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Dipublikasikan pada : November 29, 2013.

TEACHING PRESENT PERFECT TENSE USING GRAMMAR TRANSLATION METHOD AT
THE TENTH GRADE STUDENTS OF SMA LANGLANG BUANA BANDUNG

Mohamad Rinaldi Gandawijaya (09220259)

aldi_1527@yahoo.com

English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu
Pendidikan

STKIP SILIWANGI BANDUNG

ABSTRACT

The objective of this research entitled Teaching Present Perfect Tense Using Grammar Translation Method at
the Tenth Grade Students of SMA Langlang Buana Bandung was to find out whether or not Grammar
Translation Method was effective to improve students achievement in learning present perfect
tense. This research used one group pretest posttest design and quantitative research
method. The instrument of this research was present perfect tense written test. The
population of this study was two classes (Class A and B) of tenth grade students of SMA
Langlang Buana Bandung in Academic Year 2012-2013 and the sample was one class
(Class A) selected using Cluster Random Sampling Technique. It consisted of 31 students.
The collected data was analyzed using t-test formula. The results of the data analysis showed
that: mean score of pretest was 46.12, mean score of posttest was 86.93, the t observed was 15.11.Tcritical value
with d=n-1 (31-1=30) and significance level at 0.05 was 1.70. Based on data analysis
above, the alternative hypothesis of this research was accepted, because the t observed was
higher than ttable value (15.11> 1.70). It could be concluded that Teaching Present Perfect
Tense using Grammar Translation Method was effective to improve students
achievement.

Key words: Present Perfect Tense, Grammar Translation Method

A. BACKGROUND
Peopleregard that English is very important becauseit is
an international language. Therefore, they want to learn
it. Many English learners emphasize their target to be
able for understanding and mastering English well,
they have known that to achieve it, they have to
understand and master the basic of English
grammatical, especially that of tenses.
In the mean time, there are still many students who are
hard to understand tenses. One of the tenses is present
perfect tense. The students think that this tense is
confusing and hard to understand because of some
factors such as vocabulary and the comprehension
about the using of this tense. In essentials, they have
not understood the pattern of this tense.
Therefore, the writer was interested in conducting a
research in a senior high school. He wanted to find out

1
about the ability of the student in mastery present Have you washed
perfect tense. Have we washed?
Has she washed?
The students problem in understanding present perfect
tense above was taken as a topic for the writer in his Has he washed?
proposal research. The writer introduced a method Has it washed?
when he was in the field of the research. He thought Regular past participles end in ed, e.g. washed,
teaching tenses using GTM (Grammar Translation landed, finished. We've
Method) was a good method. The studentswere helped washed the dishes.
to understand tenses. Have you opened your letter?
The aircraft has landed safely.
According to Larsen-Freeman opinion in (1986:4) How many points has Matthew scored?
Student would become more familiar with grammar of
The students haven't finished their exam
their native language better.
When we use the present perfect, we see things as
The writer entitled this research proposal Teaching happening in the past but having a result in the present.
Tenses Using GTM (Grammar translation Method). We've washed the dishes. (They're clean
Therefore, the writer was interested in conducting a now.)
research in a senior high school. He wanted to find out The aircraft has landed. (It's on the
about the ability of the student in mastery present ground now.)
perfect tense. We've eaten all the eggs. (There aren't
any left.)
B. LITERATURE REVIEW They've learnt the words. (They know the
1. Definition of Present Perfect Tense. words.)
According to Pyle (2002:61) present perfect tense is You've broken this watch. (It isn't
one of the tenses which is used to indicate one action working.)
that happened at indefinite time in the past

