unit
5. Ruang TU 1 unit
6. Ruang Perpustakaan 1 unit
7. Laboratorium IPA 1 unit
8. Ruang Komputer 1 unit
9. Ruang BP/BK 1 unit
10. Kantin Sekolah 1 unit
11. WC Guru 2 unit
12. WC Siswa 2 unit
13. Ruang Ibadah 1 unit
14 Gudang 1 unit

Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

From the above table it can be seen that there are several separate

buildings but face each other. Of the building there is the principal's

office, teachers' assembly hall, living room space administration,

laboratory space, along with a library study room, hall building, coop

students, the student council room, WC teachers and students. Space a

place of worship in the form of Mushalla Junior High School (SMP)

72
Damrus (Kepala SMP Negeri 15 Kerinci), Wawancara, Tanggal 26 Februari 2016
 65

Negeri 15 Kerinci Kerinci which can be used in the days of Islam and

other important events. As for prayer five times a day, there are no

provisions to be implemented in schools, such as the midday prayer, in

the sense that they are still doing their own consciousness.

Meanwhile the student study room there are some tools available

which can be seen in the following table:

Tabel 6: Equipment circumstances Learning Space

No Sarana Jumlah Perlokal Keadaan

1. Kursi dan Meja 20 Pasang Baik
2. Papan Tulis 2 Pasang Baik
3. Meja Guru 1 Buah Baik
4. Kursi Guru 1 Buah Baik
5. Dan Lain-Lain

Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

The above table shows any local, amounting to 8 locally with a

number of tables and seats respectively 160 pairs, as well as slates

perlokal 2 pieces, tables, chairs and chairs of teacher and supervisor.

Meanwhile, in the principal's office, there are several tools such as

shown in the following table:

Tabel 7: Circumstances Space headmaster

No Sarana Jumlah Perlokal Keadaan

1. Almari Fel Kabinet 1 Buah Good
2. Kursi dan Meja 1 Buah Good
3. Meja Tamu 1 Buah Good
4. Kursi Tamu 4 Buah Good
 66

5. Papan Data 1 Buah Good

6. Almari Arsip 1 Buah Good
7. Almari Besi 1 Buah Good
8. Rak Buku 1 Buah Good
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun

2016

From the above table it can be seen that in the room the principal there

are three cabinet is a storage area of archives and correspondence

significant other, cupboard shelf of the fruits that storage library books

principals, tools awards trophies, certificates, other memories, in front of

the Headmaster there is a living room consisting of a table or chair seat

long with four seats.

In addition to the equipment mentioned above there are also several

other owned inventory Junior High School (SMP) Negeri 15 Kerinci as

shown in the table:

Tabel 8: Facilities at Junior High School (SMP) State 15 Kerinci

No Sarana Jumlah Perlokal Keadaan

1. Meja Kerja 6 Buah Good
2. Fling Kabinet 1 Buah Good
3. Mesin Ketik 3 Buah Good
4. Televisi 1 Buah Good
5. Papan Data 7 Buah Good
6. Mesin Stensil 2 Buah Good
7. Tape Recorder 1 Buah Good
 67

8. Microphon 1 Buah Good

9. Tong Sampah 2 Buah Good
10. Keranjang Buku 3 Buah Good
11. Teker Besar 3 Buah Good
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

From the above table it can be seen kind of inventory along with the

amount, which is still intact in a sense still widely used in the room

administration, such as a desk as well as other tools, because it is very

difficult to count the inventory of laboratory equipment is still intact all,

menegenai book facility library possessed Junior High School (SMP)

Negeri 15 Kerinci many as 4325 readings.

In the assembly room teachers there are also some equipment, such as

shown in the following table:

Tabel 9: The state of teacher room

No Sarana Jumlah Perlokal Keadaan

1. Meja 28 Buah Good
2. Kursi 28 Buah Good
3. Almari 3 Buah Good
4. Kursi Tamu 10 Buah Good
5. Meja Tamu 10 Buah Good
Sumber: Dokumentasi SMPN 15 Kerinci

In the room there is a teacher assembly table seats as many as 28

pieces and 28 pieces, 10 pieces of guest chairs and wardrobes 3 pieces in

 68

order to store the archive in the form of student test scores and other

papers.

