APPLYING SEVEN NUCLEUS TO IMPROVE THE STUDENTS ...

APPLYING SEVEN NUCLEUS TO IMPROVE THESTUDENTS’ TENSES MASTERY

(An Experimental Research at Cambridge English College (CEC) Makassar)

A THESIS

Submitted in Partial Fulfillment of the Requirements for theDegree of Education in English Education Department

Faculty of Teacher Training and Education ofUniversity Muhammadiyah Makassar

HARDIANTO10535 431009

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY2014

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ACKNOWLEDGMENTS

In the name of Allah, the most gracious andmost merciful

Alhamdulillahi Rabbil Alamin, first of all the writer would like to express a

lot of thanks to Allah SWT who has blessed, given love, mercy, guidance and

most of all to finish this thesis. Secondly Shalawat and Salam are addressed to our

beloved prophet Muhammad SAW (Peace be upon him).

Many problems or difficulties, and much suffer had been encountered in

finishing this thesis. Those would not have been solved without help, motivation,

support, critic, and advice from many people. It would be an honor to express his

greatest appreciation and deepest thanks to all of them as follows:

1. The Rector of Muhammadiyah University of Makassar, Dr. H. Irwan Akib,

M.Pd.

2. The Dean of Faculty of Teacher Training and Education, Dr. A. Sukri

Syamsuri, M. Hum and all his staff.

3. The Head of English Education Department Erwin Akib, S.Pd, M.Pd for their

guidance and aid.

4. The first consultant Frof. Dr. H. M. Basri Dalle, MS. for his time in guiding,

giving corrections and advices to finish this thesis, and then the second

consultant Achmad Basir, SS, MBA. for his time in guiding, giving

correction and suggestion to finish this thesis.

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5. Thanks to the examiners who have given constructive critic, correction and

suggestion to the writer.

6. The directress of Cambridge English College (CEC) Kamridah, S.Pdi., M.Pd.

and all her staff.

7. The English teachers of Cambridge English College (CEC) Makassar for

helping to accomplish this thesis.

8. To my beloved parents Habe and Gahu, for their love, sacrifices, affections,

advices and prays during my study. And also thanks to all my siblings, my

elder brother Sattuo, and my elder sisters Kamridah and Nadra for their

support.

9. To my close friends Irwan, Cuank, Abu nawas, Andi Gusnawati, Agus

Rijaya, Arfan Latief, Agil, Amirun, and to all friends at English Department,

especially my classmates in K class for their love, kindness, togetherness and

sacrifices fully with joy and joke, you would never be forgotten and will

always become beautiful memories till the end.

10. Lastly, All the people who have helped the writer to finish his study that he

cannot mention one by one.

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Finally, the writer realized that this thesis has not been perfect yet and more

constructive suggestions and critics are needed.

May almighty, Allah SWT bless us all now and forever, Amin.

Wassalamu Alaikum Wr. Wb

Makassar, February 2014

The Writer

HARDIANTO

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MOTTO AND DEDICATION

Motto

Don’t think to be the best, but think to do the best

And do your best…….!!..(Cambridge)

Jangan pernah berpikir menjadi yang terbaik tetapi berpikirlah untuk

melakukan yang terbaik

Dan lakukanlah yang terbaik…!!..

Dedication

This thesis is dedicated to both of my

beloved parents, who always support and

pray the best for me in getting my dreams.

Kupersembahkan karya ini untuk

kedua orang tuaku tercinta, yang selalu

mendukung serta mendoakan yang terbaik

dalam mewujudkan mimpi mimpiku.

ABSTRACT

HARDIANTO. 2014. Applying seven nucleus to improve the students’ tensesmastery (an Experimental Research at Cambridge English College (CEC)Makassar).Thesis. Faculty of Teacher Training and Education, MuhammadiyahUniversity of Makassar. (guided by Muhammad Basri Dalle and Achmad Basir).

This research aimed at finding out the improvement of the students’ tensesmastery by applying seven nucleus to the basic level students of CambridgeEnglish College (CEC) Makassar. It was emphasized on the improvement of thestudents’ mastery of tenses forms by paying attention to the present tenses, pasttenses, and future tenses forms in active, passive, and nominal sentences.

The method used was a Pre-Experimental research with the one grouppretest and posttest design. The sample was only one class that consisted of 16students which were selected by using cluster sampling technique. The data wereobtained through tenses essay test.

The findings showed that the students’ present tenses were improved(62.80%), past tenses were improved (63.74%), future tenses were improved(95.38%), and after calculating the score, the students’ mastery of present tenses,past tenses, and future tenses was improved (74.31%). from the statisticalcompultation, it was found that the result of the t-test of present tenses was higherthan the result of the t-table of present (7.43>2.131), the statistical compultation, itwas found that the result of the t-test of past tenses was higher than the result ofthe t-table of past (5.56>2.131), the statistical compultation, it was found that theresult of the t-test of future tenses was higher than the result of the t-table of future(9.43>2.131), And it was indicated that the alternative Hypothesis was acceptedand null hyphothesis was rejected. Based on the result shown in findings, it couldbe concluded that applying seven nucleus improved the students’ tenses masteryof Cambridge English College (CEC) Makassar.

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LIST OF CONTENTS

Page

COVER OF PAGE ...................................................................................... i

APPROVAL SHEET .................................................................................. ii

CONSELLING SHEET................................................................................. iii

SURAT PERNYATAAN ............................................................................... iv

SURAT PERJANJIAN .................................................................................. . v

ABSTRACT .................................................................................................... vi

ACKNOWLEDGMENTS ............................................................................. vii

LIST OF CONTENTS ................................................................................... viii

LIST OF TABLES ......................................................................................... ix

LIST OF GRAPHICS .................................................................................... x

LIST OF APPENDICES ............................................................................... xi

CHAPTER 1: INTRODUCTION

A. Background...................................................................................... 1

B. Problem Statements ......................................................................... 3

C. Objectives of the Research .............................................................. 3

D. Significance of the Research ........................................................... 4

E. The Scope of the Research .............................................................. 4

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Concept of Seven Nucleus............................................................... 5

B. Concept of Tenses ........................................................................... 7

C. Theoretical Framework.................................................................... 24

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CHAPTER III: RESEARCH METHOD

A. Research Design .............................................................................. 25

B. Research Variables and Indicators .................................................. 27

C. Hypothesis ....................................................................................... 27

D. Population and Sample .................................................................... 28

E. Instrument of The Research............................................................. 28

F. Data Collection ................................................................................ 29

G. Technique of Data Analysis ............................................................ 29

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Findings ..................................................................................... 31

B. Discussions................................................................................. 42

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions .............................................................................. 47

B. Suggestions .............................................................................. 48

BIBLIOGRAPHY ......................................................................................... 49

CURRICULUM VITAE

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LIST OF TABLES

Page

Table 1: Classification of the Students’ Score .............................................. 29

Table 2: The Students’ Improvement of Present Tenses ................................ 32

Table 3: The Students’ Improvement of Past Tenses...................................... 35

Table 4: The Students’ Improvement of Future Tenses ................................ 38

Table 5: The Mean Score and Standard Deviation ........................................ 41

Table 6: T-table and T-test Values.................................................................. 41

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LIST OF GRAPHICS

Page

Graphic 1: The Rate Percentage of Present Tenses ........................................ 34

Graphic 2: The Rate Percentage of Past Tenses .............................................. 37

Graphic 3: The Rate Percentage of Future Tenses .......................................... 40

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CHAPTER I

INTRODUCTION

This chapter presents background, problem tatement, objectives of the

research, the significance of the research, and the scope of the research.

A. Background

In learning English, there are a lot of ways that learners may do to develop

their English skills maximally. some of them are taking an English course, joining

English meeting club, or learning individually from the English text books.

To enrich the students’ knowledge of language especially English, surely

they seriously need to pay attention for several points that should be studied and

then mastered well such as grammar, vocabulary, spelling and pronunciation.

Among four of them Grammar is put as one of the most important aspects to learn

because it is one of potential piece of language. Through grammar the students

can increase their skills in English beside that the students who have a good

knowledge in grammar do not find many important difficulties during learning

English.

Based on the fact found in the class before the researcher did his research

there were still a lot of English teachers who did not equip themselves with

appropriate methods to overcome the students’ difficulties in learning English

especially in learning tenses so they could not find the correct ways in teaching.

They still used the old method. As a result, students’ perfomance on English

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examination was very low. This can be noticed on the result of formal evaluation

every year in which the students get low score.

Teaching grammar tenses not only needs an appropriate method but also a

careful preparation. In the process of material preparation selections, the teacher

needs to consider among other students’ need and students’ level, and

grammatical items that must be taught should also be sequenced (graded)

appropriately to take into considerations among others, the frequency of

occurence (use) and complexity of the grammatical items themselves. They

should be done since it was almost impossible to introduce all grammatical items

simultaneously at the same time. They must be presented in order to range from

the simple patterns to the more difficult ones.

Because of the unappropriate method applied by the teacher, most of the

students think that TENSES is difficult and confusing thing always. Therefore in

this research, the researcher focused his research on it to help them learn and

develop their knowledge of language effectively, especially in tense forms by

applying the method seven nucleus. The researcher hoped that though it, the

students can understand tenses easily by using just seven forms to produce all of

formula of tenses present, past, and future in active voice, passive voice and

nominal sentence learnt in grammar.

In Cambridge English College (CEC) Makassar there are many students

who took English grammar program and finally the researcher decided to apply

seven nucleus method in mastering tenses to improve students’ skill in learning

English.

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B. Problem statement

Related to the previous backgound, the researcher formulated three

research questions as follow:

1. How is the influence of seven nucleus in improving the students’ mastery of

present tenses at Cambridge English College (CEC) Makassar?


past tenses at Cambridge English College (CEC) Makassar?


future tenses at Cambridge English College (CEC) Makassar?

C. Objectives of the Research

Based on the research questions above, there are three objectives which are

hoped to be achieved to find out;

1. The influence of seven nucleus in improving the students’ mastery of present

tenses at Cambridge English College (CEC) Makassar ?

2. The influence of seven nucleus in improving the students’ mastery of past


3. The influence of seven nucleus in improving the students’ mastery of future


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D. Significance of the Research

The significance of the research is expected to be piece of useful

contribution to;

1. The English teacher.

As an input in English teaching and giving information to the English

teacher how to help students be easy in mastering English tenses.

2. The students.

It can be applied to motivate the students in mastering their tenses. So

the srudents are easy to study English.

3. The other Researcher.

It will be used as one of references for teaching English tenses for one

who will conduct a research in English learning of teaching process.

E. Scope of the Study

The scope of the study is limited to the teaching and the learning of tenses

, present, past, and future tenses to the first level students of Cambridge English

College (CEC) Makassar by applying seven nucleus (present, past, perfect, future,

continuous, passive, and nominal).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Concept of Seven Nucleus

Some ideas about seven nucleus are being expressed by:

Mas’ ud (1996: 26) the form of present indefinite tenses is subject +

V1(Bare Infinitive/Additional Infinitive (-es/-s)). –es us used especially for

singular subject like he, she, it, and verb one is used for the plural subject like I,

you, we,and they.

Azar (1992 : 18) said that expressing past time or past tense is using the

simple past verb forms which performed by adding –ed.

Hornby (1975: 100) the verb -will with the infinitive verbs is often used to

indicate that something is likely to recur or to be repeated in the future because it

has been observed in the past.

Swan (1995: 228) said that -have is an auxiliary verb, have + past

participle. We use -have as an auxiliary verb with past participle to make perfect

verb forms.

Azar (1989: 13, 24) the form of the progressive tenses is be + ing ( present

participle). The progressive tense gives the idea that an action is in the progress

during and continuous after another time or action.

Azar (1994: 120) the form of passive is be + past participle, form of all

passive verbs is be + past participle. Be can be in any form: am, is, are, was, were,

has been, will be etc.

