Anda di halaman 1dari 15

THE USE OF SERIES PICTURE AS A TECHNIQUE TO IMPROVE STUDENTS

MASTERY SIMPLE PRESENT CONTINOUS TENSE OF SMP AL-HILAL


AMBON
Saidna Zulfiqar Bin Tahir
Universitas Iqra Buru, Ambon
To Cite The Article: Bin Tahir, S.Z. The Use of Series Picture as A Technique to Improve Students Mastery
Simple Present Continuous Tense Of SMP Al-Hilal Ambon. Journal Retemena. Vol. 3. 2008. Pp. 83-94.

Abstract: this study aimed to find out whether the students of the eighth of SMP Al-Hilal
Ambon master present continues tense by using series picture. And; what types of difficulty
do the students at the eighth grades of SMP Al-Hilal Ambon in mastering present continues
tense by using series picture. The researcher collected data and analyze the test of present
continues tense by using series picture and the researcher use percentage of formula to
know how many students that have influences in mastering simple present continues tense
by using series picture. The scope of this research around the students at the eighth grades
itself as the subject of this research in SMP Al-Hilal Ambon on October 11th 2008 in one
class and the total students are 22, so the researcher take as sample in one class are 22
students. The most important goal of this research is to determine the principles which can
be general or universal, to get the data accumulation in certain research activity.

INTRODUCTION
Human is the social creature that need interaction and socialize with each other and
always live side by side and the interaction is necessarily when the human need their
existence and it is admitted that this activities need a tool or media that is language, so since
that time language have an important rules in daily live. Language is important to widen
diplomacy affairs with any other language, it means language have meaning: the tool of
communication neither written or orally, even as socialize language in daily life (Zainudin,
1985).
Literature is predicted as a far from daily life, perhaps there is a prediction inside is
not common, such as: discourse, news, newspaper, and society discourse. Perhaps that
matter is caused of there is a prediction that literature is a discourse that if it is read will
waste the readers time, because literature is guessed as the result of imagination, not have
advantage for the humans life. This prediction maybe right and it is real that there is the
understandable literary both language usage or life world description that is planted inside

it. But that matter does not mean that literature is strange thing from daily life. (Faruk and
Sayuti Sumanto, 1998).
About the rules of education curriculum in 1945 basically language learning is study
to communicate that is way language learning English or Indonesia are appointed to
increase students capability in communicate in using English or any other language both
orally or verbally (Tangsoe Tjahgono and Wawan Setiawan,1997/1998).
English has the important role as the tool of communication. English as the first
foreign language in Indonesia is taught from junior high school until university. It is also as
the compulsory subject at school. In education context the function of language beside as
the means of communication it is also as the tool of building interpersonal relationship,
sharing information and appreciating language as in the English culture in relation to above
explanation in English there some aspects or skill that should be investigated.
The purpose of English teaching must be supported by the English teacher and must
be an excellent teacher as their educational background, and also English learning is study
to convey an opinion, thought and feeling either orally or written, but the most important
thing is studying in using that language practically to the importance of communication in
various situation. Personally learning English language will be useful to steadily us as
absolutely human. The students will get more experience appreciation of English
expression and most grow positive attitude toward English language.
Indonesian government endeavors the English language education for all levels in
primarily school, secondary school, high school until at the university. The government
hopes that it can give big function to the learners that it can be accepted by the students
while the teaching learning process is held.
Freeman (1986:123) says that: when we communicate, we use the language to
accomplish some function such as arguing, persuading, or promising, furthermore since the
communication is a process; it is insufficient for the students to simply have knowledge of
target language forms, meaning and function.
Betty Screamer Azar says in her book Understanding and Using English
Grammar that there are 16 but most actively used are 12. Tense indicate about action and
happening that occurred in the past, now or in the future, one of it present continues tense.
The students in Indonesia should master tense so that can speak English well because that is
way, the researcher is interested in doing this research how for the students of SMP AlHilal Ambon master present continues tense especially by using pictures.

