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USING SMART SOLUTION METHOD in TEACHING GERUND

AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS

A ‘Skripsi”

Submitted to the Faculty of Tarbiya and Teacher’s Training

in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)

By:

MUHAMMAD PEBRIYONO

NIM: 102014023804

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

USING SMART SOLUTION METHOD in TEACHING GERUND

AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS

OF PRIMAGAMA PISANGAN-CIPUTAT

A ‘Skripsi”

Submitted to the Faculty of Tarbiya and Teacher’s Training

in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)

Approved by the Advisor

Drs. Sunardi, Dip. Ed

NIP: 150022779

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

ABSTRACT

PEBRIYONO, MUHAMMAD. 2008, Using Smart Solution Method in Teaching

Gerund at Twelfth Grade Senior High School Students of

PRIMAGAMA Pisangan-Ciputat, Skripsi, English Department,

the Faculty of Tarbiya and Teacher’s Training, UIN Syarif Hidayatullah Jakarta.

Advisor: Drs. Sunardi, Dip. Ed.

Key words: Smart Solution Method, Teaching Gerund, and PRIMAGAMA

Pisangan-Ciputat.

This study is purposed to describe the objective condition of the using Smart

solution method in teaching gerund at twelfth grade Senior High School students

at PRIMAGAMA Pisangan-Ciputat. It includes teaching procedure of using smart

solution method in teaching gerund, the advantage of using smart solution

method, and the effectiveness of using smart solution method in teaching gerund.

The aim of the research is to gain the information at describing about using

Smart solution method in teaching gerund at twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat. Sample of this research is as much

12 students of twelfth grade and one tentor. This research is using descriptive design in qualitative form by using interview, observation, and documentation.

The finding of the study states that (1) the teaching procedure of using smart

solution method in teaching gerund was good and has fulfilled the good criteria of lesson plan based on KTSP curriculum and it has fulfilled the aspects of language

learning domains such as cognitive domain, affective domain, and psychometric

domain, (2) the advantage using Smart solution method was really effective and

efficient in time in case of multiple choice tests than any others and it could be

one alternative of English teaching method in Indonesia, (3) and using smart

solution method in teaching gerund is more effective only in multiple choice tests

than that of an essay type and it conducts with the form of UN Test that is

multiple choice tests.

Based on the finding previously, it can be suggested that (1) the English tentors

must give more attention to their lesson plan in teaching procedure. The English

tentors in particular must have their own syllabus not adapt merely from KTSP

curriculum and PRIMAGAMA Education Tuition in general should have also the

own original curriculum. (2) smart solution method as a major product of

PRIMAGAMA need to be more introduced and acceptable not only intern but also extern as a method of English teaching (3) using smart solution method in

teaching gerund need to be more researched because a method should accomplish

the problems ideally not only in multiple choice test but also in an essay test.

ABSTRAK

PEBRIYONO, MUHAMMAD, 2008, Using Smart Solution Method in Teaching

Gerund at Twelfth Grade Senior High School Students of

PRIMAGAMA Pisangan-Ciputat, Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta.

Pembimbing: Drs. Sunardi, Dip.Ed.

Kata Kunci: Smart solution method, Teaching gerund, dan PRIMAGAMA

Pisangan-Ciputat

Penelitian ini ditujukan untuk menggambarkan kondisi yang objektif dalam

pengajaran gerund menggunakan metode smart solution pada siswa SMA kelas

XII di PRIMAGAMA Pisangan-Ciputat. hal ini mencakup prosedur pengajaran

gerund menggunakan metode smart solution, keuntungan menggunakan metode

smart solution, dan penggunaan metode smart solution adalah efektif.

Adapun tujuan dari penelitian ini adalah untuk memperoleh informasi tentang penggunaan metode smart solution pada siswa SMA kelas XII di PRIMAGAMA

Pisangan-Ciputat. Sampel yang diambil dalam peneltian ini sebanyak 12 siswa dan satu tentor bahasa Inggris. Penelitian ini menggunakan metode deskriptif

dalam bentuk kualitative dengan menggunakan instrumen wawancara, observasi, dan dokumentasi.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa (1) prosedur

pengajaran gerund menggunakan metode smart solution bagus dan telah

memenuhi kriteria baik dari rencana pengajaran KTSP dan juga telah memenuhi

ranah pengajaran bahasa yaitu ranah kognitif, ranah afektif, dan ranah

psikomotorik, (2) keuntungan menggunakan metode smart solution sangat efektif dan efisien dalam waktu hanya pada tes berbentuk pilihan ganda, dan metode

smart solution dapat menjadi satu alternatif/ pilihan dalam metode pengajaran bahasa inggris di Indonesia, (3) pengajaran gerund menggunakan metode smart

solution hanya lebih efektif pada tipe soal pilihan ganda daripada essay dan hal ini sangat selaras dengan bentuk soal UN yaitu berupa pilihan ganda.

Berdasarkan hasil penelitian sebelumnya, dapat disarankan bahwa (1) tentor

bahasa Inggris harus memberikan perhatian lebih terhadap rencana pengajaran

mereka dalam prosedur pengajaran. Tentor bahasa Ingris khususnya harus

memiliki silabus sendiri tidak sekedar mengadaptasi dari kurikulum KTSP dan

Lembaga Pendidikan PRIMAGAMA juga harus memiliki kurikulum asli sendiri,

(2) metode smart solution sebagai produk utama dari PRIMAGAMA harus lebi

dikenalkan dan dapat diterima tidak hanya di lingkungan dalam tapi juga di lingkungan luar sebagai metode pengajaran bahasa Inggris, (3) pengajaran gerund

menggunakan metode smart solution harus lebih diteliti lagi karena sebuah

metode idealnya dapat menyelesaikan persoalan tidak hanya berupa pilihan ganda

tetapi juga essay.

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful All Praises be to Allah

Lord of the worlds who has bestowed upon our Prophet Muhammad SAW (peace

be upon him), his families, his companions, and his followers.

This “skripsi” is presented to the English Education Department, the

Faculty of Tarbiya and Teacher’s Training State Islamic University Syarif

Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of

Strata One (S1). In his “skripsi” he tries to give description about using smart

solution method in teaching gerund at twelfth grade Senior High School students

of PRIMAGAMA Pisangan-Ciputat.

In this occasion, the writer would like to express his great honor and

deepest gratitude to his beloved parents (Paeran and Nasriati), for support,

praying, motivations, contributions and moral encouragement that they always

give to the writer. The writer would like to express his special name to his advisor

Drs. Sunardi, Dip. Ed. for spending his time and giving valuable advices to writer.

The writer also would like to give his gratitude to all people who have

helped his in completing this skripsi, particularly to Head of English Education

Department, Drs. Syauki, M.Pd and for all lectures for sharing their knowledge.

And the same respect also should be addressed to Prof.Dr. Dede Rosyada, M.Pd.

as a Dean of Tarbiya and Teacher’s Training Faculty.

The writer would like to express his gratitude to Hendra Hermawan S.P.

the Head of Branch Office Primagama-Pisangan Ciputat for giving the writer an

opportunity to carry out the research and an interview, and also especially his

gratitude to Miss Mujiati, S.Pd and Miss Rika Rostika for their kindness in doing

his research. May Allah bless them.

And his thankfulness is also addressed to special lecturer Dra. Hidayati,

M.Pd. for her kindness to help him in “Skripsi” revised edition. She do really help

the writer in many ideas at this skripsi revised edition that can not be mentioned

one by one. He is really thankful to her about her welcome to him in revising this

skripsi any time.

The writer realizes that his “skripsi” is not a perfect one, for that reason he

will always accept any criticisms and comments, he hopes that he can write better

in the text and can give the inspiration for the reader.

The writer,

TABLE OF CONTENTS

ENDORSEMENT SHEET ………………………………………………………i

ABSTRACT ……………………………………………………………………...ii

ACKNOWLEDGEMENT …………………………………………………….. iii

TABLE OF CONTENT ………………………………………………………...v

LIST OF TABLES ……………………………………………………………..vii

LIST OF DIAGRAM ………………………………………………………….viii

LIST OF FIGURE ……………………………………………………………...ix

LIST OF APPENDICES ……………………………………………………….x

CHAPTER I INTRODUCTION

A. Background of the Study …….…………………..…….

B. Statement of the Problems…...….……………………...

C. The Purposes of study……………….………………….

D. Significance of the study………….……………………

E. The Scope and Limitation of the Study…..…………….

G. The Operational Definitions……….……………….…..

1

4

5

5

5

6

CHAPTER II THEORETICAL FRAMEWORK

A. Learning and Teaching English in Indonesia ………….

B. English Curriculum and the Latest Syllabus …………..

C. English Instructional Material at SMA ………………..

D. Teaching Gerund ………………………………………

E. The Function of Gerund ……………………………….

F. Approach, Method, and Strategy ………………………

1. Smart solution Method ………………………………

2. Definition of Smart Solution Method ……………….

3. Language and Thought ………………………………

7

10

11

16

25

27

28

28

29

G. Issues of Smart Solution Method ……………………...

1. Problem Solving …………………………………….

2. The Implementation of Remedial, Enrichment, and

Consulting (REC) ………………………………….