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According to Kamridah (2006) directress of Cambridge English college of

Makassar seven nucleus is a term used to simplify the control of tenses by mating

interrelated formulas contained in seven nucleus. The nucleus is composed of

present, past tense, perfect, future, passive, continuous, and nominal. Seven

nucleus is an instructional material that is used only among learners of Cambridge

English College in order to facilitate students in learning tenses. Seven means the

total number of seven nucleus members and nucleus is foundation form that

always used in making a sentence, in the fact there are many people who did not

know about this formula, they just make as many sentences without understanding

about the simple formul, so they face problem. It is the central core of mastering

all of form of tenses, by understanding it well the students can answer the entire

question of the tenses correctly. According to her that seven nucleus is the most

principle to be a quite for the students as the basic case in learning of rule in

English before studying more about written productive skill. Moreever seven

nucleus is one of the keys to answer the questions of structure section in toefl

items, that is a way to answer the structure well, so the students have to know

seven nucleus. Not only that but also it is as a root in the delivering some sentence

structures in all skills in English.

The members of seven nucleus:

1. Ai/bi : Present

2.Past form : Past tense

3. Have + PP : Perfect

4. Be + Pr.pcp : Continuous

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5. Modal + bi : Future

6. Be + PP : Passive

7. Be + 3 Complements : Nominal

Note : Ai : Additional infinitive

Bi : Bare infinitive

PP : Past participle

Pr.Pcp : Present participle

B. Concept of Tenses

Many people who learn English are little hard to find the right definition of

tense, even in Englsih tenses is a very important case. People can not use English

well if they they do not understand about tenses (Fuad).

To understand the tenses, the reseacher gives some concepts to be taken as

basic thought and some defenitions of tenses are being presented as follow:

1. Defenition of Tenses

There are some reasons for tenses that may be more important stated by:

Franks states that TENSE is a special verb endings or accompanying

auxiliary verb signal the time an event takes places. TENSE is a form of a verb

that relates it to time viewed either as finite past, present, or future, or as non-

finite. Sequence of tenses in inflected languages, the customary choice of tense

for a verb that follow another in a sentence, Particulary in reported or indirect

discourse. Tense means time. However, it should be pointed out that time in

relation to action is a concept that exists in the mind of the speaker, reader, or

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listener. TENSE in listener’s usage, refers consistenly only to grammatical

forms. Often tense and time do not correspond at all.

Hornby (1975: 78) the word of TENSE stands for a verb form or series

of verb forms used to express time relation. Tenses series are different in

different languages. TENSE may indicate whether an action, activity, or state

is, was, or will be complete, or whether it is, was, or will be in progress over a

period of time.

Bhatia (1995: 26) the word TENSE is derived from the latin ‘tempus’

which means time. Hence the tense is the form taken by the verb to indicate the

time (also continuance or completeness) of the action. An action or an even

may have taken a place or it may take place in the pat or it may take place in

the present time, in the past time, or future time. Therefore we can say that

there are three main kinds of tenses. They are present tenses, past tenses, and

future tenses, and each tenses has four forms like indefinite or simple,

continuous, pefect, and perfect continuous.

Based on the defenitions above, the writer concludes that TENSE is a verb

form that shows time and even or TENSE is the change of verb forms caused by

the change of time.

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2. Kinds of tenses

According to Bhatia (1995 : 26) there are twelve tenses in English. To

study all of these tenses indifidually, the following explations are presented

below:

Kinds: Time - Present

- Past

- Future

Event - Simple

- Continuous

- Perfect

- Perfect continuous

There are two kinds of tenses. Time and event. Time consists of present,

past, and future and Event consists of Simple, Continuous, Perfect and Perfect

continuous. All of tenses in grammar automatically need seven nucleus forms to

make a right sentence, like active voice, passive voice and nominal as follow:

a) Active voice

What Is Active Voice?

The writer will start from active voice because it is the simplest basic

among others. In an active sentence, the subject is doing the action. A straight

forward example is the sentence "Anto takes Sinta." Anto is the subject, and he is

doing the action: he takes Sinta, the object of the sentence. There are twelve kinds

of active voice which are explained below:

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1. Simple present tense

Simple present tense is used to express general truth and habitual action. It

uses adverbial expressions: frequently, usually, everyday, and so on. In the simple

present form, verb that ending ch, o, x, sh, ss, z will be added es to form of the

verb with third person singular.

Pattern: S + To be (is/am/are) + O

S +V (s/es) + O

Applying seven nucleus in simple present tense

Simple present

O s/es

Add s/es

In the box above the simple area is called zero area, and the present area is

categorized additional letter -S or -Es as part of seven nucleus, both of categories

is mated with nearest neighbourand to produce a formula tense, that is simple

present in form additional s/es.

Ex: I sleep, she sleeps

He always gets up at seven o’clock

If word ending -y followed the consonant we must change the -y into -i

and add es. But if the word followed a vowel so obey the usual rule.

Ex: I dry, she dries

a singer sings a song.

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2. Present continuous tense

Present continuous tense is used to express an action in present time when

we are producing the word. The function of present continuous tense is used in

present but it means when we are producing the word.

Pattern: S + be + Pr.Pcp + O

applying seven nucleus in present continuous tense:

present continuous

aii/bi be + Pr.pcpp

Be + Pr.pcp

There are two kinds of seven nucleus in the box above, they are present

and continuous form, present form categorized additional infinitive and bare

infinitive, continuous form categorized be + present participle. To produce new

formula we have to mate both of categories with their nearest neighbor to produce

present continuous tense.

Ex: Mr. Anto is making skripsii now.

3. Present perfect tense

Present perfect is used to indicate an action that takes place at an indefinite

time or over a period of time in the past, but it still has relevance in the present.

The Function of the present perfect is used to show that an action began in the

past and has continued up to the present.

Pattern: S + have/has + past participle +O.

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Applying seven nucleus in present perfect tense:

Present Perfect

e/es Have/Has + PP

Have/has + pp

In the box above, there are two kinds of seven nucleus, in the left side is

present which is called additional -s or -es and the right side is perfect which is

categorized have/has + past participle, the new formula is taken from mating both

of the seven nucleus categories with their nearest neighbor, not to their roommate

and items that do not have a partner just put into the new formula.

So they produce a new form namely present perfect tense.

Ex: I have seen you in Masakini.

4. Present perfect continuous tense

Present perfect continuous tense is a sentence that shows an action or

activity that happened in the past time but it still has relevance in the present. This

sentence shows the process of action is continued in the future time. The function

of present perfect continuous is to show the action in the past time and it still has

relevance in present and future.

Pattern: S + have/has +been + pr.pcp + O

Applying seven nucleus in present perfect continuous:

Present perfect continuous

s/es have/has +pp Be + pr.pcp

Have/has been

There are three kinds of members from seven nucleus in the chart above,

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they are present, perfect and continuous and also three categorized, the third of

categories are mated with their nearest neighbor as other partner after mating it

produce formula tenses namely present perfect continuous.

Ex: Mr.Anto has been writing thesis for seminar, because his laptop was

stolen.

5. Simple past tense

The simple past is used for a completed action that happened at one

spesific time in the past.

Pattern: S + past form + O

applying seven nucleus in simple past tense:

Simple Past

O Past form (V2)

Past form (V2)

In the box above the simple is called zero areas and past is categorized

past form areas, by its categories making new formula by matting simple and past

to become simple past tense.

Ex: I saw him last night

6. Past continuous tense

Past continuous tense is used to show the action that happened in several

times ago and has indefinite process beginning and finishing of the action. The

function of past continuous tense is to express two actions in a series, which the

first action happened when the second action is still in the process; first action

uses past continuous and the second action uses simple past tense.

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Pattern: S + was/were + Pr.pcp + O

Applying seven nucleus in past continuous:

Past continuous

Past form be + past participle

Was/were

In the chart above there are two kinds of member of seven nucleus, the left

side is categorized past form and the right side is categorized be + past participle,

both of categories are mated with their nearest neighbor and items that do not

have a partner just added to the new formula namely past continuous tense.

Ex: The teachers of CEC were discussing something for many hours.

7. Past perfect tense

Past perfect tense is a sentence showing the action in the past time, or

explaining two actions that happened but it emphasizes an action which happened

early. The function of past perfect is used in connected discourse in conjunction

with the past tense and showing that an activity was complected at or before some

definite time in the past.

Pattern: S + Had + PP + O

Applying seven nucleus in past perfect tense:

past perfect

Past form Have/has + pp

Had

In the chart above there are two kinds of member from seven nucleus, they

are past and perfect. Past is categorized past form and perfect is categorized

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have/has + past participle, both of categories is mated with their nearest neighbor

and items that do not have a partner just added to the new formula namely past

perfect tense.

Ex: when the lecturer arrived, the students had entered the class.

8. Past perfect continuous tense

Past perfect continuous tense is a sentence showing an action that began

and happened in the past time. The function of this tense is used to express an

indefinite action in the past time and the action is still in process at the time.

Pattern: S + Had + Been + Pr.pcp + O

applying seven nucleus in past perfect continuous tense:

past perfect continuous

past form have/has + pp be + pr.pcp

Had been

In the chart above there are three kinds of member from seven nucleus

with their categories namely past called past form category, perfect called have or

has category, and continuous with be + present participle chategory. The third of

categories are mated with their nearest neighbor, forbidden with other couple or

its roommate after that it will produce new formula namely past perfect

continuous.

9. Simple future tense

Simple future perfect is an action or phenomenon which has not happened

yet and will take place in the next time. The function of present future is to show

an action that happened in the future time.

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Pattern: S + Will/Shall + Bare infinitive +O

applying seven nucleus in simple future tense:

simple future

O will/shall + Bi

Will/shall + Bi

In the chart above the simple area is called zero area, and the future area

categorized will/shall plus bare infinitive verb as part of seven nucleus, both of

categories are mated to become a new formula, namelysimple future tense.

Ex: I shall invite you to join in CEC.

10. Future continuous tense

Future continuous tense is used to show an action or phenomenon that will

be happening in the future time. The function of future continuous tense is to

express the process of action that happened in the next time.

Pattern: S + will/shall + be + pr.pcp + O

applying seven nucleus in future continuous tense:

future continuous

will/shall + bi be + pr.pcp

be (is, am, are)

In the chart above there are two kinds of member from seven nucleus they

are future chategory called will/shall + bare infinitive and continuous category

called be + present participle, the category of future is mated with continuous

category which is the nearest from diveider, forbidden with its roommate or other

couple, And items that do not have a partner just added to the new formula

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namely future continuous tense.

Ex: We will be listening when you begin to sing a song.

11. future perfect tense

Future perfect tense shows that an action will take place or be complected

before another action or time in the future. The function of future perfect is to

express phenomenon that will have happened or will have finished indefinite in

the next time.

Pattern: S + will/shall + have + pp + O

applying seven nucleus in present future tense:

future perfect

will/shall +bi have + pp

have

There are two three kinds of member from seven nucleus in chart above,

they are future and perfect. And also two categories, the second of the categories

are mated with its nearest neighbor as well as other partner after mating it to

produce a formula of tenses. Because its rule is that it is forbidden to mate with

other couple or its roommate, it is mated to produce a new formula namely

future perfect tense.

Ex: Mr. Habe will have finished the skripsi by the end of this month.

12. future perfect continuous tense

future perfect continuous tense like the other continuous tenses, it is used

to emphasize the progressive nature of a certain activity. The continuous form is

used in the same way as the simple way as the simple future perfect tense and is

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used with the same adverbials. The function is to show that an action will take

place or will have been complected before another action or by a certain time.

Pattern : S + will/shall + have + been + Pr.pcp + O

applying seven nucleus in present perfect continuous tense :

future perfect continuous

will/shall + bi have + pp be + Pr.pcp

have been

In the chart above there are three kinds of member from seven nucleus

with their categories namely future called will + bare infinitive category, perfect

called have + past participle category, and continuous with be + present participle

category. The third of categories is mated with their nearest neighbor, forbidden

with other couple after that it produces a new formula namely future perfect

continuous tense.

Ex: Mss. Cambridge will have been teaching for three hours at the time.

b) Passive voice

What Is Passive Voice?

