The effect of teaching simple present and present progressive tense through computer on the students' achievement of these tenses

Nugroho, Stefanus Prima (2006) The effect of teaching simple present and present progressive tense through computer on the students' achievement of these tenses. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

During his teaching practice at Santa Maria Senior High School, the writer experienced that the first grade students were already cognitively prepared to comprehend the explanation of the teacher concerning the Simple Present and Present Progressive Tenses. This was proven from their ability to do the exercises on those two tenses. However, it was found out that they got difficulties when the exercises were contextual. The situation is quite alarming considering that the problems of the standardized exam are contextual. After consulting the problem with the English teachers of Santa Maria Senior high school, it was suspected that the problem must have occurred due to the absence of appropriate media, which can aid them in giving a model how to put correct tense in the context. Therefore, this present study was aimed at finding out whether there is a significant difference of the Simple Present Tense and Present Progressive Tense achievement of the students taught with computer and those taught without computer. In applying this technique, these following steps were followed. As the first step, the first grade students of Santa Maria Senior High School were selected as the subject of this study. Then, a test was constructed to be given to both of the control and the experimental groups. The second one was trying out the test to the pilot group to determine the reliability, validity, item difficulty, and item discrimination of the test before it was given to the control and experimental groups. Then, the treatment was conducted in two meetings. During the treatment, the students of the experimental group worked with computer while those of the control group learned from books. After the treatment phase was over, these two groups were finally given the posttest. At last, the students’ score was computed statistically using T-test formula. The result of the statistical calculation shows that the students taught using computer obtained better scores than those taught without computer. The calculated t-value is 4, 090 and the t-table is 1, 684 (df = 48). Since t-calculation is higher than the t-table, the alternative hypothesis is accepted and the null hypothesis is rejected. Thus, there is a significant difference between the two groups. It means that the computer has proven to be significantly effective for the teaching and learning activities of the Simple Present and Present Progressive Tenses. Finally, with the findings on the field, some suggestions for further study were given, such as: (1) multiplying the number of the treatments; (2) paying more attention to the students’ ability in operating computer before making the program; (3) making a clearer and more easy-to-learn computer program with more animations, pictures, and sound; (4) and providing a copy of the program in a disc.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Uncontrolled Keywords: Grammar teaching, simple present tense, present progressive tense, Computer Assisted Instruction (CAI), Computer Assisted Language Learning (CALL)
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Users 14 not found.
Date Deposited: 23 Jun 2015 08:43
Last Modified: 23 Jun 2015 08:43
URI: http://repository.ukwms.ac.id/id/eprint/2935

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