CHAPTER I INTRODUCTION

CHAPTER I
INTRODUCTION
In this chapter the researcher present some points related to this research.
Those include (a) background of study, (b) formulation of the research problem,
(c) purpose of the study, (d) hypothesis, (e) significance of study, (f) scope and
limitation of study, (g) definition of key terms, (h) organization of study.
A. Background of the Study
Language is a means of communication between members of society.
We encode what we want to say using language which is made up of range of
components. They are individual letter, combined letter, word, phrases,
clauses, and sentences Lindays and Knight(2006: 27). A language is system
which is operated in communication using sign,sound and gesture or witten
form. It is important to every human to know about language because they
always use language to communicate the ideas or feeling by the use of
conversation, gesture or written form. They are able to give information to
each other, express their feeling of sad and happy using a language.We can’t
imagine a society making use no language as a means of communication in
the daily life. Language is used for communication to transfer or to explain
idea or knowledge to another person. It means that without language human
can’t develop their idea and their culture,Setiyadi(1991: 1).
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Language is quintessentially human. We use spoken language every
day, face-to-face, as a means of communication and written language allows
us, to record and hold on to our history across generations. Language itself is
very complex. It has a sound system that allows us to use numerous distinct
words, vocabulary of some 50,000 to 100,000 terms for many adults, and a
series of constructions for relating these words. It allows us to express
innumerable ideas, describe events, tell stories, recite poems, buy, sell, or
bargain in markets, administer legal systems, make political speeches, and do
the myriad other activities that make up the societies we live in. Language
allows us to coordinate what we do with others, relay information, find out
answers, and carry out everyday activities – gossiping, making puns, writing
memos, reading newspaper, learning histories, enjoying novels, greeting
friends, telling stories, selling cars, reading instructions-the list is unending.
Language calls for an intricate web of skills we usually take for
granted. It is an integral part of everyday life that we rely on to convey wants
and needs, thoughts, concerns, and plans. Using language seems as natural as
breathing or walking Clark(2003:1).In addition, language is the primary
medium of human social interaction, and interaction is the means through
which social interaction are constructed and maintained, David Block and
Deborah Cameron(2002: 1). However, language also becomes an obstacle to
make a communication in this globalization because the language used in
each country is different.
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As a language which is used by more than a half of population in the
world, English hold the key as international language. English is a tool of
communication among people of the world to get trade, social culture,
science, technology goal, and developing interrelationship with foreign
country.
Learning English means learning its two aspects: skill and component
Heatson (1974: 4). Four major skills through language are listening,
speaking, reading and writing, while English components are pronounciation,
vocabulary, and grammar. Sidney (1991: 1) said that grammar is the central
component in language. It mediates between the system of sounds or of
written symbols, on the hand, and the system of meaning, on the other.
Grammar is defined as the study of what forms or patterns are possible in a
language,Bambang Yudi(2011: 173). Martha and Robert (2009: 5) said that
there are many different nuances of meanings in connection grammar;
Grammar 1: The system of rules in our heads.Grammar 2 : The formal
description of the rules.Grammar 3 : The social implications of usage,
sometimes called ”linguistic etiquette”
Grammar is the system of language. In some cases, grammar lessons
have meant learning the ” rules”, in others, practising the form and in others
understanding how grammar helps to convey the meaning and intention of
the message Edward Woods(1995: 20). Different experts define the term
grammar differently. JeremyHarmer (2007: 32) defines the term grammar as
the description of the ways in which words are formed and can change their
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form and can be combined into sentences in order to express different
meanings. Whereas Hornby (1992: 161) states that grammar is a description
of the structure of the way in which linguistic units such as words and phrases
are combined to produce sentence in the language, it also related with the
tense being used. Homer and Susan states that the pattern of language is seen
in its grammar (word, order, forms, and structure). In addition, some of the
most noticeable differences between nonstandard and standard English are in
the forms of verbs, including especially the verbs used in each tense, Hans
P.Guth(1926: 364).