In passive voice, the target of the action gets promoted to the subject

position. Instead of saying, "Anto loves Ayu," I would say, "Ayu is loved by

Anto." The subject of the sentence becomes Ayu, but she is not doing anything.

Rather, she is just the recipient of Anto's love. The focus of the sentence has

changed from Steve to Amy. The form of passive voice is Be + past participle.

There are eight kinds of active voice which are being explained below:

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Pattern: S + is, am, are + PP + O (by agent)

applying seven nucleus in simple present passive voice:

present Pv

ai/bi be + pp

Be (is, am, are) + pp

Ex: A song is sung by singer


Pattern: S + is, am, are + being + PP + O

applying seven nucleus in present continuous tenses passive voice:

present continuous Pv

ai/bi be + Pr.pcp be + pp

Is, am, are Being

Ex: Skripsi is being made now by Mr.Anto.


Pattern: S + Have + been + O

applying seven nucleus in mastering present perfect tense:

present perfect Pv

ai/bi have + pp be + pp

Have Been

Ex: The movies have been watched in the cinema by me.


Pattern: S + Was/Were + PP + O

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Applying seven nucleus in mastering simple past tense :

Past Pv

past form be + pp

Was /were

Ex: He was seen last night by me.


Pattern: S + was/were + being + PP + O

Applying seven nucleus in mastering past continuous tense:

Past Continuous Pv

past form be + Pr.pcp be + pp

was/were being

Ex: Something was being discussed for hours.


Pattern: S + had + been + PP + O

Applying seven nucleus in mastering past perfect tense:

past perfect Pv

Past form have + pp be + PP

Had been

Ex : The class had been entered when the lecturer was arrived.


Pattern: S + will + be + Cs

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Applying seven nucleus in mastering simple future tense:

Future Pv

will + bi be + PP

Be

Ex: You will be invited to join in CEC by Mr. Habe

8. Present future perfect tense

Pattern: S + will + have + been + PP + O

Applying seven nucleus in mastering present future perfect tense:

future perfect Pv

Will + bi have + pp be + pp

have been

Ex: The thesis will have been finished by the end of this month by Mr. Habe

College would have been graduated by March last year by my sister.

(c). Nominal Tense

Nominal sentence is a sentence which its ordinary verb is the member of

“Be”. The pattern of nominal sentence is Be + 3 Complements (adjective, noun,

adverb). In nominal sentence just six tenses can be made nominal. All of

continuous tenses can be made nominal sentence except 2 exceptions, if they are:

Its subject is person

Containing 28 certain adjectives. ( Bad, careful, cruel, fair, foolish, funny,

generous, good, illogical, impolite, irresponsible, kind, loud, lazy, logical,

niece, noice, pleasant, patient, polite, quite, responsible, serious, silly, unfair,

22

unkind, unpleasant). The six kinds of nominal sentence are being explained

below :


Pattern: S + Is, am, are + 3C

Applying seven nucleus in mastering simple present tense of nominal

sentence:

present nominal

ai/bi be + 3C

Is, am, are

Ex: I am beautiful


Pattern: S + have/has + 3C

Applying seven nucleus in present perfect nominal:

present perfect nominal

ai/bi have/has +pp be + 3C

have been

Ex: I have been here since seven o’clock.


Pattern: S + was/were + 3C

Applying seven nucleus in simple past tense:

past nominal

past form be + 3C

Was/were

23

Ex : My mother was in the kitchen.

4. Past perfect Tense

Pattern: S + had + been + 3C

Applying seven nucleus in mastering past perfect tense:

past perfect nominal

past form have + pp be + PP

had been

Ex : I had been here since you arrived.


Pattern: S + will/shall + be + 3C

Applying seven nucleus in mastering simple future tense:

future nominal

will + bi be + 3C

be

Ex: Mss. Cambridge will be a famous woman.


Pattern: S + will + have + been + 3C

Applying seven nucleus in mastering in mastering future perfect:

future perfect nominal

will + bi have + pp be + PP

have been

Ex: My students will have been graduated from CEC.

24

C. Conceptual Framework

The conceptual framework of the research was illustrated as follow:

Components above are described as follows :

1. INPUT

The teacher will use seven nucleeus to teach tenses

2. PROCESS

The teacher will teaching present tenses, past tenses, and future tenses

in active, nominal, and passive tenses forms.

3. OUTPUT

The result is shown on the students’ achievement in learning tenses by

applicatin of seven nucleus.

InputApplying seven nucleus

ProccessTeaching tenses

Future tenses inactive, passive, and

nominal

Past tenses inactive, passive, and

nominal

Present tenses inactive, passive, and

nominal

OutputThe students’ achievement in tenses with the

seven nucleus method

25

BAB III

RESEARCH METHOD

This chapter presents research design, variable of the research and

indicator, population and sample, and instrument.

A. Research Design

In this research, the researcher employed pre-experimental design with one

group pre-test (O1) and post-test design (O2). It investigated the students’ mastery

in tenses at level students of Cambridge English college (CEC) Makassar.

In addition, this research used pre-test and post-test design. The tests in

both pre-test and post-test were given to measure the students’ mastery in tenses.it

carries out one experimental method.

Research design

Where :

O1 : Pre-test

X : Treatment

O2 : Post test

(Gay, 2006)

The students were given pre-test to find out their basic knowledge about

tenses in English. The researcher gave the students treatment to improve the

O1Pre-test

O2Post-test

XTreatment

25

26

students’ tenses. Finally, the researcher gave post-test to measure whether or not

they progress in tenses mastery.

1. Pre-test

Pre-test was preliminary test administrated to determine the students’

prior knowledge of an educational experience or course of study. The test was

given to the students in the first meeting before treatment; that test was

intended to find out the students’ prior knowledge about tenses.

2. Treatment

Treatment was conducted for five meetings in some steps as follow:

a. The first the teacher wrote seven forms of seven nucleus.

b. The second the teacher explained the seven nucleus with many examples.

c. The third the teacher guided the students how to memorize the seven

forms of seven nucleus with example easily.

d. The fourth teacher taught the students how to produce 12 forms of tenses

by using seven nucleus.

e. The fifth the teacher did the same in active, passive, and nominal tenses.

f. The last the teacher gave the exercises to ensure that students had

understood all forms and they could produce the tenses and the tenses

patterns by themselves without cheating notes.

3. Post-test

After giving treatment in the post test the reseacher gave the same test

of pre-test to the students to get the result. It was conducted to compare the

27

students’ mastery of tenses after getting treatment of the applied method and

before.

B. Variables and Indicators

1. Variables

There were two kinds of variable in this research, namely:

a. Independent variable was the application of seven nucleus in teaching

tenses.

b. Dependent variable was the studeents’ tenses mastery of pesesnt tenses

past tenses, and future tenses.

2. Indicators

The indicators of this research were to measure the students’

tenses mastery. The students were really expected to master forms of

tenses in passive, active, and nominal as follow:

a. Present tenses consisted of simple present tense, present perfect tense,

present continuous tense, and present perfect continuous tense

b. Past tenses consisted of simple past tense, past perfect tense, past

continuous tense, and past perfect continuous tense

c. Future tenses consisted of simple future tense, future perfect tense,

future continuous tense, and future perfect continuous tense

C. Hypothesis

This research formulated the hypothesis as follw:

1. Null hypothesis (H0): using the seven nucleus did not improve the

sudents’ tenses mastery.

28

2. Alternative hypothesis (H1): using the seven nucleus improved the

sudents’ tenses mastery.

D. Population and Sample

a. Population

To know about the condition of population in composing thesis so the

first time the writer explained definition of population, according to Arikunto:

(2006) has a view that population is total of the research subject. The

population of this research is the basic level students of Cambridge English

College CEC Makassar. The total of the population is 16 students for one class.

b. Sample

Sample is most representatives of the population who are researched.

Arikunto (2006) by considering the number of population is small enough, so

the researcher used the total sampling tehnique by taking all population for the

efficiency of the research. As Sugiono (2006) says that if the subject less than

30 persons, it is better to take all the population. It is also named population

research.

E. Instrument of the Research

To collect the data, the researcher used an essay test consisted of 24

numbers, the test consisted of pre-test and post-test. Pre-test was administered

before the treatment to get the data on the students’ prior knowledge about tenses,

while post-test was given after the last treatment to find out the students’ ability

in the tenses mastery after applying the seven nucleus method.

29

F. Data Collection

The researcher used essay test to take data from the students in both pre-

test and post-test. The pre-test was conducted on February 8th 2014, treatment

was conducted on February 10th, February 11th, February 12th, February 13th,

February 14th 2014, and post-test was conducted on February 15th 2014. Based on

the characteristics of the data, the type of the data is qualitative data.

G. Technique of Data Analysis

The data collected throught the test were analyzed quantitatively. This

quantitative analysis employed statically calculation to the test of the hypotesis.

Some formulas were applied in this research to process the data as follows:

a. Scoring the students’ correct answer of pre-test and post-test by using this

formula: Score :′ %

b. Classifying the student’s score in to the following criteria on the table below:

Table 1. Classification of the score

No Classification Score

1.

2.

3.

4.

76 – 100

71 – 75

56 – 76

41 – 55

≤ 40

Very good

Good

Fair

Poor

Very poor

Depdiknas (2006)

30

c. Concluding the mean score of student’s pre-test and post-test using this

formula :

= ∑NWhere: x = mean score

∑ = the sum of the student’s score

N = Total number of sample.

d. Calculating the value of the t-test to indicate the significant difference between

the result of pre-test and post-test by using this formula:

)1(

)( 22

NNN

DD

Dt

Where: T = test of significance

D = the mean score

∑ D = the sum of total score of difference

∑ D2 = the square of the sum score of difference

N = the total number of students

(Gay, 2006)

e. Computing the students’ score into the following criteria:

N

n%

Notation:

n = frequency

N = the total number of students

31

CHAPTER IV

FINDINGS AND DISCUSSIONS

This Chapter presents the research findings and discussions. The findings

present the description of the data collected through test. The further explanations

and interpretation are given in the discussion section.

A. Findings

Based on the result of the research, the writer presented four findings as

follow:

1. The Result of Data Analysis

The result of the students’ mastery of present tenses consisting of (simple

present tense, present continuous tense, present perfect tense, and present perfect

continuous tense), past tenses consisting of (simple past tense, past continuous

tense, past perfect tense, and past perfect continuous tense), and future tenses

consisting of (simple future tense, future continuous tense, future perfect tense,

and future perfect continuous tense) were presented as follow:

a. Improving the Students’ Mastery of Present Tenses by Using Seven Nucleus

To answer this research question, in the previous chapter, the writer

administered the tests, which were given twice to the students. Firstly, pre-test

was given before the treatment. Secondly, post- test was given after the treatment.

The result of the students’ mastery of present tenses whose indicators simple

present tense, present continuous tense, present perfect tense, and present perfect

31

32

continuous tense on pre-test and post-test is being presented in the following table

below :

Table 2.The improvement of present tenses

No Indicators Pre – test Post–test

Improvement(%)

111111 1. Simple present tense 50 53.13 6.26

2. Present continuous 32.81 68.75 109.54

3. Present perfect 40.63 42,18 3.81

4. Present perfect continuous 29.69 68.75 131.56

ΣX 151.13 232.81 251.17

Mean 38.28 58.20 62.80

Based on the data on the table 2 above, comparison between pretest and

posttest shows that there was a significant improvement in the posttest result for

four indicators after treatment by applying seven nucleus in teaching and learning

present tense forms, it was proved by the scores in the pretest, present tense was

50, present continuous tense was 53.13, present perfect tense was 40.63, and

present perfect continuous tense was 29.69, while the scores in the posttest,

present tense was 53.13, present continuous tense was 68.75, present perfect tense

was 42.18, and present perfect continuous tense was 68.75. It means that the

scores of present tenses in posttest are better than in pretest.