GRAMMAR AND TENSES


According to Thorn Burry (1999:1) that grammar is partly the study of what form
(structure) is possible in language. Traditionally grammar has been concerned almost
exclusively with analyze at the level of the sentences, thus grammar is description of the
rules that govern how language sentences are formed. Also stated by Naser (1984:422)
grammar is The study and practice of the rules by which word change their form and are
combined into sentences.
Grammar is the study of language structure (John. Encols and Hasan Sadily,1975)
also stated by Suryadi and Junaida, grammar is the study of rules to talk and write in certain
language. Before we make a certain sentences we must study about grammar and generally
there is eight parts of speech in English.
In English, time have close relation with tense (verb change) different with
Indonesia language. So, in English, time is very affect in verb. Tenses are important
elements in English and tenses are hard to be understood by the Indonesian that study
English that is way, there are no tenses in Indonesia. Tenses is the form of verb which its
changes depend on time and the character of happening all sentences in English not release
from tense, because all sentences does not release from time.
According to Martin (1995:427) tense is part of grammar which have to be learnt,
tense is verb form that shows the time of the action, so tense is the rule of verb form that
shows the time of the action, those are present, past and future.
In English, there are four fundamental tenses that is a topic of discussion in this
research. Based on the time happened, tenses can be into four parts, they are: Present Tense
for the time happening, Past Tense for the time occurred, Future Tense for the time will
occur, and Past Future Tense for the time will occur in the past.
Based on the activity or occurrence can be grouped into four parts, they are: Simple
Tense for time is not in process, Continues Tense for the time still in process, Perfect Tense
for time has occurred, and Perfect Continues Tense for the time started before at the
definite time when the activity is happening.
If it is combined that two factors that is time and character of happening, so it will
get the 16 tenses in English, such as follow:
a. Present tense consists of: Present tense, Present continues tense, Present perfect
tense, Present Perfect continues tense.

b. Past tense, consist of: Past tense, Past continues tense, Past Perfect tense, Past
perfect continues tense.
c. Future tense consists of: Future tense, Future continues tense, Future perfect
tense, Future perfect continues tense.
d. Past future tense consist of: Past future tense, Past future continues tense, Past
future perfect tense, Past future perfect continues tense.
Present Continues Tense
The using of present continues tense according to A.J Thomson and A.V Martinet are:
a. The event and action happening now. E.g. : Jack is eating now
b. For action and event happening about this time but not necessary at the moment of
speaking: E.g.: I am watching film by Carless Dickens. (This may mean at the
moment of speaking but also mean now in more general sense).
c. Present continuous tense is expresses an activity that is in progress at the moment of
speaking, it began in the recent past, is continuing at the present and will probably
end at some point in the future. E.g.: She is writing another book this year. The
sentences means that writing book is a generally activity, she is engaged in a present
but it does not meant that at the moment of speaking she is sitting at her desk with
pen in her hand.
d. Present continuous tense also means for definite arrangement in the near future (the
most usual way expressing ones immediate plan). E.g.; Are you finishing
something tomorrow morning? (Notes: the time of the action must always be
mentioned as otherwise there might be confusion between present and future
meaning come and go however can be used in this way with a time expression).
According to Michael A. Pyle and Marry Munox stated that present continuous tense is
used to indicate present time (now) with all but the sativa verb listed previously. E.g.:
John is eating dinner now. It is also used to indicate the future time E.g.: we are leaving for
the theater at seven oclock.
Present continuous tense according to Betty Scrampher Azar (1993:50) make
statements that it can express future time when the idea of the sentences concerns a planned
event or definite intention. E.g.: Sam has made his plan. He is leaving at noon tomorrow.