There are many tenses used in English lesson. One of the tenses that
has to be learnt by seventh grade students of Junior High School is simple
past tense. The students have to be able to understand the essence of those
tense itself and create a sentence using simple past tense correcly,
appropriately and structurely based on the verbs usage, time signal and
formula of the text. Simple past tense is one of the tense expresses past time
Thomas, Muriel and Angela(1944: 179), this tense also has a structure, some
verbs are regular (-ed), and some of them are irregular (not regular),
Raymond Murphy(1997: 65). Thus, the students need ability how to change
the verbs into the correct verbs based on the tense being used.
After knowing the highly complex of the grammar, the teachers need
to move how to select the materials and activities to be used in the grammar
class. To be more interesting, the teachers have to create many ways to
explain the English material so that it can be understood by the students.
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Moreover in teaching grammar, the teachers have to create the way that can
make the students be able to master the good grammar, especially in the
simple past tense.
Some consideration of selecting good materials and activities can help
the teacher to make decision of what to do in classroom. So, the teacher has
to create the English lesson especially for the grammar class is more
interesting and creative because grammar is one the difficult and complicated
components in the language. In teaching grammar every effort should be
made to present it dramatically and clearly, and to repeat the explanation
several times if necessary. Careless use of grammatical terms is a
fundamental
cause
of
misunderstanding,
prolonged
confusion,
and
discouragementon the part of the student. Moreover, the more dramatic the
initial presentation of a grammatical fact, the more likely it is to impress
itself on the student’s mind, particularly a young pupil’s mind,
Edmond(1954: 158,159).
Based on the statement above, the teacher select one of the best
techniques used to encourage grammar development, it is a Team Assisted
Individualization
technique.
The
writer
choose
Team
Assisted
Individualization technique to develop the student’s ability in grammar,
especially in the simple past tense. Through this technique, the teacher gave
the opportunity to the students to cooperatively work or act together or
jointly, and strive to produce an effect. In this technique, the students
cooperate in the some small groupsthat consist of sthe students with the
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different ability,thus they helps one to others in the learning process,
Miftahul(2011: 32). Commonly, in the coopertive learning group such Team
Assisted Individualization technique, each group consist of some students
with the high academic ability, some of them with the common ability, Anita
Lie(2002:40). Then, it also support the learners in their psychologically,
togetherness and cognitively difficult activity.
In other words, the writer conducted Team Assisted Individualization
as a technique in developing the students’ ability in the simple past tense in
the level of Junior High School, it is MTs PSM Jeli. The writer choose MTs
PSM Jeli as the place to conduct research because there are many
homogeneous students ability in it. Started from the students with the low
ability up to the students with the high ability. The writer wants to increase
the simple past tense in this level because simple past tense is quite complex
and there is also the material of simple past tense taught in the next level that
is in the Senior High School. Thus, by learning the simple past tense in this
level, the students will not find the difficulties in the simple past tense in the
next level. From the description above, the writer tries to make this study
entitle: “The Effectiveness of Using Team Assisted Individualization
Technique Toward The Student’s Achievement in Simple Past Tense at The
VII Grade ofMts PSM Jeli at The Academic Year 2012-2013”.
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B. Formulation of The Research Problem
Based on the background of the study, the problem of this study is
formulated as follows:
1. How is the student’s achievement in simple past tense taught without
using Team Assisted Individualization technique?
2. How is the student’s achievement in simple past tense taught using Team
Assisted Individualizationtechnique?
3. Is there any significant differences achievement of simple past tense
between control and experimental class?
C. The Purposes of The Study
Based on the research problem, the study is intended to:
1. To find out the student’s achievement in grammar without using Team
Assisted Individualization technique in the form of simple past tense.
2. To find out the student’s achievement in grammar using Team Assisted
Individualization technique in the form of simple past tense.
3. To find out whether there is a significant difference score on achievement
of the students in simple past tense between control and experimental
class.
D. Hypothesis
There are two hypothesis in this study namely, alternative and null
hypothesis. The hypothesis are, as follows:
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Ha: There
is a significant effect of treatment using Team Assisted
Individualization technique in the grammar achievement of the first grade
students.
Ho: There is no significant effect of treatment using Team Assisted
Individualization technique in the grammar achievement of the first grade
students.