The data on the table 2 show not only a significant improvement for four

indicators but also different improvement got between continuous and non

continuous from pretest to posttest by the students, it was proved by the

improvement of simple present tense was (6.26%), while present continuous tense

33

was (109.54%), and the improvement of present tense was (3.81%), while present

perfect continuous tenses was (131.56%). In this case, in the present tense, the

students did some mistake, they always forget the usage of –do, and -does in

negative, and interrogative verbal sentences, while in the present perfect, the

students did not know whether they can use -have or -has. And in present

continuous tense, the students did not have less difficulty for subjective verb

agreement in negative and interrogative sentence, while in present perfect

continuous, the students still remembered that in present perfect passive there was

no continuous, so they did not use progressive forms. The writer concluded that

the students’ improvement of continuous indicators was higher than non

Continuous indicators because the students were still confused by the rules of

present tenses on non continuous, so they did more mistakes in non continuous

indicators, and the students are easier in continuous indicators after understanding

the application of seven nucleus.

After calculating the mean score of pretest and posttest, the writer found

that the students’ mastery of present tenses was improved (62.80%). And to be

more completely shown in the following figure below:

34

Improvement (%)

Figure 1 : the percentage of present tenses

In the figure 1, the rate percentage of the students’ improvement from pre-

test to posttest showed that the rate percentage of the students’ improvement for

continuous indicators is greater than non continuous where the score of simple

present tense was just improved (6.26%), while the score of present continuous

tense was improved (109.54%), and the score of present perfect tense was just

improved (3.81%), while the score of present perfect continuous tense was

improved (131.56%). It means that the students understand more about the

progressive and non progressive verbs and did less mistake.

Figure 1 shows that the mean score was improved (62.80%), it means that

the score has a significant improvement. Based on the data, it can be concluded

that seven nucleus can improve the students’ mastery of present tenses.

0.00%50.00%

100.00%150.00%

34

Improvement (%)













0.00%50.00%

100.00%150.00%

6.26%

109.54%

3.81%

131.56%

62.80%

Present Tenses

34

Improvement (%)













35

b. Improving the Students’ Mastery of Past Tenses by Applying Seven Nucleus

To answer the research question in the previous chapter, the writer

administered the tests, which were given twice to the students. Firstly, pre-test

was given before the treatment. Secondly, post-test was given after the treatment.

The result of the students’ past tenses whose indicators simple past tense, past

continuous tense, past perfect tense, and past perfect continuous tense is being

presented in the following table below :

Table 3. The improvement of past tenses

No Indicators Pre – test Post– test Improvement (%)

111111 1. Simple past tense 51.56 59.38 15.17

2. Past continuous 37.5 45.31 20.83

3. Past perfect 40.63 65.63 166.64

4. Past perfect continuous 23.44 60.34 157.42

ΣX 153,13 230.66 63.74

Mean 23.05 76.95 240.56

Based on the data Table 3 above, comparison between pre test and post

test shows that there was a significant improvement in the posttest result for four

indicators after treatment by applying seven the nucleus in teaching and learning

past tense forms, it was proved by the scores in pretest, past tense was 51.56, past

continuous was 37.5, past perfect is 40.63, and past perfect continuous was 23.44,

while the scores in the posttest , past tense was 59.38, past continuous is 45.31,

past perfect tense was 65.63, and past perfect continuous was 60.34. It means that

the scores of past tenses in posttest is better than in pretest.

36




improvement of simple past tense was (15.17%), while past continuous tense was

(20.83%), and the improvement of past perfect tense was (61, 53%), while past

perfect continuous tenses was (157.42%). In this case, in the past tense, the

students did some mistake, they always forget to usage –did, not, was or were in

negative, and interrogative verbal sentences, and they still memorizing the seven

nucleus while in the past perfect tense, the students did not know whether they

can use -had not -have or -has and after -had must be put past participle not

present participle forms. In past continuous, the students still had any difficulties

in negative and interrogative sentences, and they did not know when they can use

-was or -were, while past perfect continuous the students has known that in

perfect passive there is no continuous, so they did not use progressive forms. So

the writer concluded that the students’ improvement of Continuous indicators and

Continuous indicators except past perfect continuous is still little low because the

students are still confused by the rules of past tense.


that the students’ mastery of past tenses was improved (63.74%). And to be more

completely shown in the following figure below:

37

Improvement (%)

Figure 2 : the rate percentage of past tenses

In the figure 2 above, after applying seven nucleus, the rate percentage of

the students’ improvement from pre-test to post showed the rate percentage of the

students’ improvement for continuous indicators and non continuous, where the

score of simple past tense was improved (15.17%), the score of past continuous

tense was improved (20.83%), the score of past perfect tense was improved

(61.53%), and the score of past perfect continuous tense was improved

(157.42%).

Figure 2 also shows that the mean score of past tenses was improved

(63.74%), it means that the mean score has a significant improvement. Based on

the data, it can be concluded that seven nucleus can improve the students’ mastery

of past tenses .

c. The Improvement of the Students’ Mastery of Future Tenses


administered the tests, which were given twice to the students. Firstly, pre test was

0.00%50.00%

100.00%150.00%200.00%

37

Improvement (%)








(157.42%).




of past tenses .




0.00%50.00%

100.00%150.00%200.00%

15.17% 20.83% 61.53%

157.42%

63.74%

Past Tenses

37

Improvement (%)








(157.42%).




of past tenses .




38

given before the treatment. Secondly, post- test was given after the treatment. The

result of the students’ mastery of future tenses whose indicators simple future

tense, future continuous tense, future perfect tense, and future perfect continuous

tense is being presented in the following table below :

Table 4. The improvement of the students’ future tenses

No Indicators Pre – test Post– test Improvement (%)

111111 1. Simple future tense 45.31 71.88 58.64

2. Future continuous 32.81 89.06 171.44

3. Future perfect 35.94 46.88 30.44

4. Future perfect continuous 25 56.25 125

ΣX 139.06 264.07 385.52

Mean 34.77 66.02 96.38

Based on the data Table 4 above, comparison between pre test and post

test shows that there was a significant improvement in the posttest result for four

indicators after treatment by applying seven nucleus in teaching and learning

future tense forms, it was proved by the scores in pretest, simple future tense was

45.31, future continuous was 32.81, future perfect was 35.94, and future perfect

continuous was 25, while the scores in the posttest, simple future tense was 71.88,

future continuous tense was 89.06, future perfect tense was 46.88, and future

perfect continuous tense was 56.25. It means that the scores of future tenses in

posttest are better than in pretest.



39


improvement of simple future tense was (58.64%), while future continuous tenses

was (171.44%), and the improvement of future perfect tense was (30.44%), while

future perfect continuous tenses was (125%). In this case, in the future tense, the

students did some mistake, they always forgot the usage of modal –will, or -shall

in negative, and interrogative verbal sentences, and they always use additional

infinitive or some other forms after modal, while in the future perfect tense, the

students always put -has or -had after modal not only that but some of the

students use wrong abbreviation of modal like (shall not) must be written shan’t

but they wrote shalln’t , and (will not) must be written won’t but they wrote

willn’t. And in future continuous, the students did not have many difficulties even

the use of modal sometimes was also in wrong usage, while in the future perfect

continuous, the students remembered that in future perfect passive there is no

continuous, so they never used progressive forms not to do more mistake. So the

writer concludes that the improvement of Continuous indicators got was higher

than non Continuous indicators because the students were still confused by the

rules of future tenses.


that the students’ mastery of future tenses was improved (95.38%). And to be

more completely shown in the following figure below:

Improvement (%)

40

Figure 3 : the rate percentage of the future tenses

In the figure 3 above, the rate percentage of the students’ improvement

from pre-test to post shows the rate percentage of the students’ improvement for

continuous indicators was greater than non continuous where the score of simple

future was improved (58.64%), while the score of future continuous tense was

improved (171.44%), and the score of future perfect tense was just improved

(30.44%), while the score of future perfect continuous tense was improved

(125.00%).

Based on the data on figure 3 above, the mean score was improved

(96.38%). It means that the mean score has a significant improvement from

pretest to posttest, and it can be concluded that the seven nucleus method can

improve the students’ mastery of future tenses.

0.00%50.00%

100.00%150.00%200.00%

40








(125.00%).





0.00%50.00%

100.00%150.00%200.00%

58.64%

171.44%

30.44%125.00%

96.38%

Future Tenses

40








(125.00%).





41

2. The Mean Score and Standard Deviation

After classifying tenses, the next are the men score and the standard

deviation of present tenses, past tenses, and future tenses in the pre-test and post-

test which can be showed in the following table:

Table 5. The Mean Score and Standard Deviation

Test Mean Score Standard Deviation

Pre-test 37.11 10.98

Post-test 60.63 11.56

Table 5 above shows that the mean score of students’ pre test was 37.11,

while the mean score of post test was 60.63 and the standard deviation of pre test

was 10.98 and standard deviation of post test was 11.56. It means that the mean

score of the post-test was higher than the mean score of pre-test and so does the

standard deviation. Thus, it can be concluded that the use of seven nucleus can

improve students’ mastery of tenses.

3. The t-test value of the student’ tenses mastery by using seven nucleus

The result of the data analysis t-test of the students’ tenses mastery is

shown by the following table below:

Table 6.t-test value of the students’ tenses mastery

Variables t-test t-table Comparison Classification

Tense mastery 7.47 2.131 t-test>t-table Significant

42

The datas on the table 6 above show that the value of the t-test was higher

than the value of t-table. It was indicated that there was a significance difference

between the result of the students’ tenses mastery after treatment, applying seven

nucleus.

4. Hypothesis

If the t-test value is higher than t-table at the level of significance 0.05 and

degree freedom 15, thus the alternative hypothesis (H1) is accepted and null.

Hypothesis (HO) is rejected. In contrary, if the value t-test is lower than t-table at

the level of significance 0.05 and the degree freedom 15, thus the alternative

hypothesis is rejected and null hypothesis is accepted. The data analysis of the t-

test value on the table 6 shows that the t-test was greater than the t-table value. It

was proved by on the result of the value of T-test of present tenses (7.43), past

tenses (5.56), future tenses (9.43) was greater than value of T-table (2.131), it

means that alternative hypothesis was accepted and null hypothesis was rejected.

It can be concluded that applying seven nucleus can improve the students’ tenses

mastery of Cambridge English College (CEC) Makassar.

B. Discussions

The statistical analysis from the result of the students’ ability in mastering

tenses shows that the students’ tenses mastery before applying seven nucleus was

still very low, it was approved by the result of the pre-test before the treatment

that the mean score of present tenses was 38.28, the mean score of past tenses was

38.28 classified as very poor score, and the mean score of future tenses was 34.77

classified as very poor score. On the contrary of the result of the pre-test, there

43

was a significance improvement in the post-test where the mean score of present

tenses was 58.20 classified as fair score, the mean score of past tenses was 57.67

classified as fair score, and the mean score of future tenses was 66.02 classified as

fair score. Based on the findings, the data were collected through the essay tests

in the previous findings section above, showed that the students’ scores of present

tenses, past tenses, and future tenses improved 74.31% after applying seven

nucleus method. It was much better than before the treatments were given to the

students.

In giving score of tenses, the researcher used some criteria, like mastery of

present tenses, mastery of past tenses, and mastery of future tenses as follow:

1. The students’ mastery of present tenses

The data collected through essay tests expressed the students’ mastery of

present tenses by the basic level students of Cambridge English College (CEC)

Makassar. Based on the findings above, in applying seven nucleus in the class, the

data showed that the students’ present tenses improved significantly. It was

proved by the data on table 2, it showed that the score of simple present tense was

improved (6.26%) from the mean score 50 on pre –test to be 53.13, the score of

present continuous tense was improved (109.54%) from the mean score 32.81 on

pre –test to be 68.75, the score of present perfect tense was improved (3.81 %)

from the mean score 40.63 on pre –test to be 42.18, the score of present perfect

continuous tense was improved (131.56 %) from the mean score 29.69 on pre –

test to be 68.75.

44

After applying seven nucleus in teaching tenses, and then calculating the

students’ scores, the writer found that the students’ present tenses were improved

(62.80%) from pretest 38.28 to post test 58.20. It means that the mean score of

present tenses from pretest to post test was improved significantly.