3. Extra Program of Smart Solution Method ………….

37

37

38

39

CHAPTER III Research Methodology and Research Findings

1. Research Methodology …………………………………

A. Research Design …………………………………….

B. Research Instruments ……………………………….

C. Data and Source of data …………………………….

D. The Technique of Data Collecting ………………….

E. The Technique of Data Analysis ……………………

2. Research Findings ……………………………………..

A. Data of Teaching Procedure of Using Smart Solution

Method in Teaching Gerund ………………………..

B. Data of the Advantage of Using Smart Solution

Method ………………………………………………

C. Data of Using Smart Solution Method is Effective....

41

41

42

42

43

44

45

45

50

51

CHAPTER IV Conclusion and Suggestion

A. Conclusion ………………………………………...

B. Suggestion ………………………………………...

54

55

BIBLIOGRAPHY

APPENDICES

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of study, statement of

the problems, the purposes of study, significance of the study, scope and

limitation of the study and operational definitions.

A. Background of the Study

English as the primary foreign language in Indonesia is taught as a

compulsory subject from the lower secondary school to the beginning years in

most universities.

Although this main purpose has been explicitly stated in the Ministerial

Decree No.096 / 196712 December 1967, it is widely acknowledged that the

result of teaching English in Indonesia is unsatisfactorily achieved. Most

secondary and high school graduates are still unable to sufficiently read

scientific books or textbooks. (Sadtono 1976, Djiwandono 1982).

The main objective of teaching English in our country as mentioned in the

latest curriculum that the teaching of English in SMA covers the four actional

competences.; listening, speaking, reading, and writing which is integratedly

taught and equally. Meanwhile, the linguistics aspects such as vocabulary,

grammar, spelling, and pronunciation should also teach to the students to

support the students’ mastery of the four actional competencies.

There are many factors that seem to be taken into account in the teaching-

learning process. Three of selected factors have among others are: the first is

the teacher who will be responsible for the implementation of the program.

The second is the syllabus which contains instructional objectives, the

instructional materials, the methodology, and the evaluation. The third is

dealing with the learners who are learning English.

Curriculum always changes as the students’ need also always changes

from time to time in accordance with the changing of the science and

technology. Therefore, to meet the students’ need, the 2004 English

curriculum has been replaced by the 2006 English curriculum based on the

decree of the Minister of National Educational number 22/PM/2006 about

content standard and for basic education and secondary one throughout

Indonesia since the 2003-2004 academic year.1

In line with the change of curriculum, the approach used in the new

curriculum is called communicative approach. The new term of approach is

used to avoid misinterpretation and misimplementation.

English itself is a language that has been defined as “Being to

communicate meaning and also stated that linguists are concerned with trying

to understand the systematic ways in which such communication is

achieved.”2. Language, for the linguist, is form; sounds, letters, their

combinations into large units such as words, sentences and so forth3. Most

linguists find it convenient to subdivide the system into three interrelated

sub systems:

1) Syntax : the rules for listing elements and specifying their permitted

combinations.

2) Semantics : the rules for assigning meaning to units permitted by the

syntax.

3) Pragmatics : the rules for relating permitted units of language to social

behavior4.

Teaching may be defined as “showing or helping someone to learn how to

do something, giving instructions, guiding in the study of something,

providing with knowledge, causing to know or understand” (Kimble and

Garmezy 1963:133). According to Nathan Gage (1964:269) teaching is

1 Kurikulum KTSP 2006.

2 Ronald Wardhaugh, Introduction to Linguistics. University of Michigan. p.16.

3 Roger T. Bell, An Introduction to Applied Linguistic, Approaches and Methods in Language

Teaching, 1981, p.19.

4 Roger T. Bell, An Introduction…., p.19.

guiding and facilitating learning, enabling the learner to learn, setting the

conditions for learning5.

Teaching English in Indonesia is now to be competitive with the other

countries. Why? Because during this latest years, the government of Indonesia

through Ministry of National Education Affairs has made one policy to all

students throughout Indonesia from Junior High School degree till Senior

High School in standardization of graduation. The government of Indonesia

even has approved the policy from Ministry of National Education Affairs and

it has been assured by the issuance of the decree of the Minister Regulation

(Peraturan Menteri) no.45 year 2006 about National Test (UN) 2006/20076.

Standardization of graduation itself related to three subjects in the school those

are English Language, Indonesian Language, and Math. By the reason to

rise up the quality of Indonesian education also, the limitation of graduation’s

score should be adjusted to the current development. In academic year 2004-

2005, the limit score was 3.25, in academic year 2005-2006, the limit score

rose up to 4.00, and in academic year 2006-2007 the limit score rose about

4,25.

According to Yunan Yusuf (The chief of BSNP-Badan Standar Nasional

Pendidikan) the limit score rose about 5 for average score of UN (National

Test) and 4.25 for each subject in academic year 2006-2007. Meanwhile,

Burhanuddin Tolla (The chief of Puspendik-Pusat Penilaian Pendidikan) said

that by comparing to the last academic year, the graduation’s score of National

Test (UN) in academic year 2006-2007 has been degraded at score 4 for one

subject, in case, for other subject the limit score is 67. Moreover, Minister of

National Education Affairs (Mendiknas) Bambang Sudibyo said that as a

consequence, no other test or remedial test for students failed in National Test

5 H. Douglas Brown, Principles of Language Learning and Teaching, 3

rd Edition. San

Francisco State University, Prentice Hall Regents, p.7

6 www.puspendik.co.id. November 2007.

7 WARTA KOTA Newspaper, on Saturday, May 5

th 2007

(UN) in academic year 2006-2007, he also claimed that remedial test didn’t

indicate the students to be more striving8.

So, what should we do to help our students? The effective and the efficient

method of teaching are needed. We know that so many methods in English

teaching such as; Grammar-Translation Method (GTM) Audio-Lingual

Method, Direct Method, Total Physical Response (TPR), Community

Language Learning, etc9. But now, there is one alternative of teaching method

called SMART Solution Method. Despite the fact, there is no suitable method

in teaching languages as experts have claimed.

SMART Solution Method itself is related teaching method of

PRIMAGAMA Education Tuition which is called SMART SOLUTION.

According to Supriyanto, SE (the Chief Academic of Center PRIMAGAMA

Yogyakarta-2006, also see appendix) the method itself has just been declared

since the early year of 2000 by an agreement/ deal from all tutors (in

Yogyakarta) that have a similarity both vision and mission. Basically,

SMART Solution Method is the improvisation method from the “Practical

Method” (Metode Rumus Praktis) that has been improved by PRIMAGAMA

since 1982 till the end of year 1999.

In the application of SMART Solution method, it has become

an alternative way as a problem solving on the complicated problems.

In English lesson for example, SMART Solution can help the students’

problem including TENSES, MODAL and MODAL PERFECT, Subjunctive,

Causative, Participle, Gerund and To Infinitive, Conditional Sentence,

Reading Comprehension, etc.

Based on the problems discussed previously, In this case, the writer

is interested in researching and analyzing of using smart solution method in

teaching gerund at the twelfth grade Senior High School students of

PRIMAGAMA Pisangan-Ciputat although clarifying the differences between

‘gerund’ and ‘participle’ seems to be imperative too.

8 BIMBEL News, December Edition 2006

9 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching”. p. 3

B. Statement of the Problems

Based on the background described above, the writer conducts a study

concerning on using smart solution method in teaching gerund at the twelfth

grade Senior High School students of PRIMAGAMA Pisangan-Ciputat,

the writer has a big question about Smart Solution itself. The general question

of this study is: “Is teaching Gerund at PRIMAGAMA Pisangan-Ciputat by

using SMART Solution Method really effective?”. This main question can be

described into specific question as follows:

1. How is the teaching procedure of Smart Solution Method at

PRIMAGAMA?

2. What is the advantage of using Smart Solution Method?

3. Is Smart Solution Method really effective in teaching Gerund?

C. Purposes of the Study

1) To describe more about the teaching procedure that using SMART

Solution Method at PRIMAGAMA

2) To describe more the advantages of using SMART Solution Method.

3) To describe whether teaching Gerund by using Smart Solution Method

really effective.

D. Scopes and Limitation of the Study

The scope of this study focuses on using SMART Solution method in

teaching gerund (by a few information about participle) at twelfth grade

Senior High School students of PRIMAGAMA Pisangan-Ciputat. Teaching

learning English at PRIMAGAMA Pisangan-Ciputat includes many aspects,

so it is out of question if the study has to cover them all. To make it deeper,

the problems will be limited by some points: 1) The teaching procedure of

Smart Solution Method, 2) The advantages of using Smart Solution Method,

3) The effectiveness of using Smart Solution Method in teaching gerund.