From those statements about the meaning and usage of present continuous tense as
follow is the form of present continuous tense. Subject + TO BE (am, is, are) + verb-ing +
Object.
Teaching Structure through Picture
Picture is a painting, drawing or photograph, such as; a work of art (Oxford leaners
pocket dictionary), from that meaning of picture, the researcher try to use series of pictures
in order to the student interested in English, especially in simple present continuous tense,
and in this research, the researcher use EGRA method which its technique use the real
object to teach.
EGRA is a method to teach structure communicatively, it is developed by teacher at
secondary school and high school in Indonesia, it based on presentation, practiced and
communication. Based on the meaning and aims of EGRA above, as follow are the detail
aims of teaching method by using EGRA:
E = Experience: The structure is presented to the students before they learn the form
of its rules. Example: the students read a dialogue a text that inside it, there are some
examples of its structure.
G = Generalization: The students cooperate to find its rules or the usage of its rule;
teacher must help and guide them in this step. Example: the students are asked to make
generalization about the form of text or must fill the table with the relevant structure or
same.
R = Reinforcement: The students do the controlled exercise that must them to use
the structure. Example: the students are asked to describe a picture and arrange the irregular
sentences.
A = Application: The students must use structure itself, at least or not is helped by
teacher. Example: write a story by having a conversation, giving a demonstration on the
map or describe a picture.
From those explanation and the aims of EGRA above, that the most have
relationship with the researcher thesis are reinforcement and application that is used the
series of pictures.
Presenting the techniques of EGRA is using the real object to teach by showing the
object in front of the class. The researcher explain to the students what is going on the
picture, what is the object doing in the picture by hanging on the board and the teacher
stand near the picture in order the student can see the picture and the specific aims of that

presentation is to show the teacher do in the class, this mean that actually the students dont
know about the words, so the teacher must demonstrate the picture and present the
vocabulary for them.
METHOD
Research need a certain method in order to get research finding empirically which is
valid knowledge and done by using scientific method, to get a valid result, using
descriptive research design, this chapter describe about the step of research needed, they are
research design, description of population, sample, data collection technique and the data
analyze.
According Ary (1985:322) states that descriptive design to obtain information
concerning the current status phenomena, so the researcher will do research to real
condition of the students ability. In this research, the researcher will do research how far
are their ability in present continuous tense by using series picture and for the population
is the student at SMP Al-Hilal Ambon in eighth grades. The most important goal of this
research is to determine the principles which can be general or universal, to get the data
accumulation in certain research activity.
The researcher use criterion of qualification in this research based on David Haris
testing language as the second language (1969) the scores is used to make prediction about
probably class performance.
The criterion of qualification
Test Scores

Probable Class Performance

Qualification

80 90

Good and Excellent

BA

60 79

Average to good

CB

50 59

Poor to average

DC

0 49

Poor

ED

Data collection is one way that is used to get information or the important thing
whish need in one research. To know how far the students understand the material of the
lesson, the researcher uses some instrument of data collection, such as observation and test.

Test is data-collecting method by giving a number of questions for measuring the students
ability.
Dependent variable is the students and the teacher can master English especially
simple present continuous tense. Independent variable will give an understanding about
using series pictures especially simple present continuous tense. At this research, the
researcher will choose test and observation, because by using test can measure the students
ability and the test will be carried out multi choice and use qualitative research because of
this research there is numeric data and also according to Sudjana in his book Metoda
statistic says that the numeric data and there are changes and variable is qualitative data.
An action research is considered successfully and can be stopped if the subjects of
the students have achieved certain criteria, the criteria of success on this action research
were the students have ability in mastering simple present continuous tense by using series
of pictures through their test result (fill the test in form of simple present continuous tense
by using series of picture in multi choice test). The relationship between the criteria of
success, the data source and the instrument to collect data are shown in this table.