It was also supported by the result of the data analysis on the Table 6

showed that from the level significance (p) = 0.05 and degree of freedom(df ) = 15

which got from formula df = N – 1 with t-table 2.131, the value t-test present

tenses was higher than t-table ( 7.43 > 2.131 ). Thus, the students’ mastery of

present tenses by applying seven nucleus tenses method improved significantly. It

means that Seven nucleus can improve the students’ present tenses.

2. The students’ mastery of past tenses


past tenses by the basic level students of Cambridge English College (CEC)


data on table 3 showed that the score of simple past tense was improved (15.17 %)

from the mean score 51.56 on pre –test to be 59.38 the score of past continuous

tense was improved (20.83%) from the mean score 37.5 on pre –test to be 45.31,

the score of past perfect tense was improved (61.53 %) from the mean score 40.63

on pre –test to be 65.63, the score of past perfect continuous tense was improved

(157.42%) from the mean score 23.44 on pre –test to be 60.34.

After applying seven nucleus, and then calculating the students’ scores,

finally the writer found that the students’ past tenses were improved (63.74 %),

45

the mean score of pre-test 38.28, and the mean score of post-test 57.67. Those

proved that the students’ mean score of past tenses was improved significantly.

It was also supported by the result of the data analysis on the table 6

showing that from the level significance (p) = 0.05 and degree of freedom(df ) =

15 which got from formula df = N – 1 with t-table 2.131, the value t-test past

tenses was higher than t-table ( 5.56 > 2.131 ). Thus, the students’ mastery of

past tenses by applying seven nucleus tenses method improved significantly. It

means that Seven nucleus can improve the students’ past tenses.

3. The students’ mastery of future tenses


future tenses by the basic level students of Cambridge English College (CEC)


data on table 4 showed that the score of simple future tense was improved

(58.64%) from the mean score 45.31 on pre –test to be 71.88, the score of future

continuous tense was improved (171.44%) from the mean score 32.81 on pre –test

to be 89.06, the score of future perfect tense was improved (30.44 %) from the

mean score 35.94 on pre –test to be 46.88, the score of past perfect continuous

tense was improved (125.00%) from the mean score 25.00 on pre –test to be 56.25

After calculating the score, the writer found that the students’ future tenses

was improved (96.38 %), the mean score of pre-test was 34.77 and the mean score

of post-test 66.02. It means that the mean score of future tenses from pre-test to

post test improved significantly.

46

It was also supported by the result of the data analysis on the table 6 show

that from the level significance (p) = 0.05 and degree of freedom(df ) = 15 which

got from formula df = N – 1 with t-table 2.131, the value t-test future tenses was

higher than t-table ( 9.45 > 2.131 ). Thus, the students’ mastery of future tenses

by applying seven nucleus tenses method improved significantly. It means that

Seven nucleus can improve the students’ mastery of future tenses.

Based on the result, hypothesis test show that Ho was rejected and H1 was

accepted, and the data on the table 6 show that students’ improvement of tenses

was (74.31%). From both proofs the writer concluded that there was significant

improvement of the students’ tenses mastery of present tenses, past tenses, and

future tenses of Cambridge English College (CEC) Makassar by applying seven

nucleus.

47

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections, one is conclusion, which is based on

the research finding and the discussion. The other one is suggestion, which is

based on the conclusion proposes.

A.Conclusions

Based on the findings and discussions in the previous chapter, the

researcher concludes as follows:

1. Seven nucleus method as an input can improve the students’ mastery of present

tenses. It was proved by the result of the statistical analysis at the level of

significance 0.05 which indicated that t-test value of present tenses was greater

than the t-table (7.43 >2.131 ) with degree freedom(df) 15.

2. Seven nucleus method as an input can improve the students’ mastery of past



than the t-table (5.56 >2.131) with degree freedom(df) 15.

3. Seven nucleus method as an input can improve the students’ mastery of future



than the t-table (9.43 >2.131) with degree freedom(df) 15.

47

48

4. Seven nucleus can improve the students’ tenses mastery at the first level

students of Cambridge English college (CEC) Makassar. It was proved by the

students’ mean score of tenses which was improved (74.31%).

B. Suggestions

Based on the conclusion above, the researcher presents some suggestions

as follows :

1. The the English teachers are recommended to to use seven nucleus method as

input to improve the students tenses mastery.

2. The English teachers are suggested to apply seven nucleus as one of the

alternative methods in learning and teaching tenses.

3. The students are expectd to improve their mastery about tenses by applying

seven nucleus, and to improve their time management.

4. It is suggested to English teachers to choose a good method and to apply

professionally, especially in learning tenses.

5. The next researchers in the future are suggested to use seven nucleus as one of

references in mastering tenses forms.

49

BIBLOIGRAPHY

Arikunto. 2006. Research Methods. Jakarta: Rineka Cipta.

Arsyad, Azar. 2012. Dasar Dasar Penguasaan Bahasa Inggris Melalui Your

Basic Vocabulary. Pustaka Pelajar Offset.

Azar, Betty Schampfer. 1989. Understanding and Using English Grammar. The

United States of America: Practical Hall Regents.

Azar, Betty Schampfer. 1941. Fundamental of English Grammar. The United

States of America: Practical Hall Regents.

Basri, D., Muhammad. 2008. English Word Classes. Lembaga Pustakaan dan

Penerbitan Unismuh Makassar.

Basri, D., Muhammad. 2008. Cara Menyatakann Pikiran Dalam Bahasa Inggris

(Present, Past, and Future). Lembaga Pustakaan dan Penerbitan

Unismuh Makassar.

Bhatia. 2001. Comprehensive High School English Grammar and Composition.

Delhi India: Book Palace.

Depdiknas. 2006. Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah

Menengah Pertama. Jakarta: Pusat Kurrikulum Balitbang Depdiknas.

Frank, Marcella. 1972. Modern English: A practical Reference Guide. New

Jersey: Prentice-hall.

Gay, L. R. 1981. Educational Research, Competencies for Analysis and

Application. Colombus, Ohio: Charles E. Meril Publishing.

Heaton. J.B. 1991. Writing English Language Tests. The United Stated of

America: Longman Group (FE) Ltd.

49

50

Hornby, AS. 1975. Guide to Patterns and Usage in English. Oxford University

Press.

Kamridah.2006. Understanding English Meeting.

Mas’ud, Fuad. 1996. Essential of English Grammar of Practical Guide.

Yogyakarta: Bpfe-Yogyakarta.

Murphy, Raymond. 1994. English Grammar in Use. Cambridge: Cambridge

University Press.

Swam, Michael. 1995. Practical English Usage. Oxford University Press.

51

APPENDICES 1

DATA ANALYSIS RELATED TO CHAPTER IV AND V

THE STUDENTS’ ACHIEVEMENT OF PRETEST AND POSTTEST

51

52

APPENDICES A

The Students’ Achievement of Pre-Test and Posttest

A. Pre-Test

1. The Score of the Students’ Mastery of Present Tenses

No Students Tenses ∑ XS.Pr Pr.C Pr.Pf Pr.Pf.C

1. S.1 50 50 50 50 200 502. s.2 50 0 50 25 125 31.253. S.3 25 0 50 50 125 31.254. s.4 50 25 50 25 150 37.55. S.5 50 25 50 50 175 43.756. s.6 75 0 50 50 175 43.757. S.7 50 50 50 0 150 37.58. s.8 50 25 50 50 175 43.759. S.9 100 50 25 0 175 43.7510. s.10 50 100 25 0 175 43.7511. S.11 0 25 50 50 125 31.2512. s.12 100 50 0 50 200 5013. S.13 25 75 50 25 175 43.7514. s.14 0 0 50 0 50 12.515. S.15 50 50 0 25 125 31.2516. s.16 75 0 50 25 150 37.5

Total 800 525 650 475Mean Score 50 32.81 40.63 29.68

2. The Score of the Students’ Mastery of Past Tenses

No Students Tenses ∑ XS.Ps Ps.C Ps.Pf Ps.Pf.C

1. S.1 50 50 50 50 200 502. s.2 50 25 50 75 200 503. S.3 25 50 0 25 100 254. s.4 25 50 50 25 150 37.55. S.5 25 25 25 25 100 256. s.6 75 25 50 25 175 43.757. S.7 75 25 50 50 200 508. s.8 50 50 25 0 125 31.259. S.9 50 25 75 0 150 37.510. s.10 100 50 75 25 250 62.511. S.11 25 50 0 25 100 2512. s.12 75 50 50 0 175 43.7513. S.13 75 50 75 0 200 5014. s.14 50 25 0 25 100 2515. S.15 75 0 50 25 150 37.516. s.16 0 50 25 0 75 18.75

Total 825 600 650 375Mean Score 51.56 37.5 40.63 23.44

53

3. The Score of the Students’ Mastery of Future Tenses


1. S.1 50 25 25 25 175 43.752. s.2 50 50 50 50 200 503. S.3 25 0 25 25 75 18.754. s.4 50 50 25 25 150 37.55. S.5 50 25 25 25 175 43.756. s.6 50 50 25 50 175 43.757. S.7 25 25 75 25 150 37.58. s.8 50 25 25 25 125 31.259. S.9 75 75 25 25 200 50

10. s.10 50 0 75 25 150 37.511. S.11 25 25 25 0 75 18.7512. s.12 50 25 50 0 125 31.2513. S.13 50 50 50 50 200 5014. s.14 25 50 50 25 150 37.515. S.15 50 50 25 0 125 31.2516. s.16 50 0 0 25 75 18.75

Total 725 525 575 400Mean score 45.31 32.81 35.94 25

B. Post-Test



1. S.1 50 75 50 100 275 68.752. s.2 25 75 50 25 175 43.753. S.3 25 50 0 50 125 31.254. s.4 50 75 50 25 200 505. S.5 75 75 50 75 275 68.756. s.6 75 100 50 75 300 757. S.7 50 75 50 100 275 68.758. s.8 75 75 25 100 275 68.759. S.9 25 50 50 100 225 56.2510. s.10 75 75 75 75 300 7511. S.11 50 75 25 50 200 5012. s.12 50 25 50 75 200 5013. S.13 50 75 50 75 250 62.514. s.14 50 75 25 50 200 5015. S.15 50 75 50 50 225 56.7516. s.16 75 50 25 75 225 56.75

Total 850 1100 675 1100Mean score 53.13 68.75 42.19 68.75

54


No Students Tenses ∑ XS.Ps Ps.C Ps.Pf Ps.Pf.C

1. S.1 75 50 100 75 300 752. s.2 75 50 75 75 275 68.753. S.3 25 50 0 75 150 37.54. s.4 75 0 50 75 200 505. S.5 75 75 75 75 300 756. s.6 75 50 75 50 250 62.57. S.7 75 50 75 75 275 68.758. s.8 50 50 50 50 200 509. S.9 50 0 50 75 175 43.75

10. s.10 50 75 50 50 225 56.2511. S.11 75 25 75 75 250 62.512. s.12 75 50 75 75 275 68.7513. S.13 25 25 75 50 175 43.7514. s.14 50 50 75 25 200 5015. S.15 75 50 75 50 250 62.516. s.16 25 75 75 25 200 50

Total 950 725 1050 975Mean Score 59,38 45.38 65.63 60.94


No Students Tenses ∑ XS.F F.C F.Pf F.Pf.C

1. S.1 75 100 25 25 225 56.252. s.2 50 100 50 25 225 56.253. S.3 25 100 0 25 150 37.54. s.4 50 50 75 75 250 62.55. S.5 100 100 50 75 325 81.256. s.6 100 100 50 50 300 757. S.7 75 75 75 50 275 68.758. s.8 75 100 25 75 275 68.759. S.9 75 100 50 25 250 62.510. s.10 75 100 50 50 275 68.7511. S.11 50 100 25 75 250 62.512. s.12 75 100 50 25 250 62.513. S.13 100 100 50 75 325 81.2514. s.14 100 100 25 50 275 68.7515. S.15 75 25 75 100 275 68.7516. s.16 50 75 75 100 300 75