5. Organizational Structure

Each institution is certainly no one in charge and responsible for

implementing programs that have been planned, such as leadership and

subordinates. How linkages relations duties and responsibilities of these

elements would be reflected in the organizational structure.

Junior High School (SMP) Negeri 15 Kerinci which is a formal

organization to carry out share teaching and learning activities in order to

achieve national education goals, the smooth execution of each task is

indispensable for the organizational structure of the school. Here

Principals as top meneger was responsible for the highest, but do not

have to buy up the task as a whole, but as an element drafter, evaluator

and motivator who always cooperated well with the existing elements.

Qualified or not education in schools depends on the organization that

developed at the school sendidri. The organizational structure is the unity

of all the teachers, officers and staffs with their respective duties and

have a particular role in a unified environment. These relationships let

arranged systematically in order to provide a framework which has

sections remain as well as other forms of regular, staffs were formed

from these organizations are the ones that have the potential to discipline

or order in the regulations that have been drafted by the school head , To
 69

determine the organizational structure of the Junior High School (SMP)

State 15 Kerinci can be seen in the chart below:

Bagan 1: Organizational structure Junior High School ( SMP )

Negeri 15 Kerinci academic year 2015/2016

Ketua Komite Kepala Sekolah

Waka Kesiswaan Waka Akademik

Kepala TU
Candra Damrus, S.Pd
kegus.Mk
Warsam,S.Pd PADMI RIZAL,S.Pd
Khaidir,Waka
S.pd
Humas

WALI KELAS Bendahara

KHAIRUS,
GURU
MAIDAR.
S.Pd SE

SISWA

Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

From the organizational structure of the above illustrated that in

carrying out the task occurs cooperation can not be separated, this will

cause and effect against advanced or educational purposes are not made

to the school. Without the cooperation of each element associated with

the school's educational goals to be achieved in a tough school to get the

expected results.
 70

The school principal in addition to the supreme leader has the right

and authority to coordinate the activities carried out by his subordinates

in the process of learning can not be separated from the school

committee.

The composition of the management committee of Junior High School

(SMP) Negeri 15 Kerinci is partially follows:

Tabel 10: The composition of the Management Committee of Junior

High School (SMP) Negeri 15 Kerinci
No Nama Jabatan Keterangan
1. Aprilmi Ketua Tokoh Pendidikan
2. Rizaluddin Wakil Ketua Tokoh Pemuda
3. Desril Sekretaris Toko Masyarakat
4. Zulkifli, S.Pd Bendahara Tokoh masyarakat
5. Yenti Widya, A.Md.Pd Anggota Guru
6. Dafri Yusufdelva Anggota Alim Ulama
7. Dwentidelva Dwenti Anggota Wali Siswa
8. Zukri, Dpt Anggota Wali Siswa
Sumber: Data Dokumentasi Junior High School ( SMP ) Negeri 15 Kerinci Tahun
2016

B. Findings

This research was done at Junior High School ( SMP ) Negeri 15

Kerinci. Subject of this research was the eighth grade students in Academic

years 2015/2016. The amounts of them were 130 students. There were two

classes that involved in this research; they were experiment class and the

control class that were called as research class. The research class was

chosen by calculating the normality and homogeneity of the student’s ability

 71

in each class of grade eighth. After the each class normal and homogeny,

then the researcher choose the experiment class and the control class by

mixing the name of the classes that were written in a piece of paper. From

the choosing the researcher got VIII A as the experiment class and VIII B as

the control class. In this research there were 20 students in the experiment

class and 21 students in control class.

These following research findings were the answer of research

question existed in this research which consisted of one research question

that was there is significant effect of using transformational drill technique

in teaching simple past tense at eighth grade of Junior High School ( SMP )

Negeri 15 Kerinci academic year 2015/2016. In answering this research

question, the researcher used transformational drill technique in

experimental class and no transformational drill technique in control class.

In getting the data, the researcher used writing tests in both classes. The first

was the pre-test at the early of the research to know the level of student’s

simple past tense and the second was post-test in the end of research to

know the result of the treatment that was done on the experimental class.

The material of the test was same level for both classes. But the material for

post-test of experimental class especially was based on the transformational

drill technique in teaching simple past tense.