The Form of Present Perfect Tense 2. Language Learning and Teaching

People have been learning everything since they were a
The present perfect is the present tense of have + a baby, we have learnt how to express our wants to our
past participle. mother by crying, when we become adult, we learn
a. Positive how to fulfill our needs until our death. It means that
I have washed or Ive washed there is no limited time to learn something.
You have washed or Youve washed
We have washed or Weve washed a. Teaching Approach
They have washed or Theyve washed According to Brown (2001:14), An approach defines
She has washed or Shes washed assumptions, beliefs, and theories about the nature of
language and language learning.
He has washed Hes washed
It has washed Its washed b. Teaching Method
b. Negative Method is a generalized set of classroom specifications
I haven't washed for accomplishing linguistics objectives. Method tends
You haven't washed to be concerned primarily with teacher and student
We haven't washed roles and behaviors and secondarily with such features
they haven't washed as linguistic and student-matter objectives, sequencing,
She hasn't washed and materials.
He hasn't washed
c. Teaching Technique
It hasn't washed According to Brown (2001:14) stated that:
c. Interrogative Techniques were the specific activities manifested in
Have I washed? the classroom that were consistent with a method and
2
therefore were in harmony with an approach as well.
Teaching technique (also commonly referred to by
other terms) was any of a wide variety of exercises,
activities, or tasks used in the language in the language
classroom for realizing lesson objectives.
d. Teaching Strategy
Orlich, et al, (1985:v) said that Teaching strategies is
intended for education related courses dealing with
instructional method or techniques, but it may be
profitably used a reference book for a variety of other
purposes.
3. Grammar-translation method
In teaching methods, the difference between a
philosophy of language teaching at the level of theory
and principles and a set of derived procedures of
teaching a language is central.
An American linguist, Anthony (1963:63-78)
identified three level of conceptualization and
organization which he termed approach, method and
technique. An approach is a set of correlative
assumptions dealing with the nature of language
teaching and learning. An approach is axiomatic. It
describes the nature of the subject matter to be taught.
Method is overall plan for orderly presentation of
language material, no part which contradicts, and all
which is based upon the selected approach. A technique
is implementation-that which actually takes place in a
classroom.
Larsen-Freeman (185:11) states that: the principles of
grammar Translation Method are these:
1. The goal of teachers who use the grammar-
Translation Method, a fundamental purpose of
learning a foreign is too be able to read literature
written in the target language.
2. The role of the teacher and the students are very
traditional. The teacher is the authority in the
classroom. The students do as he says so they can
learn what he knows.
3. Language provides students with good mental
exercise which helps develop their minds.
C. RESEARCH METHODOLOGY
1. Research Design
3
This research was conducted by using a pre-
experimental design. McMillan and Schumacher,
(2001:331) explained that:
There are three designs included to pre-experimental:
(a) one-group posttest only; (b) one-group pretest-
posttest; (c) non-equivalent groups posttest only. The
writer used one group pretest-posttest design. In this
design, a single of subjects was given a pretest (O),
then the treatment (X), and then the posttest (O). The
pretest and posttest were the same but in the different
times. And the result was examined the change from
the pretest to posttest.
One Group Pretest-Posttest Design
GroupPretestTreatmentPosttest
A O X O
Time
The Total number of the population was thirty students.
The writer used pretest as the first test to analyze the
students ability to comprehend present perfect tense
before giving the treatment and the post-test given to
analyze the students ability after having the treatment.
2. Research Method
In this research, the writer used quantitative method.
According to Crowl (2001:10), Quantitative research
methods are used to examine questions that can be best
anwered by collecting and statiscally analyzing data are
in numerical form.
3. Research Instrument
The writer used multiple choice of writing test (pre-test
and post-test) as instruments of this research. So, to
find out the research of the investigation, the writer
used a standardized test which is defined the test has
been designed so that the procedures for administering
the test, the materials used in the test, and the way in
which the test is scored are constant (Crowl,
1996:114).
4. Research Population
The population of the research was the tenth grade
students of senior high school in academic year 2012-
2013.
5. Research Sample From the data gathered, the writer wanted to know the
students achievement in mastering Present Perfect
The writer decided to take the sample from the tenth Tense especially to the tenth grade students of SMA
grade students. He took one group, they were consisted Langlang Buana Bandung.
of 31 students and were given pre-test and post-test. The writer took place in SMA Langlang Buana
Bandung because the school is close to the writers
6. Research Data Collection house.
The data was taken from the result of the tests (pre-test
and post-test) that have been given to the students D. FINDINGS AND DISCUSSIONS
before and after teaching the students. The data was 1. Finding
collected to be analyzed.
Table 4.1
7. Research Data Analysis Preparation Finding the T Observed
In analyzing to collect the data, the writer used t-test
formula with significant level at 5% (Crowl, Pretest Posttes
1996:179). The following is the formula of the t-test: Scores t Gain
1. T-test No (X1) D2
Scores (D)
D (X2)
1 55 90 35 1225

2 45 100 55 3025
2 3 80 100 20 400
4 15 75 60 3600
N 5 40 100 60 3600
t= 6 70 95 25 625
D2 7 40 95 55 3025
8 30 85 55 3025
9 80 85 5 25