E. The Significant of The Study
By conducting this study, the writer hopes that the result of this
research will be usefull for the reader, especially:
1. Teacher
This study gives a reference to development of teaching learning
process in grammar, especially in simple past tense. Then, knowing the
student’s ability in grammar will give the chance the teacher to choose the
better technique of teaching grammar.
2. Students
Giving a contribution to the students how to improve their ability
in the grammarusing Team Assisted Individualization technique in the
form of simple past tense. Hopefully, this study helps students in getting
the target language, improving their grammar ability and motivating them
to get the best result.
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3. School
The finding is hopefully usefull for the school board as
informative data in making use Team Assisted Individualization technique
in schools in the teaching and learning process of grammar.
4. Headmaster
The result of this study will add new experience in teaching and
learning English. Then, the headmaster can improve the system of
education and add this technique as good reference for their English
teacher.
5. Future Researcher
Giving a profitable description to any further researcher which
want to study the same case, so this study becomes a helpful information
and useful reference for the next study.
F. Scope and Limitation of The Study
The scope of this study, the writer only focuses on the effects of
treatment using Team Assisted Individualization technique in teaching
grammar especially in the form of simple past tense. It is an activity that the
students do the exercises in their own group helped by the others.
This study is conducted only for the seventh grade, they are A and B
claas that consist of 54 students of MTs PSM Jeli in Academic Year
2012/2013. Thus, the result of this study only generalized or applied to the
target population, especially to the seventh grade of MTs PSM Jeli
Karangrejo, Tulungagung.
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G. Definition of Key Terms
There are some terms in this study that should be clarified, as follows:
1. Effectiveness
In this research the effectiveness is significant increase of
students’score
after
being
taught
by
usingTeam
Assisted
Individuallization technique.
2. Grammar
Grammar isthe system of language. People sometimes describe
grammar as the “rule” of a language. Actually the word grammar has
several meanings and descriptions attempted by linguistics. Different
experts define the term grammar differently. Jeremy Harmer (2007: 32)
defines the term grammar as the description of the ways in which words
are formed and can change their form and can be combined into sentences
in order to express different meanings. Whereas Hornby (1992: 161)
states that grammar is a description of the structure of the way in which
linguistic units such as words and phrases are combined to produce
sentence in the language.
3. Simple Past Tense
When we want to indicate that something happened at a specific
time in the past, we use simple past tense, Martin Hewings(1999: 6). The
simple past, also known as the preterit, allows you to refer to actions that
occured in the past without reference to the presents, Marcel Danesi(2006:
139).
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4. Cooperative Learning
Cooperative learning is group learning activity organized in such a
way that learning is based on socially structured change of information
between learners in group in which each learner is held accountable for
his or her own learning and is motivated to increase the learning of others.
5. Team Assisted IndividualizationTechnique
Team Assisted Individualization is a cooperative learning
technique. Children are split into teams of four or five with a mix of
ability. After a teacher has taught a lesson, team mates help each other
complete exercises. Students are then tested individually. Teams earn
recognition by way of weekly awards for their overall performance. The
exploration, investigation, and group problem solving give the chance for
the students cooperatively facing the problem that is not easy solved,
Slomo Sharan(1999: 361).
H. Research Paper Organization
The organization of the research paper is given in order to make the
readers understand the main point of this thesis. It will be delivered into:
Chapter I is introduction which deals with the background of the
study, formulating of the problem, the purposes of the study, the significance
of the study, scope and limitation of the study, definition of key terms, and
research paper organization.
Chapter II is theroterical background or review of literature. It consist
of underlying theories that include the definition of grammar and processs
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that consist of grammar, the teacher’s role in teaching grammar, simple past
tense, definition of Team Assisted Individualiztion technique, teaching the
simple past tense using Team Asssisted Individualization technique.
Chapter III is the research method. It covers : research design,
population, variable, source of data, technique of collecting data, instrument,
technique of data analysis, hypothesis testing.
Chapter IV deals with the result and discussion of the study that is
loaded of result that contain of data presentation, data analysis and hypothesis
testing, and discussion.
Chapter V present the conclusion of the study and suggestion for
further study.