1. Result of Test

a. Pre-test
 72

The pre-test conducted to ensure that the students have the same

background and the same English proficiency. Pre-test carried out on the

March, 15th 2016 and the time was allocated for about 60 minutes.

The following table shows the raw scores of pre-test gained by

students in the experimental and the control group taken from the

research. For more details about the pre-test results can be seen in the

following:

1) Experimental Class ( VIII A )

No Students in Score
Experiment Class
1 L-1 40
2 L-2 65

3 L-3 50

4 L-4 70
 73

5 L-5 45

6 L-6 55

7 L-7 65

8 L-8 55

9 L-9 45

10 L-10 65

11 L-11 50

12 L-12 60

13 L-13 40

14 L-14 60

15 L-15 65

16 L-16 50

17 L-17 70

18 L-18 60

19 L-19 45

20 L-20 40

∑X 1095
∑X2 1199025
χ 54,75
 74

Based on the table above, after holding pre-test on the experimental

class at the obtained results were the average value of the experimental class

was 54,75 and sum of the data was 1095.

2) Control Class ( VIII B )

No Students in Score
Control Class
1 W-1 65
2 W-2 70
3 W-3 40
4 W-4 55
5 W-5 40
6 W-6 70
7 W-7 65
8 W-8 50
9 W-9 45
10 W-10 50
11 W-11 45
12 W-12 45
13 W-13 65
14 W-14 60
15 W-15 60
16 W-16 50
17 W-17 50
18 W-18 60
19 W-19 55
20 W-20 55
21 W-21 70
∑X 1165
∑X2 1357225
χ 55,47

While based on the table above, after holding pre-test on control class

at the obtained results were the average value of the control class was 55,47

and sum of the data was 1165.

 75

Based on these data average value of the experimental class was

54,75 while the average value of the control class was 55,47 it can be

concluded that the average value of the control class is higher than the

average value of the experimental class. However, the average value of

both classes were still below the minimum completeness when it is

compared with the maximum score is 70.

b. Post-test

After the researcher gave the treatment, the researcher gave

post-test to the students in experimental class and control class to find out

the result of the whole treatments. For the class control, the procedure of

post-test was similar to the pre-test. But for experimental class, the

procedure was different to the pre-test. The materials of the test in the

experimental class consist of 20 items that related on the simple past

tense that was given to the students and each of students must to answer

one question only. Post test carried out on the May, 13th 2016. The post

test allocated for about 60 minutes.

The following table shows the raw scores of post-test gained by

students in the experimental and the control group taken from the

research. For more details about the post-test results can be seen in the

following table:
 76

1) Experimental Class ( VIII A )

No Students in Score
Experimen Class
1 L-1 60
2 L-2 75
3 L-3 75
4 L-4 85
5 L-5 65
6 L-6 80
7 L-7 70
8 L-8 80
9 L-9 90
10 L-10 60
11 L-11 90
12 L-12 80
13 L-13 75
14 L-14 90
15 L-15 70
16 L-16 65
17 L-17 85
18 L-18 70
19 L-19 80
20 L-20 70
∑X 1520
∑X2 23310400
χ 76
S 11,20
S2 125,44

Based on the table above, after holding post-test on the experimental

class at the obtained results were the average value of the experimental class

was 76 and sum of the data was 1520 .

 77

2) Control Class ( VIII B )

No Students code Score

1 W-1 80
2 W-2 65
3 W-3 60
4 W-4 85
5 W-5 60
6 W-6 75
7 W-7 65
8 W-8 65
9 W-9 70
10 W-10 80
11 W-11 65
12 W-12 65
13 W-13 60
14 W-14 75
15 W-15 70
16 W-16 75
17 W-17 70
18 W-18 60
19 W-19 60
20 W-20 70
21 W-21 90
∑X 1465
∑X2 2146225
χ 69,76
S 8,72
S2 76,03

While based on the table above, after holding post-test on control class

at the obtained results were the average value of the control class was 69,76

and sum of the data was 1465.

 78

Based on these data average value of the experimental class was 76

while the average value of the control class was 69,76 it can be

concluded that the average value of the control class lower than the

average value of the experimental class.