E. Significance of the Study

The results of the study are expected to provide useful information about

the using of Smart Solution Method in teaching gerund at PRIMAGAMA

Pisangan-Ciputat. It is expected that these results can contribute to all students

conduct with the UN Test. For Head Office of PRIMAGAMA, it can be an

evaluation tool to measure quality of Smart Solution method in teaching

learning process. The tentor that joins with PRIMAGAMA Pisangan-Ciputat

can take an advantage from it as an information above various teaching

grammar strategy and they can evaluate whether this strategy better or not to be

applied in the class room. And for the further researchers, it can be as a

reference for who are interested in conducting similar studies in the next time.

F. Operational Definitions

The following definitions are given to make readers have the same

understanding or perception for some terms is used in this study. They are also

expected to avoid ambiguity or misinterpretation. They are as follows:

1. SMART stands for S = SIMPLE, M = MIND, A = APPLICABLE,

R = RATIONAL, T = TRICK10

.

As for further explanation, Simple is to make the learning and the

completion of many difficult questions/ problems able to be solved.

Mind is the understanding of materials and the completion of many

questions/ problems by using the catchy formulations in mind.

Applicable is the using of catchy formulation that can be applied to

solve the problem in test easily. Rational is for the completion of

questions/ problem on test update curriculum. Trick is the problems

which can be solved fast and tactically.

2. Gerund is a verb form ending in-ing that is used as a noun.11

10 Article, ‘Metode Smart Solution Terbukti Unggul’, 2004

11 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,

Cambridge University Press: 1986, p.15-16.

3. Teaching is showing or helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with

knowledge, causing to know or understand”(Kimble and Garmezy

1963:133). According to Nathan Gage (1964:269) teaching is guiding

and facilitating learning, enabling the learner to learn, setting the

conditions for learning.

CHAPTER FOUR

CONCLUSION AND SUGGESTION

A. CONCLUSION

Finally, the writer took several conclusions from the paper above; they are:

a. Smart Solution Method is an overall plan containing approach, design,

and procedure which should be SMART (Simple, Mind, Applicable,

Rational, and Trick).

b. Teaching gerund by using Smart Solution Method is a guiding or a helping

someone to know and understand about gerund’.

c. Smart Solution Method is a method of learning which balances both left-

brain and right-brain. Smart Solution method is not only used for solving

troubles in test by using the left brain but also used to control the emotion,

feeling when searching the answers by using the right brain.

d. Smart Solution Method could be one solution how to solve the troubles in

test particularly and one solution of English teaching method in Indonesia

generally.

e. Conceptually, Smart Solution method has fulfilled the aspect of language

learning domains such as cognitive domain, affective domain, and

psychometric domain.

f. From the description data above, the writer takes a conclusion that Smart

Solution Method is more effective in kind of multiple choice tests than

essays tests.

g. Although Smart Solution is more effective in kind of multiple choice tests,

the writer though that multiple choice tests could limit the students’

creativity in finding the true answers indirectly. Occasionally, a multiple

choice test could make the students’ interest in guessing if they didn’t

know the answer.

h. The writer though that teaching and learning English in recent globalization

era must active not passive. The writer saw that teaching gerund by using

Smart Solution Method is not attract the students to be more active in oral

but in written.

i. The writer though that the goals of Smart Solution Method in language

learning is still contrast with the goal of language learning itself. The goal

of language learning is not how to learn about language but how to use

language.

j. Smart Solution Method is not the best solution in any troubles of test

because we can see from the research table that there are still found some

errors especially in an essay test. Meanwhile, Smart Solution Method in

language learning is only merely a frozen concept when it’s tried to be

applied in an essay tests, the writer still found any troubles from student’s

comprehension.

k. Smart Solution method is still not enough popular outside. The writer can

take any summary especially from the capacity of class. We know that the

capacity of class ideally consist of fifteen students in each class but the

writer found that the quota for class is still less for example found in any

PRIMAGAMA mentioned above still found any lacks exactly to fulfill the

capacity of class ideally.

l. Smart Solution method as a brand mark of PRIMAGAMA still didn’t have

any enough power to strengthen their promotion of English teaching

method outside. Based on the writer’s experience during joining with

PRIMAGAMA especially at PRIMAGAMA Ciputat and PRIMAGAMA

Pondok Cabe, the training of Smart Solution Method is only took for

chosen tutors (ex: math, English, and physics) once time in a year. So, the

writer thinks it’s too hard for the chosen tutor to take any socialization to

others.

m. SMART solution Method as a brand mark of PRIMAGAMA is not too

success enough to make any interest of students to join in PRIMAGAMA

generally because we can know from the data description above that the

total numbers of student in each class doesn’t fulfill the capacity of class

ideally there. So, it’s mean that SMART Solution method is not easy

listening outside exactly in English teaching method in Indonesia.

n. After all conclusion mentioned above, finally the writer takes a main point

of teaching gerund by Smart Solution Method are;

- Teaching gerund by using Smart Solution Method is really effective in

any multiple choice tests because if we see the form of UN tests

is multiple choices not in an essay, so the writer thinks it would be an

advantage for students.

- In other side, teaching gerund by using Smart Solution Method is not

really relevant in scope the goal of language learning generally and

KTSP curriculum practically. The concept of KTSP curriculum itself is

to encourage the students to take their full participation in language

learning. But the writer didn’t find any interaction or active participation

from the students during Smart Solution Method was taught. So, the

writer do hope that the students would involve their self in language

learning actively either in the classroom or outside in many aspects of

life.

B. SUGGESTION

In this time, the writer just wants to give some recommendations:

a. Smart Solution Method is needed to be more socialized and more

acceptable not only intern but also extern in any other education

institutions.

b. Smart Solution Method as a major product of PRIMAGAMA need also

to be more introduced outside as a method of English teaching to make it

more popular.

c. Smart Solution Method as one option in any method of English teaching in

Indonesia need to be more researched within the correlation KTSP

Curriculum and Smart Solution Method.

d. PRIMAGAMA Education Tuition as a non-formal of education institution

in Indonesia should take any evaluation of Smart Solution Method itself

annually in order to get any perfection and scientific.

Appendix

INTERVIEW FORM

A. Interview with a Chief of Branch Office Primagama-Pisangan Ciputat

(Hendra Hermawan, S.P.)

1. Apakah metode Smart Solution?

2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya?

3. Sudah berapa lama metode Smart Solution diperkenalkan?

4. Seberapa penting pengaruh metode Smart Solution terhadap keberhasilan

siswa?

5. Apa kelebihan dan kelemahan metode Smart Solution?

• ANSWER

1. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman;

learning is fun..

Latar belakang muncul ide smart solution:

a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel

yang lainnya diluar Primagama.

b. Akademik : - pelayanan nyaman bagi siswa

- sebagai alternatif dari rumus-rumus sulit dari sekolah

dan dipermudah dengan metode smart solution

2. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak

3. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis

yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul

dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai

alternatif dari metode pengajaran.

4. pengaruh atau efeknya sangat besar;

- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa

- teori yang dijarkan menjadi sangat gamblang.

- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka,

dan aktif

5. Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal

terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.

- merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya,

menjawab.

- mengoptimalkan pula pengambangan otak kanan

- merupakan pola baku yaitu cepat, tepat, dan dapat dipertangungjawabkan.

Kelemahan metode smart solution:

- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart

solution.

- secara akademis dianggap menyalahi PAKEM pelajaran.

B. Interview with a Chief Academic of Center Primagama Yogyakarta

(Supriyanto, S.E.)

1. Apakah metode Smart Solution?

2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya?

3. Sudah berapa lama metode Smart Solution diperkenalkan?

4. Seberapa penting pengaruh metode Smart Solution terhadap keberhasilan

siswa?

5. Apa kelebihan dan kelemahan metode Smart Solution?

• ANSWER

6. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman;

learning is fun.

Latar belakang muncul ide smart solution:

a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel

yang lainnya diluar Primagama.

b. Akademik : - pelayanan nyaman bagi siswa

- sebagai alternatif dari rumus-rumus sulit dari sekolah

dan dipermudah dengan metode smart solution

7. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak

8. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis

yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul

dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai

alternatif dari metode pengajaran.

9. pengaruh atau efeknya sangat besar;

- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa

- teori yang dijarkan menjadi sangat gamblang.

- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka,

dan aktif

10. Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal

terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.

- merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya,

menjawab.

- mengoptimalkan pula pengambangan otak kanan

- merupakan pola baku yaitu cepat, tepat, dan dapat dipertangungjawabkan.

Kelemahan metode smart solution:

- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart

solution.

- secara akademis dianggap menyalahi PAKEM pelajaran.

BIBLIOGRAPHY

Brown, H. Douglas (1980).

Principles of Language Learning and Teaching, Third Edition, San Francisco Tate University.

Bell T., Roger (1981).