Total 1150 1425 750 900Mean Score 71.88 89.06 46.88 56.25

55

APPENDICES B

The Total Raw of the Students’ Pre-Test And Post-Test


NO )( 1X 2X D 2)1(X 2)( 2X 2D

1. 50 68.75 18.75 2500 4726.56 351.562. 31.25 43.75 12.5 976.56 1914.06 156.253. 31.25 31.25 0 976.56 976.56 04. 37.5 50 12.5 1406.25 2500 156.255. 43.75 68.75 25 1914.06 4726.56 6256. 43.75 75 31.25 1914.06 5625 976.567. 37.5 68.75 31.25 1406.25 1406.25 976.568. 43.75 68.75 25 1914.06 1914.06 6259. 43.75 56.25 12.5 1914.06 3164.06 156.25

10. 43.75 75 31.25 1914.06 1914.06 976.5611. 31.25 50 18.75 976.56 976.56 351.5612. 50 50 0 2500 2500 013. 43.75 62.5 18.75 1914.06 1914.06 351.5614. 12.5 50 37.5 156.25 156.25 1406.2515. 31.25 56.75 25.5 976.56 976.56 650.2516. 37.5 56.75 19.25 1406.25 1406.25 370.56

Total 612.5 932.25 319.75 24765.6 56558.29 8130.17Mean S. 38.28 58.27 19.98

56


NO )( 1X 2X D 2)1(X 2)( 2X 2D

1. 50 75 25 2500 5626 6252. 50 68.75 18.75 2500 4726.56 351.563. 25 37.5 12.5 625 1406.25 156.254. 37.5 50 12.5 1406.25 2500 156.255. 25 75 50 625 5625 25006. 43.75 62.5 18.75 1914.06 3906.25 351.567. 50 68.75 18.75 2500 4726.56 351.568. 31.25 50 18.75 976.56 2500 351.569. 37.5 43.75 6.25 1406.25 1914.06 39.06

10. 62.5 56.25 -6.25 3906.25 3164.06 -39.0611. 25 62.5 37.5 625 3906.25 1406.2512. 43.75 68.75 25 1914.06 4726.56 62513. 50 43.75 -6.25 2500 1914.06 -39.0614. 25 50 25 625 2500 62515. 37.5 62.5 25 1406.25 3906.25 62516. 18.75 50 31.25 351.56 2500 976.56

Total 612.5 925 312.5 25781.24 55546.86 9062.49Mean s. 38.28 57.81 19.53

57


NO )( 1X 2X D 2)1(X 2)( 2X 2D

1. 43.75 56.25 12.5 1914.06 3164.06 156.252. 50 56.25 6.25 2500 3164.06 39.063. 18.75 37.5 18.75 351.56 1406.25 351.564. 37.5 62.5 25 1406.25 3906.25 6255. 43.75 81.25 37.5 1914.06 6601.56 1406.256. 43.75 75 31.25 1914.06 5625 976.567. 37.5 68.75 31.25 1406.25 4726.56 976.568. 31.25 68.75 37.5 976.56 4726.56 1406.259. 50 62.5 12.5 2500 3906.25 156.25

10. 37.5 68.75 31.25 1406.25 4726.56 976.5611. 18.75 62.5 43.75 351.56 3906.25 1914.0612. 31.25 62.5 31.25 976.56 3906.25 976.5613. 50 81.25 31.25 2500 6601.56 976.5614. 37.5 68.75 31.25 1406.25 4726.56 976.5615. 31.25 68.75 37.5 976.56 4726.56 1406.2516. 18.75 75 56.25 351.56 5625 3164.06

Total 581.25 1056.25 475 22851.54 71445.29 16484.35Mean S. 36.33 66.02 29.69

58

APPENDICES C

The Mean Score of Pre-Test and Post-Test

The Formula of Mean Score:

=

Where:

= the mean score

∑X = the total raw score

N = the number of students

Gay (1981:298)

1. The Students’ Mean Score of the Pre-

Test and Post Test of Present Tenses

a. Pre-test


=

=

=50


=

=

=32.81

3. Present perfect

=

=

=40.63

4. Present perfect continuous

=

=

=29.69

b. Post-test


=

=

=53.13


=

=

=68.75

3. Present perfect

=

=

=42.18

4. Present perfect continuous

59

=

=

=68.75

2. The Students’ Mean Score of the Pre-

Test and Post Test of Past Tenses

a. pre-test


=

=

=51.56


=

=

=37.5

3. Past perfect

=

=

=40.63

4. Past perfect continuous

=

=

=23.44

b. Post-test


=

=

=59.38


=

=

=45.31

3. Past perfect

=

=

=65.63

4. Past perfect continuous

=

=

=60.94

3.The Students’ Mean Score of the Pre-

Test and Post Test of Future Tenses

a. Pre-test


=

=

=45.31

2. future continuous tense

=

60

=

=32.81

3. future perfect

=

=

=35.94

4. future perfect continuous

=

=

=25

b. post-test


=

=

=71.88

2. future continuous tense

=

=

=89.06

3. future perfect

=

=

=46.88

4. future perfect continuous

=

=

=56.25

61

APPENDICES D

The Calculation of T-Test Value

1. Calculating the T-Test Analysis of Present Tenses

Mean score of gain ( D )

=

=.

=19.98

)1(

)( 22

NNN

DD

Dt

)116(1616

)75.319(17.8130

98.192

t

)15(1616

06.10224017.8130

98.19

t

240

00.639017.8130

98.19

t

240

17.1740

98.19t

25.7

98.19t

69.2

98.19t

t= 7.43

62

2. Calculating the T-Test Analysis of Past Tenses

=

=.

=19.53

)1(

)( 22

NNN

DD

Dt

)116(1616

)5.312(49.9062

53.192

t

)15(1616

25.9765649.9062

53.19

t

240

52.610349.9062

53.19

t

33.12

53.19t

51.3

53.19t

t = 5.5

24097.2958

53.19t

63

3. Calculating the T-Test Analysis of Future Tenses

=

=

= 29.69

)1(

)( 22

NNN

DD

Dt

)15(1616

22562535.16484

69.29

t

240

56.1410135.16484

69.29

t

240

79.2382

69.29t

93.9

69.29t

15.3

69.29t

t = 9.43

64

APPENDICES E

Distribution of T-Table

Df α( level of significance ) (one tailedtest)

.10 .05 .01 .0011 6.314 12.706 63.657 636.6192 2.920 4.303 9.925 31.5983 2.353 3.182 5.841 12.9414 2.132 2.776 4.604 8.6105 2.015 2.571 4.032 6.8596 1.943 2.447 3.707 5.9597 1.895 2.365 3.499 5.4058 1.860 2.306 3.355 5.0419 1.833 2.262 3.250 4.781

10 1.812 2.228 3.169 4.58711 1.796 2.201 3.106 4.43712 1.782 2.179 3.055 4.31813 1.771 2.160 3.012 4.22114 1.761 2.145 2.977 4.14015 1.753 2.131 2.602 4.073

16 1.746 2.120 2.921 4.01517 1.740 2.110 2.898 3.96518 1.734 2.101 2.878 3.92219 1.729 2.093 2.845 3.85020 1.725 2.086 2.831 3.81921 1.721 2.080 2.831 3.81922 1.717 2.074 2.819 3.79223 1.714 2.069 2.807 3.76724 1.711 2.064 2.797 3.74525 1.708 2.060 2.787 3.72526 1.706 2.056 2..779 3.70727 1.706 2.052 2.771 3.69028 1.701 2.048 2.763 3.67429 1.699 2.045 2.462 3.65930 1.697 2.042 2.750 3.64640 1.684 2.021 2.704 3.55160 1.671 2.000 2.660 3.460

120 1.658 1.980 2.617 3.373

65

APPENDICES II

CONSISTING OF THE INSTRUMENT OF PRETEST,

LESSON PLAN,

TEACHING MATERIALS,

AND THE INSTRUMENT OF POSTTEST

65

66

INSTRUMENT OF PRE TEST

Name:....................................................

Time: 30 minutes

score:

Change the tenses of the following sentences with the tenses in the brackets!

1. Miss. Cambridge’s beautiful bird flew highly. (Simple Present Tense)

Answer:..........................................................................................................

2. Inbox shows my boyband in every morning. (Simple Present Tense-)

Answer:..........................................................................................................

3. The funny monkey rode a little bicycle on the stage. (Present Continuous

Tense)

Answer:..........................................................................................................

4. A teacher mispelt the words fluently. (Present Continuous Tense?)

Answer:..........................................................................................................

5. She has made a bowl of meatball. (Present Perfect Tense)

Answer:..........................................................................................................

6. Brother Afgan as a professional artist sang the song melodiously. (Present

Perfect Tense-?)

Answer:..........................................................................................................

7. My father was reading a newspaper. (Present Perfect Continuous Tense)

PV

Answer:..........................................................................................................

8. Mss. Gahu brings a plate of bolu cake.( Present Perfect Continuous Tense

-)PV

67

Answer:..........................................................................................................

9. Mr. Irwan will take a book for her. (Smple Past Tense-) PV

Answer:..........................................................................................................

10. Mss. Ufie cooked the rice in the kitchen. (Simple Past Tense?)PV

Answer:..........................................................................................................

11. The students of CEC are studying Active Voice tense. (Past Continuous

Tense-?) PV

Answer:..........................................................................................................

12. Her neighbor’s friend washed the bed on the river. (Past Continuous

Tense?)

Answer:..........................................................................................................

13. The students know about the explained material. (Past Perfect Tense)

Answer:..........................................................................................................

14. I see your sister in the hospital (Past Perfect Tense?)

Answer:..........................................................................................................

15. Do you hate me? (Past Perfect Continuous Tense-)

Answer:..........................................................................................................

16. We will have a dinner in the restaurant. (Past Perfect Continuous Tense-?)

Answer:..........................................................................................................

17. This box contains many books. (Simple Future Tense)

Answer:..........................................................................................................

18. The students sitting behind the table look so sleepy. (Simple Future Tense-

?)

68

Answer:..........................................................................................................

19. Mr. Yaboo is very cute. (Future Continuous Tense?)

Answer:..........................................................................................................

20. The instructors of CEC are so kind. (Future Continuous Tense)

Answer:..........................................................................................................

21. That cat has been cruel. (Future Perfect Tense-)

Answer:..........................................................................................................

22. Mr. Anto’s students are really impolite. (Future Perfect Tense-)

Answer:..........................................................................................................

23. Mss. Lina will be patient. (Future Perfect Continuous Tense?)

Answer:..........................................................................................................

24. A black mouse has been nice. ( Future Perfect Continuous Tense-?)

Answer:..........................................................................................................

Good luck...

69

LESSON PLAN

1. Subject : English

2. Class : Elementary

3. Level : I

4. Language Focus : Tenses

5. Topic : Mastery of Tense Forms

6. Objectives :

The students are able to identify the kinds of verb.

The students are able to know how to differenciate between verbal

and nominal sentences.

The students are able to make their own sentences.

The students are able to make their own tenses.

The students are able to use the correct subjective verb agreement.

The students are able to memorize 12 tense forms.

The students are able to explain to the other students about tense

forms.

The students are able to change a tense of a sentence into other

tenses.

7. Steps:

The First Meeting

70

Free Activities

Opening the class by asking the students to pray together.

The teacher introduces himself to the students.

Checking the attendant list.

Before beginning to give the pre-test to the students, the teacher

explains the rules of pre-test.

Giving the pre-test paper to the students.

Checking the result of pre-test with the students

Whilst-Activities

In this activity the teacher will give the students pre-test to know

the students’ prior knowledge about tenses, but before giving the test, the

teacher has to explain the rules of pre-test. The students will get 24

questions and it will be answered for 25 minutes.

Explaining the rules of the test.

Dividing the test paper to the students.

While the students answer the test, the teacher does the observation

to the students and the condition of the class.

After the students finish the test, the teacher and the students

answer the test together.