For more detail about the average value comparison between the

experimental class and control class before and after implementation

transformational drill technique in teaching past tense at the grade eighth

of Juniaor High School 15 in the academic year 2015/2016. Can be seen

in the following graphic:

The Average Value Comparison Between the Experimental Class

and the Control Class Before and After Treatment

Control Class Experimental Class

76

55,47
54,75 69,76

Pre - Test Post - Test

From the graphic above, after holding pre-test on the

experimental class and the control class at the obtained results are the

average value of the experimental class is 54,75 while the average value

of the control class is 55,47. After holding post-test on the experimental

class and the control class at the obtained results are the average value of

the experimental class is 76 while the average value of the control class is
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69,76. It means that, transformational drill technique is better to use than

conventional method in teaching English.

2. Data Analysis

Before testing the hypothesis by using t-test formula, the researcher

had to test the normality and homogeneity firstly as the requirement of the

analysis whether the data were from the normal population or not and

homogeny or not. It was based on the assumption that the data that could be

used as the data in t-test was the data that was distributed normally and

homogeny. The data used was the post-test data.

a. Normality Testing

Class Code N X2account

Control Class Cc 21 0,1815
Experimental Class Ec 20 0,1132
Table 12: Table Normality Testing of Data

The table above show the score of the students of control class

was 0,1815 that was lower than Alpha (0,05) or 0,1815 < 0,1866 and the

score of the students of experimental group was 0,1132 that was lower

than Alpha (0,05) or 11,32 < 0,190 (see appendix 10). It means that the

data was distributed normally.

b. Homogeneity Testing

The calculation of homogeneity testing show that Fobs= 1,649

this score was lower than Ftable = 2,195 or 1,649 < 2,195 where it means

the data was Homogeny. (see appendix 11 )

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c. Hypothesis Testing

After knowing the normality and homogeneity of the data,

further analysis was done in order to know whether the research

hypothesis was received or rejected. Therefore, the researcher used t-test.

The use of t-test in analyzing post-test score is to know the

significant effect of using using transformational drill technique in

teaching simple past tense at Junior High School ( SMP ) Negeri 15

Kerinci in the academic years 2015/2016. The hypothesis to prove the

effect of that method is as follow:

HI = There is significan effect by using transformational drill technique

in teaching simple past tense at Junior High School ( SMP )

Negeri 15 Kerinci in the academic years 2015/2016

Ho = There is no significan effect by using transformational drill

technique in teaching simple past tense at Junior High School (

SMP ) Negeri 15 Kerinci in the academic years 2015/2016

The hypothesis is determined by using the following the criteria:

1) If t observed is less than t critical, it means that there is not

significant effect of using using transformational drill technique in

teaching simple past tense and the null hypothesis is accepted and

the alternative hypothesis is rejected.

2) If t observed is higher than t critical, it means that there is significant

effect of using using transformational drill technique in teaching

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simple past tense and the null hypothesis is rejected and the

alternative hypothesis is accepted.

Based on the result of post-test , it was found that the mean of

the experimental group was higher then the mean of the control group.

To analyze the research hypothesis, the researcher used t-test formula as

developed which is presented as follows:

Separated Variants:

x1  x 2
t
S12 S 22

n1 n2

After the scores of experimental class and control class had been

analyzed, the calculation of t test show that t obs = 1,98 While for t table =

1,68 in degree of freedom 39 at level of significance 0,05. It mean that

tobs was higher than ttable. So, the difference of the two classes of teaching

above was significant. (see appendix 12)

The calculation of t test show tobs = 1,98 > ttable = 1,68 . it meant

that HI that stated there is significant effect of using transformational drill

technique in teaching simple past tense at Junior High School ( SMP )

Negeri 15 Kerinci in the academic years 2015/2016was accepted and Ho

that stated there is no significant effect of transformational drill technique

in teaching simple past tense at Junior High School ( SMP ) Negeri 15

Kerinci in the academic years 2015/2016 was rejected.