An Introduction to Applied Linguistic, Approaches and Methods in

Language Teaching. 1981, Batsford Academic and Educational Ltd.

Creswell W., John (2003).

Research Design, Second Edition, University of Nebraska, Lincoln, 2003.

SAGE Publication, Inc.

Danesi (1988).

Left-and Right-Brain Functioning. Quantum Learning: Membiasakan

Belajar Nyaman & Menyenangkan, Bandung: Kaufa.

Farkhan, Muhammad (2006). An Introduction to Linguistics, UIN Jakarta Press.

Farmer, Marjorie Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand,

Composition and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.

Frank, Marcella (1972).

Modern English Exercises for Non-Native Speaker Part 2, Prentice

Hall,Inc.

Goldman, Daniel, Articles: Quantum Learning (2005).

Laird Charlton and Gorrel (1964)

Modern English Handbook, 3rd

Edition, Prentice Hall, Inc.

Lie, Anita (2004)

Paradigm of Curriculum in Indonesia, Sekjen Dewan Pendidikan Jatim, Associate Director ASIA TEFL.

Muhammad (2005)

4 Jurus Lulus UAN / SPMB Bahasa Inggris, Liebe Book Press.

Nunan, David (1992).

Research Method in Language Learning, Cambridge University Press.

Office Center Department Academic of PRIMAGAMA Education Tuition (2004)

‘What is Problem Solving?’

---------------------------------------------------------- (2004)

Konsep Pengajaran R.E.C., 2004. ANDI Offset Yogyakarta.

----------------------------------------------------------- (2004)

Life Skill Education, 2004. ANDI Offset, Yogyakarta.

Porter, de Bobby and Hernacki Mike (2005)

Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan,

Bandung: Kaufa.

Richards C., Jack and S. Rodgers, Theodore (1986).

Approaches and Methods in Language Teaching, 1986, Cambridge

University Press.

Schrampfer Azzar, Betty (1989).

Understanding and Using English Grammar, 2nd


------------------------------ (1992).

Fundamentals of English Grammar, 2nd


Soars, John & Liz (1987).

English as A World Language, HEADWAY Student’s Book Upper-

Intermediate, Oxford University Press.

Seliger, Hartnett, Krahen (1974).



Torance (1980).

Left- and Right-Brain Characteristics. Quantum Learning: Membiasakan


Stageberg, C. Norman (1977). An Introducing English Grammar, 3

rd Edition, printed in USA.

Wardhaugh, Ronald (1972).

Introduction to Linguistics. University of Michigan.

Warriner, C. John (1982).

English Grammar and Composition, 3rd

Franklin Edition, Harcourt Brace

Jovanovich, Course publisher.

WARTA KOTA Newspaper.

Nilai UN tak bisa ditawar, on Saturday, May 5th

2007.

Zaenuri, A.M. (2003).

Linguistics Revised edition.

INDEX

http://englishplus.com/grammar/00000335.htm. October 2007.

http://en.wikipedia.org/wiki/gerund.com, October 2007.

http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com

www.primagama.co.id

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents a theoretical framework which consist of the

learning and teaching English in Indonesia, English curriculum and the latest

syllabus, English instructional materials at SMA, teaching gerund, the function of

gerund, approach, method, and strategy (smart solution method, definition of

smart solution method, language and thought), and issues of smart solution

method (problem solving approach, the implementation of Remedial Enrichment

Consulting / REC, extra program of smart solution method).

A. Learning and Teaching English in Indonesia

In indonesia, the teaching of English is considered as Teaching English as

Foreign Language (TEFL) since it is taught as a school subject but not used as

the medium of teaching of other subjects and not widely used by people in the

country either. This consideration is in line with Prator (1991:21) who

differentiates TEFL (Teaching English as a Foreign Language) from TESL

(Teaching English as a Second Language). In TEFL English is used in

educational situations where the teaching of other subjects is not normally

given in English. Whereas in TESL English is used in educational situations

where English is ethe partial or universal medium of instruction for other

subjects.

The implementation of teaching English at SMA is based on the 2004

English curriculum. The objective of English instruction is “By the end of the

program, the students will have developed English language skills of listening,

speaking, reading, and writing in accordance with their individual levels and

interest, using 2500 word level and appropriate structures.”

According to Syaukah (1997) states that basically, the meaning

communicative approach to teaching English at the secondary school is based

on five principles; (1) language is viewed as an instrument to express meaning

which is realized by ways of structures and vocabulary; (2) meaning is

determined by linguistics and situational contexts; (3) learning a language is

learning to use the language in communicative activities in the target language

(written as well as oral, receptive as well as productive); (4) the mastery of

language components is needed to support the mastery of the communicative

competence; and (5) the teaching of the language components can be done

whenever necessary.

Thus, in line with the discussion above, the teaching of English at SMA

considered as TEFL (Teaching English as a Foreign Language) and it is a

compulsary subject which is taught based on the 2004 English curriculum and

aimed at developing the students English language skills of listening, speaking,

reading, and writing. It means that listening skill must be covered at the

teaching of English at SMA.

Learning English at senior high school can not separate from five

competencies; such as linguistics competence, sociolinguistics competence,

actional competence, strategic competence, and discourse competence.

Linguistics competence is related with how well a person has learned that

features and rules of the language. This includes vocabulary, pronunciation,

and sentence formation, (2) sociolinguistics competence is related with how

well a person speaks and is understood in various social contexts. This depends

on factors such as status of those speaking to each other, the purpose of the

interaction, and the expectations of the interaction, (3) actional competence is

related with proficiency of students’ skill either productive or receptive skills,

and (4) strategic competence is related with how well the person uses both

verbal forms and non-verbal communication to compensate for lack of

knowledge in the other three competencies, and (5) discourse competence is

related with how well a person can combine grammatical forms and meanings

to achieve different types (genres) of speaking or writing (Noam Chomsky).

The learner, in this case is senior high school students in Indonesia still find

many complexities of mastery those English competencies. That is why we

know that the curriculum has changed for several times in Indonesia. But in

Listening Speaking

recent curriculum School-Level Curriculum (KTSP), the English learning in

senior high school only focuses on an actional competence.

Teaching can not be defined apart from learning. Nathan Gage (1964:269)

noted that ‘to satisfy the practical demands of education, theories of learning

must be ‘stood on their head’ so as to yield theories of teaching. Teaching

English in senior high school has a purpose that is by the end of their study, the

students are expected to master two competence, that are actional competence

which is divided into productive skills (speaking and writing) and receptive

skills (listening and reading) and linguistic competence (grammar, vocabulary,

pronunciation and spelling).12

Besides, teaching English in senior high school is proposed to implant the

awareness about the importance of English language as a vital medium of

transfer of knowledge that has a role to widen science, implant positive

thinking to foreign people and help the students in doing cross cultural

activities.

As a foreign language, English is taught in senior high school as a

compulsory subject, the English instructional material which is suggested in the

syllabus can be developed by the teacher themselves. This subject includes

listening, speaking, reading and writing equally.

Actional competences are not taught linearly but cohesively. Thus, the

linguistics competences must be taught integrated to support the development

of those four actional competences. Without knowing the linguistic

competences (Vocabulary, Grammar and Pronunciation), it is impossible for

the English learner perform language skills. To see the correlation between

four skills, the diagram 2.1 below is presented13

:

Diagram 2.1

The correlation between four language skills by Kern (2000:132)

12

Depdiknas, Kurikulum 2004, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA/ MA,

(Jakarta; Depdiknas, 2003) 13

Depdiknas, Kurikulum 2004, Standar Kompetensi ….p.24

Reading Writing

Adapted from SMA/MA Kurikulum 2004

B. English Curriculum and the Latest Syllabus

Curriculum always changes as the students’ need also always changes from

time to time in accordance with the changing of the science and technology.

Therefore, to meet the students’ need, the 2004 English curriculum has been

replaced by the 2006 English curriculum based on the decree of the Minister

of National Educational number 22/pm/2006 about content standard and for

basic education and secondary one throughout Indonesia since the 2003-2004

academic year.

Moreover, the organization of schooling and further education has long

been associated with the idea of a curriculum. But what actually is

curriculum? The term “curriculum” has many different definitions, as states in

the Constitution of 1945 no.20 of 2003 about National Educational System in

section I, verse 19;

“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan,

isi, dan bahan pelajaran serta acara yang digunakan sebagi pedoman

penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan

pendidikan tertentu”14.

Decree of the Minister of National Educational number 19 year 2005 about

Standard of National Educational tells that the standard conducts with

curriculum are Standard of Content (SI) and Standard of Graduation

Competence (SKL)

Many people still equate a curriculum with a syllabus. "Syllabus" refers to

the content or subject matter of an individual subject, whereas "curriculum"

refers to the totality of content to be taught and aims to be realized within one

school or educational system" (White 1988:4). Thus, a curriculum subsumes a

syllabus. Syllabus differ from a curriculum in that it provides a listing of

14Mashur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman

Pengembangan,(Jakarta : PT Bumi Aksara, 2007), p.1

content to be learned but does not suggest methods, activities, and

measurement for evaluation15

Based on the draft of socialization of KTSP SMA/ MA tell about syllabus

as follows;

Silabus adalah rencana pembelajaran pada suatu dan/atau kelompok mata

pelajaran/tema tertentu yang mencakup standar kompetensi, kompetensi dasar, materi pokok/pembelajaran, kegiatan pembelajaran, indikator

pencapaian kompetensi untuk penilaian, penilaian, alokasi waktu, dan sumber belajar.