Criteria of
Success

Source of Data

Instrument for
data Collection

Time in Collection
Data

The students
ability in mastering
simple present
continuous tense
by using series of
pictures

The result of the


students fill the
test and
observation of
present continuous
tense

A test in the form of


multi choices about
present continuous
tense using series of
picture

At the end of the


meeting or after
applying the
method

The students
involvement in
studying process
when the
researcher applied
the method

Test sheet

At the last meeting

The researcher decided to use non statistic analyze or descriptive analyzes. After
data collection, the researcher has to analyze the data in order to get the research result,
from the result of data analyze, the researcher is able to make conclusion about the

hypothesis. The researcher also uses the percentage formula to know how many students in
mastering present continuous tense by using series picture. The formula is as follow:

X=X
n
Where :
X

: Mean scores

: The sum of all scores

: Total number of subjects

It can explain that the total scores are divided by the total observed scores x 100.
DISCUSSION AND FINDING
In this chapter presents the result of the research, because the researcher find some
problem about the understanding the usage of present continuous tense by using series
picture. The researcher uses the objectives and test to measure the eighth grades students of
SMP Al-Hilal Ambon students ability in present continuous tense by using series pictures.
A. First Cycle
Table 1 showed the result of students ability in mastering simple present
continuous tense by using pictures in form of test in multi choice, in overall most of the
students got poor and poor to average. As we can see in the table some students also
could not understand about language use (noun, verb, tenses). The result was described as
follow:
Table 1 The Tabulation Scores and Qualification of The Students Ability in Mastering
Simple Present Continuous Tense by Using Series Pictures Method at The Eighth Grade
Students of SMP AL-HILAL AMBON

STUDENTS

AKBAR WALI

PROBABLE CLASS PERFORMANCE


LANGUAGE USAGE
Noun
Verb
Tenses
Total
(Scores) (Scores) (Scores) Scores Qualification
10/20/30 10/20/30 10/20/30
/40/50
/40/50
/40/50
20
20
20
60
B

ALI SYAIFUL BAHAR


ARIYANTO
AFRIZAL
BARDAN
DARWIS NIANPARI
ELFIRA LAHARENG
FAISAL MADAUL
FITRIA NINGGRUM
HADI BORUT
HELMI. ABUBAKAR
ISMAIL SUNETH
ISRAN RAHMAN
INGGRA JAYA
INDAH FATAYATI
LINDA WATI
LISDA SAULATU
MIRNAWATI GIMALAMA
MULYONO RAHMAT
NOVITA SARI SAUPALA
RIFALDI SIA
RITA SANGADJI

10
10
10
20
10
20
10
30
20
10
20
10
20
20
30
10
10
10
20
10
30

10
10
10
10
10
20
10
30
20
10
20
10
20
20
30
20
10
10
20
10
30

10
10
10
10
10
20
10
20
10
10
10
10
20
20
20
20
10
10
10
10
20

30
30
30
40
30
60
30
80
50
30
50
30
60
60
80
50
30
30
50
30
80

D
D
D
D
D
B
D
A
C
D
C
D
B
B
A
C
D
D
C
D
A

After applying the method, the researcher evaluate or analyze the result and the
researcher found that there so many problem in the first cycle, it shown on the result of
their test about noun, verb, and tenses get poor score almost all aspects is language usage.
Based on the criteria of success previously mentioned in table 1 showed significant
information that the criterion of success was not fulfilled in the first cycle, most of the
students got poor level based on the total scores. It indicate that they still dont
understand about vocabulary, verb, and tenses, the result showed that there were 11
students in poor to average, and 8 of the students got average to good level, and 3 of them
got good level. So the researcher continues to second cycle, because the result was far from
the indicator of success (70% - 80% in good level).
B. Second Cycle
Table 2 showed the result of the students ability in mastering simple present
continuous tense, this cycle consist of two meeting. It was done on March 6th and March
20th 2008, in the first meeting of the cycle, the researcher focused on teaching in the
students problem at the first cycle, than continue to apply the method in the class, in the
second meeting the researcher gave the test for the students, in the test, the students have to

fill the multi choice test in form of simple present continuous tense by using picture. In the
cycle generally students showed some improvement in each aspects of the criteria, even
thought, it was not fulfilling yet the indicator of the success. In the second cycle, some
students have already understood about language usage (noun, verb, tenses). The result
describe as follow:
Table 2 The Tabulation Scores and Qualification of The Students Ability in Mastering
Simple Present Continuous Tense by Using Series Pictures Method at The Eighth Grade
Students of SMP AL-HILAL AMBON

