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TEACHING THE PRESENT CONTINUOUS TENSE
THROUGH SHORT DIALOGUE
Darni^1 , Anshari Syafar^2 , Wahyudin^3
Abstract
The objective of this research was to examine that the use of short dialogue can improve the students∂ ability in mastering the present continuous tense at SMP Negeri 19 Palu. This study applies intact group research design. The research sample was class VII C and VII D which consist of 18 students. The sample was taken throughcluster sampling tehnique. The data were collected by using test. The result of the data analysis showed that there is a significant difference between control group and experimental group. It was proved by testing hypothesis. By applying 0.05 level of significance with 17 (18-1) degree of freedom (df), the t-counted value (12.69) is higher than the t-table value (2.110). It means that the research hypothesis was accepted. In other words, the use of short dLDORJXH LV HIIHFWLYH WR LPSURYH VWXGHQWV∂ DELOLW\ LQ mastering the present continuous tense_._
Keywords : Teaching; Present Continuous Tense; Short Dialogue.
INTRODUCTION
Structure as a language component plays an important role to support the language
skills. The students can write English well if they have good competence in structure. Structure
is essential to be taught because the students can learn the grammatical rules that are useful in
mastering English well.
Many writers of English tense have defined tenses. It is done to help the learners to be
familiar with English tenses. According to Paul (2005:147)≥7ense marking indicates, to
varying degrees of precision, the time when an event occurred or a situation existed. In other
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Every sentence in English has its own structure according to the situation where it is
used or time when it is happened. Ur (1996:75) states that a specified instance of grammar is
usually called a structure. English tense is an expressing the time at, during, or over which a
(^1) Prodi Pendidikan Bahasa Inggris FKIP Universitas Tadulako t email: [email protected] (^2) Email: [email protected] (^3) Email: [email protected]
state or action denoted by a verb occurs. Gari (2012) also argues that the basic tenses in English
are present, past and future. English also has perfect tenses (present tense, present perfect, past
tense, past perfect and future tense, future perfect) and progressive tenses.
There are sixteen tenses in English (Azar, 2002). They are separated into four groups.
They are present tense, past tense, future tense and past future tense.Present tense is used to talk
about repeated action and general truth. It is divided into four types; simple present tense,
present continuous tense, present perfect tense, present perfect continuous tense. Past tense is
used to describe things that happened in the past or thing that were true in the past. It is divided
in to four types: simple past tense, past continuous tense, past perfect tense, past perfect
continuous tense. Then, future tense, it is used to describe something that will happen in the
future. This tense also divided into four types: simple future tense, future continuous tense,
future perfect tense, and future perfect continuous tense.
The present continuous tense is used to express an action that occurs at the time of
speaking or can be used to express the future time to explain a plan. The time signals are used
now, right now, at the moment, at the present, today, this morning, this afternoon, this evening,
etc. The present continuous tense or progressive tense is a tense that indicates the activities that
are being done or are in progress. Azar (2002:13) points out,
The present progressive (Present Continuous Tense) expresses an activity that is in progress at the moment of speaking. It is a temporary activity that began in the past, is continuing at present, and will probably end at some point in the future.
Dialogue is a literary and theatrical form consisting of a written or spoken
conversational exchange between two or more people (Brainy, 2001). Dialogue is a short
conversation between twR RU PRUH SHRSOH WRGD\ LV ZLGHO\ HQFRXQWHUHG LQ VWXGHQWV∂ ODQJXDJH
textbook to practice a new language and is used by language teachers as a teaching technique to
teach language in classroom activity. Brainy (2001) defines≥$conversation between two or
more persons; particularly, a formal conservation in theatrical performances or in scholastic
exercises¥. Although the sentences in the dialogue consist of fabricated sentences it can present
something valuable in teaching a new language. Brainy further states, ≥A conversation is a
dialogue, not a monologue. That's why there are so few good conversations: due to scarcity,
two intelligent talkers seldom meet.
The population of this research was the seventh grade students of SMP Negeri 19
Palu.It consisted of 18 students. The total number of the population was 76 students. In
choosing the sample of this research, the researcher applied cluster sampling technique.
The sample in this research was class VII C and VII D. in this research. The research
consists of two variables, namely dependent and independent variable. The independent
variable is condition or characteristic that the experimenter manipulates in his or her attempt to
ascertain their relationship to observe phenomena, while the dependent variable are the
condition of characteristic that appear, disappear or change independent variables
(Best,1981:59). The independent variable for this research is the use of short dialogue, while
the dependent variable is the ability of the seventh grade students of SMP Negeri 19 Palu in
constructing present continuous tense.
In this research, test is used to obtain data about the VWXGHQWV∂DELOLW\LQPDVWHULQJSUHVHQW
continuous tense. The number of item in the test and scores to each item are presented below:
Table 1: Test Scoring System No. Kind of Test Items Score Maximum Scores
- Multiple Choice 15 1 15
- Completion 15 1 15
- Sentence Transformation 10 3 30 Total 40 60
The treatment was given to the students that applied eight meetings. The experimental
class was taught present continuous tense. In this treatment the researcher applied the use of
short dialogue. The treatment was given twice a week. After that, the researcher gave post test
to theexperimental and control class. Post-test was FRQGXFWHGWRPHDVXUHWKHVWXGHQW∂V ability
in present continuous tense. It was given to know the significance of the treatment.