Syllabus is an interpretation from curriculum itself that contains of

standard of competency (SK) and competency of standard (KD). Standard of

competency and competency of standard is a part of standard of content in a

curriculum, exactly at the School-Level Curriculum (KTSP). The latest

syllabus of School Level Curriculum (KTSP) at SMA can be shown on

appendix.

C. English Instructional Materials at Senior High School

Based on the latest curriculum that is School – Level Curriculum (KTSP),

the government has decided the competence standard and basic competence in

every subject. For the indicator, the government has surrounded it to each

school and made it by the school itself. For the English subject there are four

basic competencies including listening, speaking, reading and writing.

The curricular objectives of English in Senior High School are specified

into the instructional objectives of tenth grade, eleventh grade and twelfth

grade. The objectives for each year are more specified into objectives of four

skills as the writer told above, where these skills objectives stated on

competences standard and basic competences. For this study, the writer will

focus on twelfth grade of Senior High School at PRIMAGAMA Pisangan-

Ciputat.

15 Drs. Harsono Tjokrosujoso,M.Pd. Kurikulum 1994 dan Pengembangan Materi Bahasa

Inggris SLTP dan SMA (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p.4

For the twelfth grade of Senior High School at the first semester, the

competences standard has some objectives. The students are hoped to

understand and to express the meaning from transactional, interpersonal, short

functional text and monologue in form of narrative, explanation, and

discussion in the daily context. These aims are proposed for Listening and

Speaking. Then, for Reading and Writing, the students are hoped to

understand and to express meaning of short functional text, short essay, and

monologue text in form of narrative, explanation, and discussion in the daily

context.

The purposes stated on competences standard are specified into based

competences. For Listening and Speaking, The students are hoped to

understand and to express some expressions such as; asking and giving advice,

complaint, possibility, command, admit and deny a fact, promising.

Moreover, for Reading the students are also expected to read a short

functional text correctly and to response the systematic steps in producing the

short essay in monologue text in form of narrative, explanation, and

discussion in the daily context. And for Writing, the students are expected to

produce short functional text, make a draft to friend in form of narrative,

explanation, and discussion in the daily context.

Besides mastering the four skills, the students also have to master

linguistic components namely; vocabulary, grammar and pronunciation. For

grammar, the twelfth grade of Senior High School Students at PRIMAGAMA

Pisangan-Ciputat, the students are hoped to understand and describe the

function of gerund correctly.

Competences standard and basic competences can be formulated with the

main material. This formulation is called as English Instructional Material.

To make the clear about it, the table 2.1 below is presented. This English

Instructional Material is proposed for the twelfth grade of Senior High School

0f PRIMAGAMA Pisangan-Ciputat at the first semester.

Table 2.1

The Distribution of English Instructional Material within the Latest Syllabus

(KTSP) for XII Grade at the First Semester

Standar Kompetensi Kompetensi Dasar Materi

Pembelajaran

Mendengarkan

1.Memahami makna dalam

teks percakapan

transaksional dan

interpersonal resmi dan

berlanjut dalam konteks

kehidupan sehari-hari

Berbicara

3. Mengungkapkan makna

dalam teks percakapan

transaksional dan

interpersonal resmi dan

berlanjut dalam konteks


Mendengarkan

1.Memahami makna dalam teks percakapan

transaksional dan interpersonal resmi dan

berlanjut dalam konteks kehidupan sehari-hari

1.1 Merespons makna dalam

percakapan transaksional

(to get things done) dan

interpersonal

(bersosialisasi) resmi dan

berlanjut (sustained)

secara akurat, lancar, dan

berterima dalam konteks

kehidupan sehari-hari dan

melibatkan tindak tutur:

mengusulkan, memohon,

mengeluh, membahas

kemungkinan atau

melakukan sesuatu, dan

memerintah

3.1 Mengungkapkan makna

dalam percakapan

transaksional (to get

things done) dan

interpersonal







mengusulkan, memohon, mengeluh, membahas

kemungkinan atau melakukan sesuatu, dan

memerintah


percakapan transaksional

(to get things done) dan interpersonal



• Mengusulkan Mis.:

A: Do you have

any advice for

me?

B: My advice is

to be careful in

doing business with them.

• Memohon

Mis:

A: Tell me a

story, brother

George, please.

B: Okay.

• Mengeluh

Mis.: I’m sorry to say this, but this

room is very dirty.

• Membahas

kemungkinan

atau melakukan

sesuatu

Mis.:

A: Is there any

chance they will

meet and marry? B: There’s a good

possibility.

• Memerintah

Mis.:

Stop it, I tell you!

• Mengakui

Continue to the next page

Berbicara


dalam teks percakapan transaksional dan

interpersonal resmi dan berlanjut dalam konteks


Mendengarkan

2. Memahami makna

dalam teks fungsional

pendek dan monolog

berbentuk narrative,

explanation, dan discussion dalam konteks


Berbicara

4. Mengungkapkan makna dalam teks fungsional

pendek dan monolog





mengakui kesalahan,

berjanji, menyalahkan, menuduh,

mengungkapkan keingintahuan dan hasrat,

dan menyatakan berbagai sikap

3.2 Mengungkapkan makna dalam percakapan

transaksional (to get

things done) dan

interpersonal (bersosialisasi) resmi dan

berlanjut (sustained) secara akurat, lancar, dan




mengakui kesalahan,

berjanji, menyalahkan,

menuduh,

mengungkapkan

keingintahuan dan hasrat,

dan menyatakan berbagai

sikap


teks fungsional pendek resmi dan tak resmi yang

menggunakan ragam bahasa lisan secara akurat,

lancar, dan berterima dalam konteks kehidupan

sehari-hari


teks fungsional pendek

resmi dan tak resmi yang

kesalahan

Mis.:

I admit I was

wrong.

• Berjanji

Mis.:

A: Do you give

me your word on

that?

B: You have my word on it.

• Menyalahkan

Mis.:

It was your fault.

• Mengungkapkan

keingintahuan

dan hasrat

Mis.:

I wonder who she

is. I wonder if I can

fly to that cloud.

• Menyatakan

berbagai sikap

Mis.:

I really like an

honest person.

I hate people who

are always late.

• Teks lisan

berbentuk narrative.

• Teks lisan berbentuk

explanation.

• Teks lisan

berbentuk discussion.


explanation, dan

discussion dalam konteks


Mendengarkan

2. Memahami makna

dalam teks fungsional pendek dan monolog

berbentuk narrative, explanation, dan

discussion dalam konteks kehidupan sehari-hari

Berbicara



pendek dan monolog


explanation, dan

discussion dalam konteks


Membaca

5. Memahami makna teks

fungsional pendek dan

teks tulis esai berbentuk narrative, explanation,

dan discussion dalam konteks kehidupan

sehari-hari dan untuk mengakses ilmu

pengetahuan

Menulis


dalam teks tulis monolog

yang berbentuk

narrative, explanation,

dan discussion secara

akurat, lancar, dan

menggunakan ragam

bahasa lisan secara akurat,

lancar, dan berterima

dalam konteks kehidupan

sehari-hari


teks monolog yang menggunakan ragam

bahasa lisan secara akurat, lancar, dan berterima

dalam konteks kehidupan sehari-hari dalam teks

berbentuk: narrative,

explanation, dan

discussion


dalam teks monolog yang

menggunakan ragam

bahasa lisan secara akurat,



sehari-hari dalam teks

berbentuk: narrative, explanation, dan

discussion


teks fungsional pendek resmi dan tak resmi yang

menggunakan ragam bahasa tulis secara akurat,



sehari-hari dan untuk

mengakses ilmu

pengetahuan



pendek resmi dan tak

resmi yang menggunakan

ragam bahasa tulis secara

akurat, lancar, dan

• Teks lisan

berbentuk narrative.

• Teks lisan

berbentuk

explanation.

• Teks lisan berbentuk

discussion.

• Teks berbentuk narrative.

• Teks berbentuk

explanation.

• Teks berbentuk

discussion.




Membaca

5. Memahami makna teks

fungsional pendek dan teks tulis esai berbentuk

narrative, explanation, dan discussion dalam

konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan

Menulis


dalam teks tulis monolog

yang berbentuk

narrative, explanation,

dan discussion secara

akurat, lancar, dan





5.2 Merespons makna dan langkah retorika dalam

esai yang menggunakan ragam bahasa tulis secara

akurat, lancar, dan berterima dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan dalam teks


explanation, dan

discussion


dan langkah retorika

dalam teks monolog

dengan menggunakan

ragam bahasa tulis secara

akurat, lancar, dan


kehidupan sehari-hari dalam teks berbentuk

narrative, explanation, dan discussion

• Teks tulis berbentuk

narrative.