STUDENTS

AKBAR WALI
ALI SYAIFUL BAHAR
ARIYANTO
AFRIZAL
BARDAN
DARWIS NIANPARI
ELFIRA LAHARENG
FAISAL MADAUL
FITRIA NINGGRUM
HADI BORUT
HELMI. ABUBAKAR
ISMAIL SUNETH
ISRAN RAHMAN
INGGRA JAYA
INDAH FATAYATI
LINDA WATI
LISDA SAULATU
MIRNAWATI GIMALAMA
MULYONO RAHMAT
NOVITA SARI SAUPALA
RIFALDI SIA
RITA SANGADJI

PROBABLE CLASS PERFORMANCE


LANGUAGE USAGE
Noun
Verb
Tenses
Total
(Scores) (Scores) (Scores) Scores Qualification
10/20/30 10/20/30 10/20/30
/40/50
/40/50
/40/50
20
30
20
70
B
10
20
10
40
D
10
20
20
50
C
10
20
10
40
D
20
30
20
70
B
10
10
10
30
D
20
30
20
70
B
10
10
10
30
D
30
30
30
90
A
20
30
10
60
C
20
20
20
60
C
20
20
20
60
C
10
20
10
40
D
30
30
30
90
A
30
20
30
80
A
30
30
30
90
A
30
30
30
90
A
20
20
20
60
C
20
20
20
60
C
20
30
20
70
B
10
10
10
30
D
30
30
30
90
A

In this cycle, the students more understand about the language usage and the
implemented method because in this method accentuated in grammar but there were some
students have a problem in simple present continuous tense, based on the problem above,

the researcher planned to do the third cycle, it was because the students result test of simple
present continuous tense by using picture and its evaluation points are noun, verb, and
tenses was not fulfilled the indicator of success yet. So the next cycle was focused on the
students problem got the second problem, that is language usage.
Table 2 showed that some students have achieved to the average to good but some
of students were still in difficult to understand the language usage. The result showed that
there were 5 students got D scores or poor and there were 6 students got C scores or
poor to average, there were 6 students got B or good to average and there were 5
students got A scores or good and excellent. That showed that the students almost get the
indicator of success and they started to understand about the language usage (noun, verb,
tenses) even thought the criteria of success intended is 70% - 80% of the students should
achieved good an excellent level. So the researcher will continue the third cycle.
C. Third Cycle
The table 3 showed the students result of mastering the simple present continuous
tense by using picture at the third cycle. In this cycle, the students have achieved the
indicator of success. It showed that almost the 66,7% of the students have achieved the
good and excellent by getting scores level according to the criteria of success, it means
that implementation of using series picture have done successfully in order to master their
English especially in simple present continuous tense, so the researcher stopped to study
this cycle and reported it. The students ability in mastering simple present continuous tense
has improved much more on this cycle. The completed result was described as follow:
Table 3 The Tabulation Scores and Qualification of the Students Ability in Mastering
Simple Present Continuous Tense by Using Series Pictures Method at the Eighth Grade
Students of SMP AL-HILAL AMBON

STUDENTS

AKBAR WALI
ALI SYAIFUL BAHAR
ARIYANTO
AFRIZAL
BARDAN
DARWIS NIANPARI
ELFIRA LAHARENG

PROBABLE CLASS PERFORMANCE


LANGUAGE USAGE
Noun
Verb
Tenses
Total
(Scores) (Scores) (Scores) Scores Qualification
10/20/30 10/20/30 10/20/30
/40/50
/40/50
/40/50
30
30
30
90
A
20
30
30
80
A
20
30
30
80
A
20
20
30
70
B
30
30
30
90
A
10
10
10
30
D
30
30
30
90
A