The result of the score of the test was analyzed statistically. First the researcher
computed the individual score of students. In scoring system the researcher used the formula
proposed by Purwanto (1987:102):
z| =
~
y û^^100
Where: √:standar score X: sum of correct answer N: maximum score 100: fixed score
To know the mean score of students, the researcher used the formula by Hatch and
Farhady (1982:55) as follows:
M=
Ê z
Where: M: mean score ô[ obtained score N: number of students
To calculate the deviation VFRUH EHWZHHQ VWXGHQWV∂ VFRUH LQ H[SHULPHQWDO FODVV DQG
VWXGHQWV∂VFRUHLQFRQWUROFODVVWKHUHVHDUFKHUXVHGWKHIRUPXODby Hatch and Farhady (1982:55)
as follows:
M=
Ê z
Where: M: mean score ô[ obtained score N: number of students
For getting the value of t-counted, the researcher computed the formula as follows
(Arikunto,2002:275):
t =
yä ß √^ ä
¤ z(zF⁄)
M=
√@ 0
M=
18
M= 89.
The mean score of experimental class was 89.
Table 3: The SWXGHQWV∂Score on Post-test in Control class
No. Initials Raw Scores Standard Scores 1 2 3 4 5 6 7 8 9
NRW
MTH
NRH
MRH
MAN
DDY
CFT
NAN
AHJ
MZT
WYD
MRN
ISW
ASW
AMY
ADY
WND
MAD
Total 1042.
Looking at the post-test result of the control class, it was obviously found that the
highest score was 83.3 and the lowest score was 45.0. $IWHUFDOFXODWLQJWKHVWXGHQWV∂VFRUHLQ
post- test, the researcher computed stuGHQWV∂PHDQVFRUHVRIcontrol group post-test as follows:
M=
√@ 0
M=
18
M= 57.
The mean score of controlclass was 57.
The next step that the researcher did in analyzing data was calculating the deviation and
the score deviation of experimental class and control class. The result of deviation and square
deviation are shown in the following table:
Õ :^2 @ = Õ @^2 F
(√ @ )^2
= 6938 F
(336)^2
= 6938 F
= 6938 F 6272
To get the value of t-counted, the researcher computed the formula as shown below:
t =
ß √^ @^
2 0 ( 0 F1)
ß (^) 18(18^666 F1)
ß^666306
æ2.
The result of the data analysis showed that the t-counted was 12.69 by applying 0.
level of significance with 17 degree of freedom (df) or 18-1=17, the researcher found that t-
counted (12.69) was higher than t-table (2.110). It means that the research hypothesis was
accepted. In other words, the use of short dialogue in teaching present continuous tense was
effective to the seventh grade students of SMP Negeri 19 Palu.
DISCUSSION
According to the result of students post-test in control class, it can be seen that none of
the students of the control group got high score. All of students got score lower than 85. The
highest score was only 83.3and the lowest score was 45.0. There were 9 students who did not
pass in the test. It means that many students got less in mastering present continuous tense.
The researcher found that most students still got difficulties to distinguish the tenses and
they were confused to turn it into negative and interrogative sentences. Consequently, it made
most students unable to answer the exercises.
During the treatment, the researcher gave treatment to experimental group using short
dialogue technique. The researcher taught about the positive, negative and interrogative form of
present continuous tense. The researcher used short dialogue as the technique to strengthen the
VWXGHQWV∂VWUXFWXUH,QXVLQJWKHWHFKQLTXHWKHUHVHDUFKHUJDYH uncompleted short dialogue to
the students and asked them to fill the uncompleted in that short dialogue, After that, the
researcher asked them to practice the dialogue with their partner.
After conducting the treatment, the researcher administered the post-test to the students
in the experimental and control class. The researcher found that most of the students could get
higher scorethan the students in control class. The mean score of the post-test was 89.03 in
experimental class whereas the mean score of post-test was 57.92 in control class. There was
none student who did not pass in the test. It showed that the mean score of the post test in
experimental class was higher than the post- test in control class. This result affirmed that the
VWXGHQWV∂ DELOLW\ LQ teaching present continuous tense has been improved by using short
dialogue as the technique.
There are some studies which are relevant with this research. One of them was written
by Sance (2009). The result of that research showed that by using shortdialogue can improve
VWXGHQW∂VSURJUHVVLYHWHQVH,WZDVSURYHGE\ORRNLQJDWWKHVWXGHQWV∂PHDQVFRUHIURPLQ
the pre-test to 8.07 in the post-test.
Furthermore, there was a similar research conducted by Magfirah (2009). The title was
≥7eaching present continuous tense to the seven year students of SMP Negeri10 Palu through
VXEVWLWXWLRQ GULOO¥ The tense taught is the same as the current research, the different is the
technique which was used. The result of data analysis showed that the t-counted (13.26) was
higher than the t-table (2.031). It means that the use of substitution drill technique can improve
the present continuous tense.
Based on the previous explanation, it can be concluded that the use of short dialogue
can improve not only WKHVWXGHQWV∂PDVWHU\RISUHVHQWFRQWLQXRXVWHQVHbut also can improve
their speaking. Furthermore, the present continuous tense can be improved by using other
technique, such assubstitution drill.
Hatch, E and Farhady, H. (1982). Research Design and Statistic for Applied Linguistics. Los Angeles: Newbury House Publishers, INC
Gari,A. (2012). Definition of Tense. Retrieved on March 25, 2013 from ≥http://www.allwords.com/word-tense.html¥
Magfirah. (2009). Teaching Present Continuous Tense to the Seventh Year Students of SMP Negeri 10 Through Substitution Drill. Unpublished Skripsi: Teacher Training and Education Faculty of Tadulako University
Paul, R. K. (2005). Analyzing Grammar: An Introduction. New York: Cambridge: Cambridge University Press
Purwanto, N. M. (1987). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya
Sance. (2009.) Teaching Present Progressive Tense to the Eighth Grade Students of SMP Negeri 1 Kulawi through Short Dialogue. Unpublished Skripsi: Teacher Training and Education Faculty of Tadulako University
Ur, P. (1996). A Course in a Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