The teacher explains the answers of the questions one by one by

using the key of tenses while giving the introduction to the students

about seven nucleus itself.

Post- Activity

71

Before closing the class, the teacher gives a conclusion.

Giving some advice to the students, and then closes the class.

The Second Meeting

Free Activity



The teacher gives the introduction to the students about verb form

and verb function.

Explaining the topics.

Explaining the objectives of the lesson.

Explaining about every section in all activities.

Whilst-Activities

In this activity, the teacher will explain about what is verb classified

by form and function:

Writing the materials needed.

Before the students write the materials, the teacher has to explain

the materials with examples about 30 minutes.

After the materials are explained and the teacher has been sure that

the students have understood, the teacher gives the students

exercises.

The test is corrected by the students and the teacher together.

The teacher explains by using seven nucleus concepts.

Post-Activities

72

Before closing the class, the teacher takes conclusion about the

materials taught and announces to the students about the next

materials, and reminds the students to repeat the materials to be

ready to face the next.

Giving some advice, and then the teacher closes the class.

The Third Meeting

Free Activity



The teacher gives the introduction to the students about verb.

Explaining the topic.

Explaining the objectives of lesson.


Whilst-Activities

In this activity the teacher will explain about what is verb classified

by objective case and semantic case:

Writing the materials needed



After the materials are explained and the teacher is sure that the

students have understood, and then the teacher gives the students

exercises.


73

The teacher explains by using seven nucleus concept.

Post-Activities

Before closing the class the teacher takes conclusion about the





The Fourth Meeting

Free Activity



The teacher gives the introduction to the students about verbs.




Whilst-Activities


by time and event, active tenses:




74



exercises.

The exercises are corrected by the students and the teacher

together.

The teacher explains the correct answers by using seven nucleus

concept.

Post-Activities






The Fifth Meeting

Free Activity







Whilst-Activities

75


by tenses, passive tenses:






exercises.

The exercises are corrected by the students and the teacher

together.

The teacher explains the correct answers by using tenses concept.

Post-Activities






The Sixth Meeting

Free Activity




76




Whilst-Activities

In this activity, the teacher will explain about what is verb classified

by nominal tenses:






test.


The teacher explains the correct answer by using tense concepts.

Post-Activities






The Seventh Meeting

Free Activity


77


Before giving the post-test, the teacher explains the rule of test.

Dividing the test paper.

The students will finish the test for 25 minutes.

Whilst-Activities

In this activity the teacher will explain about what is post test:

Writing the rules of the test.

Explaining the rules.

After the students understand, the teacher divides the post -test

paper to the students.

The test is corrected by the teacher and students together.

Post-Activities

Before closing the class the teacher takes conclusion.


78

TEACHING MATERIALS

Part of Speech (VERB)

Def: Kata yang menyatakan aktifitas atau kegiatan dan kondisi atau

keadaan.

E.g: study, go, love, etc.

Kind:

Classified by form (Verb Form):

Def: Tinjauan verb berdasarkan bentuknya.

Kind:

Present form (Bentuk sekarang)

Kind:

Bare infinitive (V1)

Def: Kata kerja bentuk pertama yang belum

mendapatkan tambahan sama sekali,

masih murni.

E.g: read, eat, drink, etc.

Additional infinitive (V1+es/s)

Def: Kata kerja bentuk pertama yang

ditambahkan dengan imbuhan (suffix)-

es atau -s.

To infinitive

79

Def: Kata kerja bentuk pertama yang ditambahkan

dengan -to

Eg: to study, to read, to understand atc.

Past form (V2)

Def: Kata kerja bentuk kedua atau lampau.

E.g: read, ate, drank, etc.

Participle

Kind:

Present participle (V1+ing)

Def: Kata kerja bentuk pertama yang

ditambahkan dengan imbuhan (suffix) -

ing

E.g: reading, eating, drinking, etc.

Past participle (V3)

Def: Kata kerja bentuk ketiga.

E.g: read, eaten, drunk, etc.

Aturan penambahan -es atu -s

1. Verb yang berakhiran dengan huruf -ch, -ss, -sh, -x, -z, -o langsung

ditambahkan dengan -es.

Eg: washes, kisses, boxes, goes, etc.

2. Verb atau kata kerja yang berakhiran dengan huruf -y yang didahului oleh

huruf consonant maka -y dilebur menjadi -i lalu ditambahkan –es.

Eg: flies, cries, dries, ect.

80

3. Verb yang berakhiran dengan huruf -y yang didahului oleh huruf vocal

maka langsung ditambahkan -s.

E.g: buys, lays, says ect.

4. Selain dari aturan diatas maka cukup ditambahkan dengan huruf -s.

E.g: drinks, brings, rings, etc.

Aturan penambahan –ed (untuk regular verb pada bentuk kedua dan ketidga)

1. Verb atau kata kerja yang berakhiran dengan huruf -ch, -ss, -sh, -x

langsung ditambahkan dengan -ed.

E.g: washed, mixed, watched, ect.

2. Verb atau kata kerja yang berakhiran dengan huruf -y yang didahului oleh

huruf consonant maka -y dilebur menjadi -i lalu ditambahkan –ed.

E.g: dried, fried, tried, etc.

3. Verb yang berakhiran dengan huruf -y yang didahului oleh huruf vocal

maka langsung ditambahkan –ed

E.g: stayed, prayed, annoyed, etc.

4. Selain dari aturan diatas maka cukup ditambahkan dengan –ed

E.g: helped, boiled, cooked, etc.

Aturan penambahan -ing

1. Verb yang terdiri dari satu suku kata maka huruf terakhir digandakan lalu

ditambahkan -ing.

E.g: cutting, digging, putting, etc.

81

2. Verb yang berakhiran dengan huruf -w, -x, and –y, maka tidak boleh

digandakan meskipun terdiri dari satu suku kata.

E.g: sawing, paying, mixing, etc.

3. Verb yang berakhiran dengan huruf –ie, maka -ie dilebur menjadi -y dan

kemudian ditambahkan dengan -ing.

E.g: lying, dying, tying, etc.

4. Verb yang berakhiran dengan huruf -e yang didahului oleh huruf

consonant maka huruf -e tersebut dilebur menjadi –i, kemudian

ditambahkan –ing (suffix).

E.g: loving, hating, making, etc.

5. Selain dari aturan diatas maka cukup ditambahkan suffix -ing.

Eg: calling, waiting, cooking, etc.

Classified by function (Verb function)

Def: Tinjauan verb berdasarkan fungsinya.

Kind:

Auxiliary verb

Def: Kata kerja bantu

Kind:

Primary auxiliary

Def: Kata keja bantu yang tidak memiliki makna

dan hanya berfungsi membantu pembentukan

tenses.

Ex: be, do, dan have

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-Be (am, is, are, was, were, been, being)

-Do (do, does, did)

-Have (have, has, had)

Modal auxiliary

Def: Kata kerja bantu yang memiliki makna dan

memberikan makna tambahan pada ordinary

verbnya.

E.g: will, shall, would, should, etc.

Ordinary verb

Def: Kata kerja inti.

Kind:

Bare infinitive/ add : present

Past form : past tense

Have/has+past participle: perfect

Will/shall+bi: future

Be+present participle: continuous

Be+ past participle: passive

Be+3 complements: nominal

Lassified by object need (Objective case)

Def: Tinjauan verb berdasarkan kebutuhan objectnya.

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Kind:

Intransitive verb

Def: Verb yang tidak membutuhkan object tetapi biasanya

langsung bertemu dengan adverb.

E.g: she was sitting by the door

Note: sitting by the door (the verb sitting does not have an

object but it meets an adverb of place, by the door)

Transitive verb

Def: Kata kerja yang membutuhkan object.

Kind:

Mono transitive verb

Def: Kata kerja transitive yang membutuhkan satu

object.

E.g: he brought my books

Note: The verb brought has an object,my books.

Ditransitive verb

Def: Kata kerja transitive yang membutuhkan dua

objects, Do (direct object) and Io (indirect

object).

E.g: ask, bring, buy, cost, get, give, lend, leave

make, owe, offer, play, pay, pass, promise,

read, refuse, say, sell, sing, show, send, teach,

take, tell, write, wish.

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Note: ‘She brings a flower for me’ in this sentence

the verb used is Ditransitive verb, it has two

objects a flower (Do), and for me (Io).

Classified by semantic (Semantic case)

Def: Tinjauan verb berdasarkan kandungan maknanya.

Kind:

Stative case

Def: Kata kerja yang mengandung makna kondisi atau keadaan.

Eg: She likes reading a story book.

Note: the verb -like has stative meaning, no action which looks.

Dynamic case

Def: Kata kerja yang mengandung makna gerak (action).

E.g: The young man was running too fast.

Note: The verb -running has dynamic meaning, it shows an action or

movement.

Classified by time and event (Tenses)

Def: Tinjauan verb berdasarkan perubahan waktu dan kejadian.

E.g: 1. She always has a breakfast every morning.

2. She had a breakfast yesterday.

3. She will have a breakfast tomorrow.

Note: The forms of the verbs in the sentence examples above change because the

time signals of the sentences change.

Kind:

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1. Active tenses

2. Passive tenses

3. Nominal tenses

Dalam mempelajari sebuah tenses terkadang pembelajar bahasa masih

bingung bagaimana cara menghafal tenses dan rumusnya yang begitu banyak. Hal

tersebut bukanlah menjadi masalah besar jika siswa atau guru mengetahui metode

bagaimana cara menghasilkan tenses dan rumusnya tanpa membutuhkan waktu

yang begitu lama.

Menghafal bukanlah alasan untuk tidak menguasai tenses lagi karena

dibawah ini akan dijelaskan cara bagaimana menguasai active tenses, passive

tenses, dan nominal tenses.

1. ACTIVE TENSES

Def: Kalimat yang subjectnya melakuakan pekerjaan.

Eg: The blue jacket was lying on the table.

Kind:


2. Simle past tense




6. Future continuous tense



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9. Future perfect tense

10. Fresent perfect continuous tense

11. Past perfect continuous tense

12. Future perfect continuous tense

Perkawinan active tenses

Berikut ini adalah contoh langakah langkah perkawinan active tenses dan

cara melakukannya, dilengkapi contoh penggunaannya dalam sebuah kaliamat.

1. Langkah pertama adalah menentukan tenses yang akan dikawinkan seperti

contoh dibawah ini:


2. Setelah menentukan tenses yang akan dikawinkan, maka masukkanlah

rumus tenses yang sesuai dengan konsep seven nucleus yang telah

dipelajari sebelumnya, ingat jangan sampai menggunakan rumus yang

salah, karena pasti semua akan ikut salah. Berikut adalah contoh cara

penulisannya:



3. Periksa kembali apakah nama tenses dan rumusnya sudah sesuai, setelah

semuanya benar, maka langkah berikutnya adalah mengawinkan.

Mengawinkan, kawinkanlah rumus tenses pada rumus tenses yang

terdekat, ingat jangan pernah mengawinkan dengan teman sekamarnya.

Berikut adalah contoh perkawinan yang benar:

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Had been

4. Setelah dikawinkan maka perhatikan hasilnya, itulah rumus tenses yang

dihasilkan, seperti contoh nomor 3 diatas. Yang terakhir adalah

memindahkan rumus yang telah dikawinkan pada tabel tenses dibawah ini:

-Before

Even

Time

Simple Continuous Perfect Perfect

continuous

Present

Past Had+been+Pr.

Participle

Future

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-After

Event

Time Simple Continuous Perfect Perfect cont.

Present Ai/bi Be + pr.pcp Have/has + pp Have/has+been

+Pr.pcp

Past Past form Was/were+

pr.pcp Had + pp

Had + been +

pr.pcp

Future Will/shall bi Will/shall + be +

pr.pcp

Will/shall+

have + pp

Will/shall +have

+ been + pr.pcp

5. Langkah terakhir adalah penggunaannya dalam sebuah kalimat, berikut ini

adalah contoh bagaimana merubah tenses dari suatu kalimat:

E.g: Anto was sleeping (past perfect continuous tense) : Anto had been

sleeping.