• Teks tulis

berbentuk explanation.

• Teks tulis berbentuk

discussion

D. Teaching Gerund

Teaching is only a part of education widely16

. Because education is a

guidance of individual growth wholly, individual growth with all variety

aspects, such as creation aspect, appetite aspect, etc. Ki Hadjar Dewantara said

that teaching is not only certainly education by transferring knowledge but

also giving skills to the children so that it can be useful for children’s life

physically and spiritually. Edward Anthony identified the conceptualization

and organization of teaching method into three levels: approach, method, and

5 Drs. Suwarno, ‘Pengantar Umum Pendidikan’, 4

th Edition, PT. Rineka Cipta, Jakarta : 1992.


technique17

. However, Richards said that the organization of teaching is

method containing approach, design, and procedure18

.

Teaching gerund process occurs at PRIMAGAMA Pisangan-Ciputat for

the students at twelfth grade in the first semester. It was taught to give such a

paradigm for the students that grammar not only talks about tenses but also

gerund. Before we discuss about gerund itself, firstly we have to know what

the verbal is. Why? Gerund itself includes the kinds of verbal such as; gerund,

participle, and infinitive19

. In this chapter, the writer just discusses about

gerund and a few commentaries about participle.

Verbals are formed from verbs and they may be modified by adverbs and

may have complements20. Example:

• All candidates are carefully vetted for security reasons (adverb).

• He became a politician of Republic Party at United States

(complement)21.

Verbal is a word formed from a verb that functions in a sentence as

another part of sentences22

. Example :

• Muffled noises awoke me (modifies the noun noises),

• Sleeping was impossible (subject of the sentence)

• I went to look you (modifies the verb went)

Verbals are those forms that occupy verb position also each item in a

group of auxiliary verb + main verb23. Example:

• You should do what your parents tell you (present time)

• You should have done what your parents told you (Past time)

6 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods in Language

Teaching’, Cambridge University Press. P.15.

7 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods….,p.15.

19

John E. Warriner, English Grammar and Composition, 3rd

Franklin Edition, Harcourt Brace

Jovanovich, Course publisher, 1982. p.40

9 John E. Warriner, English Grammar ....,p.40

10

AS Hornby, OXFORD Advanced Learner’s Dictionary, 6th

Edition, p. 228

11

Marjorie Farmer, Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand, Composition

and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.

12 Norman C. Stageberg, An Introducing English Grammar, 3rd Edition, printed in USA 1977,

p.221

From all definitions above, the writer gives a summary of verbals are

formed from either auxiliary verb + main verb or verb are modified by adverbs

or complements.

Gerund itself is the other word of verb-ing. Other says, the-ing form of a

verb (e.g., talking, playing understanding)24. On the site, english.plus.com is

said: Gerund is a verb ending in-ing and used as noun25

. Sports are often

referred to in gerund form, example: I like playing baseball. In the first

example: playing baseball is the gerund (the gerund playing is direct object

baseball). A gerund phrase is a noun phrase made up of a gerund phrase plus

any complements of the gerund plus any modifiers of either the complement

or the gerund26.

In linguistics, a gerund is a kind of verbal noun that exist in some

languages. It is assured by an opinion from Gorrel and Charlton Laird that

gerund is verbal when it’s used as a verbal noun27

. John E. Warriner added

that gerund is a verb form ending in-ing that’s used as a noun28. Marcella

Frank also added that gerunds are participial forms used in noun function29.

In today’s English, gerund can behave as a verb within a clause (so that, for

example, it may be modified by an adverb or have an object), but the clause as

a whole (sometimes consisting only of one word, the gerund) acts as a noun

within the longer sentence; example: ‘Editing this article is very easy”. Within

the clause ‘Editing this article’ the word ‘Editing’ behaves as a verb; in

particular the phrase ‘this article’ is the object of that verb. But the whole

clause ‘Editing this article’ acts as a noun within the sentence as a whole; it is

the subject of the verb ‘is’30

. John E. Warriner also assured that gerund could

13 Betty Schrampfer Azzar, ‘Understanding and Using English Grammar’, 2

nd Edition, p.150

14

http://englishplus.com/grammar/00000335.htm

15

http://englishplus.....

16

Gorrel and Charlton Laird, Modern English Handbook, 3rd

Edition, Prentice Hall, Inc. 1964,

p.102. 17

John E. Warriner, English Grammar …., p.42 18

Marcella frank, Modern English Exercises for Non-Native Speaker part 2, Prentice Hall, Inc.

1972, p.97

19

http://en.wikipedia.org/wiki/gerund.com

be a part of verb and a part of noun31

. It’s formed by adding-ing to the plain of

the verb. Like verb, gerunds may also be modified by adverbs and adverb

phrases as follows:

Example: Basking quietly in the sun my favorite summer pastime.

(The gerund basking used as subject of the sentence, is modified by the

adverb quietly and also by the adverbial phrase in the sun, which tell where).

Like nouns, gerunds may be modified by adjective and adjective phrase as

follows:

Example: We listened to the beautiful singing of the glee club.

(The adjective beautiful and the adjective phrase of the glee club modify

the gerund singing. Singing is used as the object of the preposition to).

After we know what the gerund is, now, the writer wants to give a few

commentaries about participle. It is done because the writer anticipates

occurring any misunderstanding the comprehension not only gerund but also

participle. Their forms are same that is verb-ing but they are different

syntactically.

Participle, according to John E. Warriner is a verb form used as an

adjective32

. The participle is part verb and part adjective. It might be called ‘a

verbal adjective’. Example:

a. Leaping the fence, the great cat surprised me. (Present participle)

b. Defeated teams should congratulate the winners. (Past participle)

c. Moving quickly, I intercepted the pass. (Present participle)

Note: Leaping is part verb because it carries the action of verb leap. It’s

also part adjective because it modifies the noun cat – leaping cat.

Defeated, formed from the verb defeat, modifies the noun teams.

Moving, formed from the verb move, modifies the pronoun I. Verb

forms used as adjective leaping, defeated, and moving are

participles.

There are two kinds of participle:

20 John E. Warriner, English Grammar ….p.42

21

John E. Warriner, English Grammar ….,p.42

1) Present participle: consists of the plain form of the verb plus-ing.

Example: - The crying baby hid under the table.

- Pointing at me, the teacher asked a question.

2) Past participle: usually consists of the plain form of the verb plus-d or

– ed. Others are irregularly formed.

Example: A peeled and sliced cucumber can be added to a garden salad.

(The past participle peeled and sliced modify the noun

cucumber).

- We will prosecute anyone caught trespassing on this property.

(The past participle caught modifies the noun anyone)

That’s all a few about participle (definition, kinds). But, we have to know

the differences between gerund and participle. Gorrel and Charlton Lair said:

• Gerund is verbal when it is used as a verbal noun.

Example: Walking is good exercise (as subject).

• Participle is verbal when it is used as a verbal modifier33

Example: Leaping the fence, the great cat surprised me (leaping

modifies the noun cat – leaping cat)

Shortly, the differences between gerund and participle (present participle)

are: gerund sentence is followed by verbal construction, but participle

sentence is followed by clause.

For adding information about gerund, it seems to be imperative if we know

the classification of gerund morpheme whether inflectional morpheme or

derivational morpheme.

Basically, morphemes are the smallest significant units of grammar34.

Morpheme fulfills two main functions in English. They are:

1) Derivational morpheme is a change the class of the word to which they are

attached35

. Muh. Farkhan said that derivational morphemes are any affixes

22 Gorrel and Charlthon Laird, Modern English…., p.102.

23 A.M. Zaenuri, Linguistics Revised Edition, 2003, p.30

24

DR. M. Farkhan, M.Pd., An Introduction to Linguistic, UIN Jakarta Press 2006, p.56

that are used to make new words of a different grammatical category from the

stem. Affixation involves both prefixation and suffixation:

un + speak + able > unspeakable

Commonly occurring prefixes are be-, de-, en-, hyper-, pre-, pro-, re-,

sub-, super-, and trans-. Prefixes alter meaning but do not always change the

function of the word to which they are prefixed. The table 2.2 below presents

the derivational morphemes;

Table 2.2

Derivational Morphemes

Prefix Free morpheme (Class) Result (Class)

Be-

De-

En-

Ex-

Hyper-

Witch (N)

Limit (V)

Rich (adj)

Terminate (V)

Market (N)

Bewitch (V)

Delimit (V)

Enrich (V)

Exterminate (V)

Hypermarket (N)

Source: Linguistics Revised Edition-Morpheme-Table of prefixation

Commonly occurring suffixes always change the class of the word to

which they are attached: beauty (N) + full (Adj). Derivational suffixes have

the characteristics36

:

a) The words with which derivational suffixes is an arbitrary matter.