FAISAL MADAUL
FITRIA NINGGRUM
HADI BORUT
HELMI. ABUBAKAR
ISMAIL SUNETH
ISRAN RAHMAN
INGGRA JAYA
INDAH FATAYATI
LINDA WATI
LISDA SAULATU
MIRNAWATI GIMALAMA
MULYONO RAHMAT
NOVITA SARI SAUPALA
RIFALDI SIA
RITA SANGADJI

10
30
20
20
20
20
30
30
30
30
30
20
30
10
30

10
30
30
20
20
20
30
30
30
30
30
30
30
10
30

10
30
30
20
20
20
30
30
30
30
30
20
30
10
30

30
90
80
60
60
60
90
90
90
90
90
70
90
30
90

D
A
A
C
C
C
A
A
A
A
A
B
A
D
A

This cycle consist of two times, the first meeting was done on March 28, 2008, in
this meeting, the researcher tried to focused on students mistake at the second cycle, they
were noun and tense by teaching them. In the second meeting was done on March 29, 2008,
in this meeting the researcher conducted test for the students, they had to fill the test sheet
and the test were about simple present continuous tense by using pictures with the point of
scores taken from the language use (noun, verb, tenses). Finally on this cycle, they have
achieved the indicator of success in getting the total scores from the language usage (noun,
verb, tenses) so the researcher ended the research at the third cycle.
Based on the indicator of success shown in table 3 that significant information, it
means the criteria of success were fulfilled in the third cycle. The result shown that in this
cycle, there where 15 students or 72% on the excellent level and 4 students or 27% on the
good level, because the indicator of success are 70% - 80% the students gets the scores
from the test. It means, from those percentage, the students at the eighth grades of SMP AlHilal Ambon mastered in English especially in simple present continuous tense by using
series of pictures with the point of getting scores taken from the language usage (noun,
verb, tenses) and the implementation of the method is successfully and the researcher can
stopped and report the result.
The second criterion of success is the students gave the positive responses to the
technique during teaching and learning process, there was two ways used in this study to
find the data of students positive responses during the implementation of technique, they
are observation (to find out students involvement in learning process), and questionnaire
(to find out deeper facts about their responses, especially their attitude toward the technique

implementation). To strength the observation above, the researcher also showed the
students responses on the first category of the questionnaire, the table as follow:
No
Questions Items
1.
Apakah anda suka dan menikmati pengajaran
simple present continous tense dengan
menggunakan gambar?
2.
Apakah menggunakan teknik ini adalah suatu
pengalaman yang menyenangkan buat anda?
3.
Apakah anda suka ketika terlibat secara aktif
dalam proses pembelajaran dengan menggunakan
metode ini?
4.
Apakah anda suka ketika mengisi test dalam
bentuk gambar?
5.
Apakah anda suka memperhatikan penjelasan
guru ketika dia mengajarkan penggunaan gambar
di simple present continous tense?
TOTAL
PERCENTAGE

Tdk
0

Sedikit

Sangat

Suka
5

17

Total
22

19

22

16

22

14

22

20

22

0
0

2
1.82

22
80

88
80

110

Based on the table above, the total recapitulation showed that 80% like so much,
20% like a little, and 0% does not like at all the 5 items.
The students responses on the second category of the questionnaire
No
Questions Items
1.
Apakah metode pictures membantu anda
meningkatkan pemahaman dalam menggunakan
simple present continous tense?
2.
Apakah metode pictures membantu anda untuk
terlibat secara aktif dalam proses pembelajaran?
3.
Apakah metode pictures membantu anda dalam
mengenali informasi tentang objek anda?
4.
Apakah metode pictures membantu anda untuk
menyusun kata dalam bentuk present continopus
tense?
5.
Apakah metode pictures membantu anda dalam
menganalisa jenis-jenis kata?
TOTAL
PERCENTAGE