Note: Didalam merubah tenses dalam sebuah kalimat ada beberapa hal

yang harus diperhatikan, sebagai berikut:

Tentukanlah apakah kalimat yang akan diubah menggunakan kata

kerja progressive atau nonprogressive.

Karena dalam kalimat active tidak semua kata kerja bisa diubah

kedalam bentuk progresssive, seperi kata kerja like, love, need, dan

sebagainya.

Gantilah tenses kalimat sesuai dengan perintah masing amsing.

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2. PASSIVE TENSES

Def: Kalimat yang subjectnya dikenai pekerjaan.

Kind:








8. Future perfect tense

Perkawinan passive tenses

Berikut ini adalah contoh langakah langkah perkawinan passive tenses dan

cara melakukannya, dilengkapi contoh penggunaannya dalam kalimat.


contoh dibawah ini:

past perfect PV

2. Setelah menentukan nama tenses yang akan dikawinkan, masukkanlah

rumus tenses sesuai dengan konsep seven nucleus yang telah dipelajari

sebelumnya, ingat jangan sampai salah menggunakan rumus, karena pasti

semua akan salah. Berikut adalah contoh cara penulisannya:

past perfect passive

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past form have/has + pp be + ps.pcp


semuanya diperiksa dan sudah yakin benar, maka langkah berikutnya

adalah mengawinkan. Mengawinkan, kawinkanlah rumus tenses pada

rumus tenses yang terdekat, ingat jangan pernah mengawinkan dengan

teman sekamarnya. Berikut adalah contoh perkawinan yang benar:


past form have/has + pp be + ps.pcp

Had been Ps.Pcp

4. Setelah dikawinkan maka perhatikan hasilnya, itulah rumus tenses yang

benar, seperti contoh nomor 3 diatas. Yang terakhir adalah memindahkan

rumus yang telah dikawinkan pada tabel tenses seperti contoh dibawah ini:

-Before

Even

Time


continuous

Present

Past Had+been+past

participle

Future

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-After

Event


Present Is, am, are+ pp

Is, am, are +

being + pp

Have/has +

been +pp

Past Was/were + pp

Was/were +

being + pp

Had + been

+pp

Future Will + be + pp

Will + have +

been + pp



a. Anto brings a book (past perfect) PV = ‘a book’ had been brought by

Anto.

Note: Dalam merubah tenses dalam kalimat passive ada beberapa tahapan

dan persyaratan yang harus terpenuhi sebagai berikut:

Tentukanlah apakah kalimat tersebut jenis kalimat verbal atau

kalimat nominal, karena jika kalimat tersebut adalah jenis kalimat

nominal maka kalimat tersebut tidak dapat diubah kedalam kalimat

passive, solusinya adalah kembali pada aturan tenses nominal, bukan

passive.

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Perhatikan, apakah kata kerja kalimat tersebut memilki object atau

tidak karena hanya verb transitive yang dapat diubah kedalam

kalimat passive, jika tidak demikian maka kembalilah ke aturan

active tenses.

Object dalam kalimat aktif menjadi subject pada kalimat passive.

Subject dalam kalimat aktif menjadi object agent dalam kalimat

passive.

Hanya present dan past yang bisa dicontinuouskan dalam kalimat

passive

By agent ditulis jika subjectnya jelas dan bukan profesinya

3. NOMINAL TENSES

Def: kalimat yang verb ordinarynya berupa anggota dari ‘Be’

Kind:


2. Simle past tense



5. past perfect tense


Perkawinan nominal tenses

Berikut ini adalah contoh langakah langkah perkawinan nominal tenses

dan cara melakukannya, dilengkapi contoh penggunaannya dalam kaliamat.

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contoh dibawah ini:

simple future nominal

2. Setelah menulis nama tenses yang akan dikawinkan, masukkanlah rumus

tenses sesuai dengan konsep seven nucleus yang telah dipelajari, ingat

jangan sampai salah rumus, karena pasti semua akan salah. Berikut adalah

contoh cara penulisannya:


o will/shall+ Bi be+3C


semuanya diperiksa dan sudah yakin benar, maka langkah berikutnya

adalah mengawinkan. Mengawinkan, kawinkanlah rumus tenses pada

rumus tenses yang terdekat, ingat jangan pernah mengawinkan dengan

teman sekamarnya. Berikut adalah contoh perkawinan yang benar:


0 will/shall+Bi be+3C

Will/shall be 3C

4. Setelah dikawinkan maka perhatikan hasilnya itulah rumus tenses yang

benar, seperti contoh nomor 3 diatas. Yang terakhir adalah memindahkan

rumus yang telah dikawinkan pada tabel tenses seperti contoh dibawah ini:

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-Before

Even

Time


continuous

Present

Past

Future Will/shall+Bare

infinitive

-After

Event


Present Is, am, are + 3C

Have/ has +

been + 3C

Past Was/were + 3C

Had + been +

3C

Future

Will/shall + be

3C

Will + have

+been + 3C



Una was so funny ( simple future tense)= Una will be so funny.

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Note: Dalam merubah tenses pada kalimat nominal ada beberapa hal yang

harus diperhatikan dibawah ini:

Tidak ada yang bisa dicontinuouskan dalam kalimat nominal,

kecuali: subjectnya berupa person dan diikuti oleh Cs (Complement

of subject) yang berupa salah satu dari 28 certain adjectives.

Makna dalam bentuk continuous bukalah berarti sedang tetapi berarti

berpura pura, contoh; she is being kind arti pada kalimat ini adalah

dia berpura pura baik hati, bukan dia sedang baik hati.

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INSTRUMENTS OF POST TEST

Name:.....................................................

Time: 25 minutes

score:

Change the tenses of the following sentences with the tenses in the brackets!

1. Caca meets a good girl. (Simple Present Tense-?)

Answer:..........................................................................................................

2. Tifa writes the letter for Mr. Cuank. (Simple Present Tense?)

Answer:..........................................................................................................

3. Mr.Yasin likes her very much. (Present ContinuousTense-)

Answer:..........................................................................................................

4. Many students are going to Panakukang mall. (Present ContinuousTense?)

Answer:..........................................................................................................

5. We sleep in the small room. (Present Perfect Tense?)

Answer:..........................................................................................................

6. A small monkey bought some ice for Mr. Jack. (Present Perfect Tense-?)

Answer:..........................................................................................................

7. Mr. John will repair the cat’s house. (Present Perfect Continuous

Tense?)PV

Answer:..........................................................................................................

8. He forgot his family. (Present Perfect ContinuousTense) PV

Answer:..........................................................................................................

9. The workers have known their jobs (Simple Past Tense)PV

Answer:..........................................................................................................

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10. Someone imagined his future. (Simple Past Tense-?)PV

Answer:..........................................................................................................

11. Someone stole my pens. (Past Continuous Tense-?) PV

Answer: .........................................................................................................

12. Two guys swim in that pool.(Past Continuous Tense?)

Answer:..........................................................................................................

13. Mr. Anto has been handsome. (Past Perfect Tense?)

Answer:..........................................................................................................

14. He was unkind. (Past PerfectTense-?)

Answer:..........................................................................................................

15. That monkey will be careful. (Past Perfect Continuous Tense?)

Answer:..........................................................................................................

16. Jack is a polite man. (Past Perfect Continuous Tense?)

Answer:..........................................................................................................

17. Mr. Ellis’ cat was bad.( Simple FutureTense -?)

Answer:..........................................................................................................

18. She is a very beautiful lady. (Simple Future Tense?)

Answer:..........................................................................................................

19. This contains fourty eggs. (Future Continuous Tense-)

Answer:..........................................................................................................

20. The blind man feels all things in front of him. (Future Continuous Tense)

Answer:..........................................................................................................

21. She had a new car. (Future PerfectTense?)

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Answer: .........................................................................................................

22. My close friend’ sister looks beautiful enough. (Future Perect Tense-)

Answer: .........................................................................................................

23. He will become a good lecturer. (Future Perfect ContinuousTense?)

Answer:..........................................................................................................

24. Miss.Tarni seems so nervous. (Future Perfect Continuous Tense-?)

Answer:..........................................................................................................

Good luck..............

HARDIANTO/10 535 4310 09

LESSON PLAN

1. Subject : English

2. Class : Elementary

3. Level : I

4. Language Focus : Tenses

5. Topic : Mastery of Tense Forms

6. Objectives :

The students are able to identify the kinds of verb.

The students are able to know how to differentiate between verbal

and nominal sentences.

The students are able to make their own sentences.

The students are able to make their own tenses.

The students are able to use the correct subjective verb agreement.

The students are able to memorize 12 tenses forms.

The students are able to explain to the other students about tense

forms.

The students are able to change a tense of a sentence into other

tenses.

7. Steps:

The First Meeting

Free Activities


The teacher introduces himself to the students.


Before beginning to give the pre-test to the students, the teacher

explains the rules of pre-test.

Giving the pre-test paper for the students.

Checking the result of pre-test with the students

HARDIANTO/10 535 4310 09

Whilst-Activities

In this activity the teacher will give the students pre-test to know

the students’ prior knowledge about tenses, but before giving the test, the

teacher has to explain the rules of pre-test. The students will get 24

questions and it will be answered for 20 minutes.

Explaining the rules of the test.

Dividing the test paper to the students.

While the students answer the test, the teacher does the observation

to the students and the condition of the class.

After the students finish the test, the teacher and the students

answer the test tetogether.

The teacher explains one by one by using the key of tenses while

giving the introduction to the students about seven nucleus itself.

Post- Activity

Before closing the class, the teacher gives a conclusion.

Giving some advice to the students, and then closes the class.

The Second Meeting

Free Activity



The teacher gives the introduction to the students about verb form

and verb function.




Whilst-Activities

In this activity, the teacher will begin to explain about what is verb

classified by form and function:


HARDIANTO/10 535 4310 09




students have understood, the teacher gives the students test.



Post-Activities






The Third Meeting

Free Activity



The teacher gives the introduction to the students about verb.




Whilst-Activities

In this activity the teacher will begin to explain about what is verb

classified by objective case and semantic case:

Writing the materials needed



After the material are explained and the teacher are sure that the


test.

HARDIANTO/10 535 4310 09



Post-Activities






The Fourth Meeting

Free Activity




Explain the topic.

Explain the objectives of lesson.

Explain about every section in all activities.

Whilst-Activities


classified by time and event active tenses:






test.


The teacher explains the correct answer by using seven nucleus

concept.

HARDIANTO/10 535 4310 09

Post-Activities






The Fifth Meeting

Free Activity







Whilst-Activities


classified by passive tenses:






test.


The teacher explains the correct answer by using tenses concept.

Post-Activities



HARDIANTO/10 535 4310 09

materials, and remind the students to repeat the materials to be



The Sixth Meeting

Free Activity







Whilst-Activities

In this activity, the teacher will begin to explain about what is verb

classified by nominal tenses:






test.


The teacher explains the correct answer by using tenses concept.

Post-Activities






HARDIANTO/10 535 4310 09

The Seventh Meeting

Free Activity



Before giving the post-test, the teacher explains the rule of test.

Dividing the test paper.

The students will finish the test for 20 minutes.

Whilst-Activities

In this activity the teacher will begin to explain about what is post

test:

Writing the rules of the test.

Explaining the rules.

After the students understood, the teacher divides the post -test

paper.

The test is corrected by the teacher and students together.

Post-Activities

Before closing the class the teacher takes conclusion.


CURRICULUM VITAE

HARDIANTO was born on December 4th, 1989 in

Hulo, Bone Regency. He is the fourth child in his family

from the marriage of his parents, Habe and Gahu. He

has one brother and two sisters. He entered elementary

school at SD inpres 675 Hulo, Bone regency in 1996

and finished in 2002, at the same year he entered junior

high school at SMPN 1 Kahu and finished in 2005, and then he continued his

study in senior high school at SMAN 1 Kahu and finished in 2008. In 2009, He

continued his study at University of Muhammadiyah of Makassar. He entered

Faculty of Teacher Training and Education, English Education Department.

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