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Mean Difference tobserve Df Ttable

Ec Cc of Mean
76 69,76 6,24 1,98 39 1,68
Table 13: T-test calculated between control and experimental class

B. Discussion

A teacher is very important in teaching and studying process. Because

a teacher connected directly with students. A teacher should be able to

determine the appropriate methods in teaching methods appropriate for the

learning process to be fun, entertaining, not boring, and will convey the

lesson easy to understand. A teacher must be creative in your teaching

technique determine, because the inappropriate media used to make students

bored and lazy to learn.

Transformational drill technique is one technique that is great, because

the students are required to be active in this lesson. Transformational drill

technique is a technique that is not boring because the technique is to apply

in active learning English. In this lesson the students will recall the subject

matter has been conveyed by the previous teacher.

Transformational drill technique is one of the active learning

instructional technique section sentence change strategies that can help

students easier remember what they have learned and to test ability and to

knowledge they have received.

So, Transformational drill technique is one of technique that make a

students easier remember pelajaran yang sudah dipelajari karena

ketertarikan dalam mengubah kalimat berupa simple past tense.

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From the data can be seen that the maximum score of the students in

the experimental class was 90 ( 3 students) while in the control class the

maximum score was 90 (only 1 student). And the minimum score in the

experimental class was 60 (only 2 student) and in control class was 60 (only

5 student). The comparison of the two means score were 76 : 69,76 and the

difference of the two means score was 6,24 It can be concluded that the

students score in the experimental class was higher than in the control class

or the learning result of teaching simple past tense by using

Transformational drill technique was better than conventional technique. In

additional, the researcher found the students in the experimental class were

more active than the students in the control class; the students also more

interest and have more motivation in following the lesson. It is different

with the students in control class that have lack interest and low motivation.

It had been mentioned that tobserve in this research was higher than the

value of ttable, therefore the Ha stated, “There is significant effect of using

transformational drill technique in teaching simple past tense at Junior

High School ( SMP ) Negeri 15 Kerinci in the academic years 2015/2016.”

Was accepted while Ho that stated, “There is no significant effect of using

transformational drill technique in teaching simple past tense at Junior

High School ( SMP ) Negeri 15 Kerinci in the academic years 2015/2016.”

Was rejected.
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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Based on the results of studies that have been analyzed and

interpreted, so in this chapter the researcher will present the conclusions and

suggestions. Conclusion contains the answer to the problem formulation,

while the recommendation contains advice necessary for further learning.

A. Conclusions

Based on the result in previous chapter, it can be concluded that there

was significant effect of using transformational drill technique in teaching

simple past tense at eighth grade of Junior High School ( SMP ) Negeri 15

Kerinci academic year 2015/2016. The success of the research can proved

by the students score in testing of post-test for both group, as follow:

The result of post-test show the differences result achieved by the

control class which was taught without using transformational drill

technique with the experimental class which was taught by using

transformational drill technique. The mean of control class was 69,76 and

the standard deviation was 8,72 while the experimental class was 76 and the

standard deviation was 11,20 And after doing t-test, it was found that tobserve

= 1,98 > ttable =1,68 The finding showed that there was the significant effect

of using transformational drill technique in teaching simple past tense at

eighth grade of Junior High School ( SMP ) Negeri 15 Kerinci academic

year 2015/2016.
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As conclusion, the effect of transformational drill technique in

teaching past tense at junior high school ( SMP ) negeri 15 kerinci academic

years 2015/2016 in learning english have positive effect.

B. Suggestions

After the researchers conducting research and analyzing the results of

research about the effect of transformational drill technique in teaching past

tense at junior high school ( SMP ) negeri 15 kerinci academic years

2015/2016 in learning english, the researchers recommend a few things that

can be used as material consideration to progress in learning simple past

tense, as follows:

1. For the teacher

a). Based on the positive results of the study, teachers are expected to be

consider using transformational drill technique in teaching past tense

to be used as an alternative in English learning, especially in learning

of simple past tense.

b). Using transformational drill technique in teaching past tense as a

means to increase, motivate and facilitate student understanding.

c). Using transformational drill technique tested to apply to the English

learning more complex.

2. For students, give transformational drill technique and other technique for

the teacher in teaching English, so that can make the students be easier in

studying English.
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3. for the school, give the transformational drill technique and other media

for the teacher in teaching English, so that can make the students be

easier in studying English.

4. for the next researcher, they can do research use other skill by using

transformational drill technique in learning English.