Sangat

Suka
7

15

Total
22

13

22

17

22

14

22

15

22

0
0

12
10.1

24
21.8

74
67.3

110

Tdk
0

Sedikit

The last category is about whether pictures method can help students or not, based
on the table above, it showed that 63.3% choose help them so much, 21.8% help
option, 10.1% feels it help a little and 0% think it is not help.
Based on the observation, most of the students gave impression that they have
interested in doing the technique (pictures) during three cycles. Throughout every meeting,
they have got the problem or difficulties but they were enthusiastic in doing the assignment.
The positive responses of the students were indicated by their good involvement in
the class. In the observation some students looked to be confused because it was a new
technique for them, but other were interested when the researcher explain about the using
series of pictures in simple present continuous tense. There so many question from students
about the technique such as: how the technique worked? How it help them in using present
continuous tense? The question showed that they really interested in learning by using
series of pictures. They also become creative to make their own words in making up the
sentences in simple present continuous tense.
In conclusion, we could say that the usage of series of pictures in mastering simple
present continuous tense was valuable experiences for the students, they could also involve
actively in studying process. This helps them in increasing the simple present continuous
tense.
CONCLUSION AND SUGGESTION
The researcher give conclusion that relates two problems which have been
formulated in the beginning of the research they are: Do the students at the eighth of SMP
Al-Hilal Ambon master simple present continuous tense by using series of pictures and
what type of difficulty the students face in mastering simple present continuous tense.
From the previous chapter, it can be concluded that more than half of students are in
A and B qualification or in good and excellent. In addition to that, this conclusion is
supported by data and the researcher can give answer through this research that the usage of
series of pictures in mastering simple present continuous tense at the eighth grades of SMP
Al-Hilal Ambon by using series pictures is increased.
The second problem is about the difficulty in mastering simple present continuous
tense by using series pictures that the students make in answering the question. In this
thesis, the researcher concludes that the students make mistake in using series of pictures in
increasing simple present continuous tense because the students dont know about the
structure of simple present continuous tense.

Based on the result of this research, the researcher just suggest that must be add
more English teacher in SMP Al-Hilal Ambon and the students must be taught about 16
tenses started from seventh grades, eighth grades until ninth grades. The researcher also
hopes the students must have an English book, a library, language lab and the teacher must
really master a lesson that want to be taught to the students, especially in English.
And in detail suggestion, the researcher list as follow:
1. The students must pay attention very much in using 16 tenses, especially present
continuous tense
2. The teacher are very hoped to be more creative, patience in teaching English by
using the effectives method
3. The teacher should gives the students more exercises not only in theory but
practical exercise as well.

REFERENCES
Ari Kunto Suharsimi, 1998, Prosedur Penelitian, Rineke Cipta, Jakarta
Azar, Betty Scramfer. 1993, Understanding and Using English Grammar, Second
edition Bina Rupa Aksara & Prentice Hall, Grogol, Jakarta Barat, Indonesia
Encols Jhon and Sadily Hasan, 1975, An English Indonesia Dictionary, Gramedia,
Jakarta
Faruk and A. Sayuti Suminto, 1998, Sastra Populer, Universitas Terbuka, Jakarta
Hartono Jhon, Koentjoro, 2003, English Grammar, Penerbit Indah, Surabaya
Jackson Howard, 1984, Analyzing English an Introduction to Descriptive Linguistic,
Pengamon Institute of English.
Sudjana, 1992, Metoda Statistik, TARSITO, Bandung
Suryadi and Junaida, 2007, English Grammar, Pustaka Pelajar, Jogjakarta
Tjahgono Tengsoe and Setiawan Wawan, 1997-1998, Sanggar Bahasa dan Sastra,
Gramedia, Jakarta.