To make a noun from the verb adorn we must add –ment;

adornment – whereas the verb fail combines only with – ure to

make a noun; failure.

b) In many cases, but not all, a derivational suffixes change the part of

the word to which it is added. Words ending in the morphemes

tend to be nouns as table 2.4 below:

Table 2.3

Derivational suffixes tends to be nouns

25 Norman C. Stageberg, An Introducing English ….,p.105

Suffix Free morpheme Result

a. …age

b. …an, …ian

c. …ance, …ence

d. …dom

e. …ery

f. …er

g. …hood

h. …ics

i. …ist

j. …ion, tion

k. …logy

l. …ment

m. …ness

n. …or

o. …ory

p. …ship

Break, sabot

Library, mathematic

Assist, confide

King, free

Bake, fish

Teach, run

Child, brother

Economy, athlete

Guitar, drama

Inform, relate

Bio, socio

Develop, govern

Silly, happy

Govern, operate

Labor, observe

Friend, hard

Breakage, sabotage

Librarian, mathematician

Assistance, confidence

Kingdom, freedom

Bakery, fishery

Teacher, runner

Childhood, brotherhood

Economics, athletics

Guitarist, dramatist

Information, relation

Biology, sociology

Development, government

Silliness, happiness

Governor, operator

Laboratory, observatory

Friendship, hardship

Source: SSC – Diklat 3 SMU IPS and Alumni, p.46

Words ending in the morphemes tend to be adjectives as table 2.4 below:

Table 2.4

Derivational suffixes tend to be adjectives


a. …able, …ible

b. …al

c. …ant, ent

d. …ful

e. …ic

f. …ish

g. …ive

Fashion, response

Magic, survive

Signify, differ

Peace, hand

Poet, romance

Child, girl

Act, construct

Fashionable, responsible

Magical, survival

Significant, different

Peaceful, handful

Poetic, romantic

Childish, girlish

Active, constructive


h. …less

i. …like

j. …ly

k. …ous

l. …y

Hope, tree

Child, god

Week year

Poison, danger

Dust, bush

Hopeless, treeless

Childlike, godlike

Weekly, yearly

Poisonous, dangerous

Dusty, bushy


Words ending in the morphemes tend to be verbs as table 2.5 below:

Table 2.5 Derivational suffixes tend to be verbs


a. …ate

b. …en

c. …fy, …ify

d. …ize

Stimulant, gyration

Dark, wide

Beauty, terrific

Computer, drama

Stimulate, gyrate

Darken, widen

Beautify, terrify

Computerize


Words ending in the morphemes tend to be adverbs as table 2.6 below:

Table 2.6

Derivational suffixes tend to be adverbs


a. …ly

b. …ward

c. …wise

Beauty, happy

Back, east

Cross, clock

Beautifully, happily

Backward, eastward

Crosswise, clockwise


2) Inflectional morpheme never involves a change of class. Muh. Farkhan

said that inflectional morphemes are any affixes that are used to

produce new words in a language, but do not change the class of the

word37

.

The inflectional suffixes have the characteristic:

a) They do not change the part of speech.

Example: sled, sleds (both Noun)

cough, coughed (both Verb)

cold, colder (both Adjective)

b) They come last in a word

Example: shortened, villainies, industrializing

c) They go with all stems of a given part of speech

Example: He eats, drinks, dreams, entertains, motivates

d) They do not pile up; only one ends a word

Example: flakes, working, higher, written

Inflectional affixes can be schematized as table 2.7 below:

Table 2.7 Inflectional affixes

No Suffix Example Name

1.

2.

3.

4.

5.

6.

7.

8.

(-S pl)

(-S ps)

(-S 3rd

)

(-ing vb)

(-D pt)

(-D pp)

(-ER cp)

(-EST sp)

Dogs, oxen

Boy’s

Vacates

Discussing

Chewed, rode

Chewed, chosen, swum

Bolder

Boldest

Noun plural

Noun possessive

Present 3rd

person singular

Present participle

Past tense

Past participle

Comparative degree

Superlative degree

Source: An Introducing English Grammar, p.103

After we look at the comparison between derivational morpheme and

inflectional morpheme, the writer took a summary about what morpheme

in the gerund included. According to the explanation above, the gerund

26 DR. M. Farkhan, M.Pd., An Introducing to ….,p.56

includes in inflectional morpheme. If we see from the table of derivational

morpheme, we can not find the information of gerund, otherwise, if we see

the table of inflectional morpheme, we can find one explanation at number

4 that is present participle. We have known that gerund and participle are

of the same verb-ing but they differ and only appear on syntactical case.

Teaching also may be defined as “showing or helping someone to learn

how to do something, giving instructions, guiding in the study of

something, providing with knowledge, causing to know or understand”

(Kimble and Garmezy 1963:133). According to Nathan Gate (1964:269),

teaching is guiding and facilitating learning, enabling the leaner to learn,

setting the conditions for learning.

From all definitions above, the writer gives a summary that teaching

gerund is ‘a guiding and facilitating, enabling the learner to learn, and

setting the condition for learning gerund.’

E. The Function of Gerund

Generally, the functions of gerund are as a subject, as an object, and as

a complement in sentences38

. However, the writer tried to give a summary

from many references about the function of gerund in order to be easily

understood by the reader.

1) Gerund as subject V-ING + Verb/Aux.V + Complement

Gerund as a subject is located at the beginning of sentence as follows:

• Smoking will ruin your health

• Reading newspaper becomes my daily habits

• Waiting too long makes her bored

2) Gerund as an object of transitive predicate after these words: practice,

deny, discuss (talk about), finish, avoid, postpone (put off), risk, enjoy,

27 Muhammad, 4 Jurus Lulus UAN / SPMB Bahasa Inggris, Liebe Book Press: 2005, p.70

mind, mention, admit, suggest, stop, consider (think about), appreciate,

delay, anticipate, keep (keep on), understand, fancy39

.

Examples:

• I enjoy reading newspaper in the morning

• The committee wants to postpone having a meeting on Sunday

• Listen to me, “Just stop complaining!”

3) Gerund after preposition. Preposition + V-ING + complement

(in, on, of, for, about, by, besides, before, after, while)

Examples:

• Floretta is interested in getting a job in foreign company

• Sophia and Sonia are talking about getting a good job in a hotel

• Before going to campus, Rezha eats a big breakfast.

4) Gerund after Verb with preposition to

GETOL 3BE + V-ING. These words can be identified as following:

GE = Get use to (terbiasa) BE = Be used to (terbiasa)

T = Take to (menyukai) BE = Be accustomed to (terbiasa)

O = Object to (berkeberatan) BE = Be averse to (menolak)40

L = Look Forward to (menunggu-nuggu)

Examples:

• Mary is used to going to bed late at night

• Farida does not object to having lunch with me

• I’m looking forward to hearing your report soon.

5) Gerund after Possessive adjective (My, Your, His, Her, Our, Their)

Possessive adj. = V-ING = Complement

Examples:

28 Betty Schrampfer Azar, Understanding and Using English Grammar 2

nd Edition, Prentice

Hall, Inc.:1989, p.154.

29 Lembaga Pendidikan PRIMAGAMA, Metode Smart Solution Bahasa Inggris, Yogyakarta:

Andi, 2003, p.34.

• I would like to thank four your coming to my party

• Mary was very happy because of my bringing some apples for her

• I can not read her writing clearly.

6) Gerund after ‘GO’ (for certain idiomatic expressions about activities)41

.

GO + V-ING + Complement

Common expressions with GO + V-ING :

Go bird watching Go hiking Go sightseeing

Go boating Go hunting Go skating

Go bowling Go jogging Go skiing

Go camping Go mountain climbing Go sledding

Go canoeing Go running Go tobogganing

Go dancing Go sailing Go window shopping42

Go fishing Go shopping

Examples:

• Would you like to go sightseeing with me?

• Rezha and Oshin want to go shopping this afternoon

• We plan to go hunting next weekend

F. Approach, Method, and Strategy

Teaching learning English itself can not separate with approach, method,

and strategy. Why? Because the teacher here before transfers a knowledge to

the students, he or she should make a preparation likes a lesson plan. In lesson

plan’s contents, the teacher includes any approach about how the teacher can

make the students’ interest in their study. The teacher also determines about

what method does proper for the students in their learning activity. And

strategy, it talks about what strategy does teacher use to make the teaching

learning goals can be achieved.

30 Betty Schrampfer Azar, Fundamentals of English Grammar, 2nd Edition. p.250.

31

Betty Schrampfer Azar, Fundamentals of….,p.156.

According to Anthony’s model, approach is the level at which assumptions

and beliefs about language and language learning are specified; method is the

level at which theory is put into practice and at which choices are made about

the particular skills to be taught, the content to be taught, and the order in

which the content will be presented, and strategy is a specific ‘attacks’ that we

make on a given problem. It is the moment by moment techniques that we

employ to solve ‘problems’ posed by second language input and output. And

for the information, strategy has two types learning strategy and

communication strategy in the field of second language acquisition.