D 10 35 80 45 2025
11 30 40 10 100
12 65 95 30 900
2. To find out the mean of the score from the test the 13 30 90 60 3600
writer use the formula as follow: 14 65 90 25 625
x 15 15 70 55 3025
x = n 16 55 100 45 2025
17 15 70 55 3025
x = mean 18 45 80 35 1225
x = the score of the students 19 50 95 45 2025
n = the totals of the students 20 40 80 40 1600
21 45 90 45 2025
8. Procedure of the Research 22 60 85 25 625
The days used by the writer for this research was on 23 75 95 20 400
May 22nd to 24th 2013. The writer gave the lesson of 24 45 80 35 1225
present perfect tense using grammar translation method 25 40 80 40 1600
to class X.A. the students were given 35 minutes to 26 35 85 50 2500
work on the test items. 27 50 90 40 1600
In this study there was one group of students that was 28 60 100 40 1600
investigated. First, the students were given a pre-test
29 35 85 50 2500
about present perfect tense. Second, the students were
30 40 100 60 3600
given the treatment about present perfect tense using
31 45 90 45 2025
the grammar translation method and finally the
students were given a post-test. SUM 1430 2695 1265 58425

4
 Pretest Posttes The degree of freedom was:
Scores t Gain d = N-1
No (X1) D2 N = the number of the students
Scores (D)
(X2) d = 31-1
MEAN 46.12 86.93 40.806 1884.6 d = 30
45 77 The critical value t-table at the 0.05 level of the
significance for this degree of freedom 5% from was
22 was 1.70
D
2. Discussion
The data analysis shows that:
2
x =46.12
1
N
t=
2 x = 86.93
D 2

t

D obs = 15.11

The t critical value degree of freedom (d)
40.81 = 31-1
= 30

12652 Based on the data analysis above, the writer concluded
t= 58425
31 that the alternative hypothesis was accepted because
31(311) the tobs was higher than t-table (15.11>1.70). The
hypothesis of this research is grammar translation
40.81 method was effective to be used in teaching. It showed
that the students understanding about grammar

1600225
t= 58425 translation method influenced the students ability of
31 present perfect tense.
31(30)
40.81 E. CONCLUSION AND SUGGESTIONS
t=
5842551620.16
930
1. Conclusions
Based on the data analysis above, the writer concluded
that the alternative hypothesis was accepted because
40.81 the t-observe was higher (15.11) than the t-table (1.70).
It also means that teaching present perfect tense using
t=
6804.84
930
grammar translation method in this research was
effective to be used in teaching and learning. It also
revealed that:
40.81
1. The student who translated the sentence first will
t= 7.31 know about the purpose of the sentence.
2. The teacher was easy to explain the tenses using
40.81 grammar translation method.
t= 2.70 3. It was effective to teach present perfect tense by
using grammar translation method.
t = 15.11

2. Suggestions
The writer also got some suggestions. They are:
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1. For the teacher
a. The teacher can use grammar translation method
as a technique in teaching and learning.
b. The teacher should be able to explain present
perfect tense as clear as possible to understand
through grammar translation method.
c. The teacher has to give the more exercise so that
the student will be familiar with present perfect
tense.
2. For the student
a. The student has to do more practice after they have
been given the explanation from the teacher so they
will be familiar with present perfect tense.
b. The student has to memorize the irregular verb
because sometimes they are hard to remember it.
F. BIBLIOGRAPHY
Anthony, Edward M. 1963. Approach, Method and
Technique, Reprinted in teaching English as
a second language, eds. New York:
McGraw-Hill. Inc.
Brown, H.D. 1987. Principle of Language Learning
and Teaching New Jersey: Prentice Hall.
Burn, Robert B. 1995. Introduction to
Research Method. London:
Longman House Publisher.
6
Celce-Murcia, Marianne & Hilles, Sharon.
(1998). Technique and Resources
in Teaching Grammar. Oxford:
Oxford University Press.
Crowl, K Thomas. 1996. Fundamental of Educational
Research. USA: Brown and Benchmark.
Harmer, Jeremy.2007. How to Teach
English. Essex: Pearson Longman.
Hornby, A.S.1974. Oxford Advanced Learners
Dictionary of Current English. Oxford
University Express. Great Britain.
Larsen, Diane. Freeman. 1986. Techniques and
Principles in Language Teaching. Oxford:
Oxford University Press.
Pyle, Micahel A. 2002.Test of English as a
foreign language preparation
guide.New Delhi:Willey
Richard, Jack C and Rodgers. 1986.
Approach and method in language
teaching. London: Cambridge
University Press.
McMillan H, James and Schumacer Sally. 2001.
Research in Education a Conceptual
Introduction. United State: Longman
 comprehend present perfect tense before
The Total number was thirty students. giving the explanation and the post-test
The writer was using pre-test as the first given to analyze the students ability
test to analyze the students ability to after having the expl