The writer here took notes from the tentors (particular calling for teacher in

PRIMAGAMA) that they are also demanded for his or her preparation before

giving the material to the students well organized. In strategy, the tentor are

hoped to use any proper strategy in giving the material. Moreover,

PRIMAGAMA has a popular method that is smart solution method. Now, the

writer would like to describe about smart solution method specifically.

1. Smart solution method

SMART Solution Method itself is related with teaching method

of PRIMAGAMA Education Tuition which is called Smart Solution.

According to Supriyanto, SE (the Chief Academic of Center

PRIMAGAMA Yogyakarta-2006, also see appendix) the method itself has

just been declared since the early year of 2000 by an agreement/ deal from

all tutors (in Yogyakarta) that have a similarity both vision and mission.

Basically, SMART Solution Method is the improvisation method from the

“Practical Method” (Metode Rumus Praktis) that has been improved by

PRIMAGAMA since 1982 till the end of year 1999.

2. Definition of Smart Solution Method

The term of “SMART” itself refers to clever or intelligent43

. In

Grammar ‘SMART’ is included in Part of Speech of ‘adjective’. In

education aspect, ‘SMART’ is the same as the intelligence of student

(Intelligent Quotient) upper 120-150.

SMART itself stands for S = SIMPLE, M = MIND,

A = APPLICABLE, R = RATIONAL, T = TRICK44

.

As for further explanation, Simple is to make the learning and the

completion of many difficult questions/ problems able to be solved. Mind

is the understanding of materials and the completion of many questions/

problems by using the catchy formulations in mind.

Applicable is the using of catchy formulation that can be applied to

solve the problem in test easily. Rational is for the completion of

questions/ problem on test update curriculum. Trick is the problems which

can be solved fast and tactically.

In describing methods, the difference between a philosophy of language

teaching at the level of theory and principles, and a set of derived

procedures for teaching a language, is central. In attempt to clarify this

difference, the OXFORD Dictionary defines ‘method’ is A particular way

of doing something45

. Meanwhile, Edward Anthony proposed a scheme in

1963. He identified three levels of conceptualization and organization,

which he termed approach, method, and technique. The arrangement is

hierarchical. The organizational key is that techniques carry out a method

which is consistent with an approach.

According to Anthony’s model, approach is the level at which

assumptions and beliefs about language and language learning are

specified; method is the level at which theory is put into practice and at

which choices are made about the particular skills to be taught, the content

to be taught, and the order in which the content will be presented;

technique is the level at which classroom procedures are described.

32 AS Hornby, OXFORD Advance….,p.1221

33 Article, ‘Metode Smart Solution Terbukti Unggul’, 2004.

34

AS Hornby, OXFORD Advance….,p.740.

Although Anthony’s model proposal has the advantage of simplicity

and comprehensiveness and serves as a useful way of distinguishing the

relationship between underlying theoretical principles and the practices

derived from them, according to Richards it fails to give sufficient

attention to the nature of a method itself. Nothing is said about the role of

teachers and learners assumed in a method. It fails to account for how an

approach may be realized in a method, or for how method and technique

are related. Jack C. Richards in his book ‘Approach and Method in

Language Teaching’ wants to clarify and revise about the Anthony’s

model. He looks at the primary areas needing further clarification are,

using Anthony’s terms, method and technique. He said that approach and

method treated at the level of design, that level in which objectives,

syllabus, and content are determined, and in which the roles of teachers,

learners, and instructional materials are specified. He also recommended

that the implementation phase (the level of technique in Anthony’s model)

refers to by the slightly more comprehensive terms procedure. Thus, a

method is theoretically related to an approach, is organizationally

determined by a design, and is practically realized in procedure46

.

From the explanations above, the writer gives the definitions of

SMART Solution Method as ‘An overall plan containing approach,

design, and procedure which should be SMART (Simple, Mind, Applicable,

Rational, And Trick)

Smart solution method can be drawn as a symbol or trademark of

PRIMAGAMA Education Tuition such as in the following figure 2.1

below;

Figure 2.1

Symbol or trademark of Smart solution method

35 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,

Cambridge University Press: 1986, p.15-16.

Source: www.primagama.co.id

3. Language and Thought

The relationship between language and thought poses thorny issues and

questions. The issue at stake in child language acquisition is to determine

how thought affects language, how language affects thought. It will also

related with the tree domains aspects, such as cognitive domain, affective

domain, and psychometric domain. In recent curriculum that is School –

Level Curriculum (KTSP) those three domains aspect are very integratedly

needed to make the goals of teaching learning English is achieved.

Conceptually, Smart solution method here has fulfilled the aspect of

language learning domains. To complete the information about language

and thought and also the role of three domains aspect related with using

Smart solution method in teaching gerund, the writer would like to give

more information about them;

Left-and Right-Brain Functioning

SMART Solution Method is a method of learning which balances both

left-brain and right-brain47

. Dr. Marian Diamond (a neurological

specialist) has been doing both the research and the experiment of brain

for thirty years. Her summary is whatever ages you are from either birth or

death is possible for improving the capability of you mentality through the

environment’s stimulation. She also said that more stimulus of your brain

by both intellectual activity and environment’s interaction, it will be more

connections are formed by the cells48

.

The processes of left-brain are logical, sequential, linear, and rational.

These sides are so regular. However, in reality, it can do the interpretations

both abstract and symbolism. The thinking processes are related to regular

functions such as; verbal expression, writing, reading, auditoria association

(listening), placing both detail and fact (analyzing the information),

phonetics, and also symbolism (by the numbers-logical). Meanwhile, the

processes of right-brain are random, irregular, intuitive, and holistic. The

thinking processes are related to curious things that are nonverbal, such as;

feeling and emotion, self-awareness (personality and identity), spatial

awareness (need someone out there), knowing both shapes and patterns,

music, art, color sensitivity, creativity and visualization49

.

Each of two brain clefts is responsible for their different thinking and

majoring on their particular skills, though the intersection of brain recesses

really happens. It can be visualized in the following figure 2.2 as follows:

Figure 2.2

Two Brain Clefts

36 Akademik PRIMAGAMA Yogyakarta, Articles, ‘Konsep Pengajaran R.E.C’.2004.

37

Bobby de Porter and Mike Hernacki, Quantum Learning: Membiasakan Belajar Nyaman &

Menyenangkan, Bandung: Kaufa 2005, p.36.

38

Bobby de Porter and Mike Hernacki, Quantum Learning….,p.36.

Source: Quantum Learning, p.39.

Some scholars have singled out the lateralization of the brain as the key

to answer such a question. There is evidence in neurological (brain)

research that as the human brain matures certain functions are assigned or

‘lateralized’ to the left hemisphere of the brain and certain other functions

to the right hemisphere. Intellectual, logical, and analytic functions appear

to be largely located in the left hemisphere while the right hemisphere

controls functions related to emotional and social needs50. Moreover, the

left hemisphere is associated with logical, analytical thought, with

mathematical and linear processing of information. The right hemisphere

perceives and remembers visual, tactile, and auditory images; it is more

efficient in processing holistic, integrative, and emotional information51

.

Likewise, Professor Roger Sperry from California University said in his

research that left-brain functions are particularly designed for logical

aspects, sequences, analytical, mathematics, and producing language.

Right-brain functions are related to activities both active and innovative,

the ideas either abstract or imaginative.

While we can cite many differences between left- and right-brain

characteristic, it is important to remember that left and right hemisphere

operate together as a ‘team’. Through the corpus collosum, messages are

sent back and forth such that both hemispheres are involved in most of the

39

H. Douglas Brown, Principles of Language Learning and Teaching 3rd

Edition, San

Francisco University, p.53.

40

H. Douglas Brown, Principles of Language…., p.109.

neurological (brain) activity of the human brain. Most problem solving

involves the capacities of both hemispheres, and often the best solutions to

problems are those in which each hemisphere has participated optimally

(Danesi 1988).

For the detail information of left- and right- brain characteristics,

Torrance (1980) lists the following characteristics of left- and right-brain

dominance as table 2.8 below:

Table 2.8

Left and right brain characteristics

LEFT-BRAIN DOMINANCE RIGHT-BRAIN DOMINANCE

• Logical

• Remember names

• Responds to verbal instruction

• Experiments systematically and

with strong restrain

• Makes objective judgments

• Solid and structured

• Prefers published, certain

information

• Separation reader

• Reliance on language in

thinking and remembering

• Prefers writing objects

• Prefers multiple choice test

• Less free with feelings

• Bad at interpreting body

language

• Sometimes uses metaphors

• Favors logical problem solving

• Intuitive

• Remembers faces

• Responds to demonstrated,

illustrated or symbolic instructions

• Experiments randomly and with

less restraint

• Makes subjective judgments

• Fluid and spontaneous

• Prefers elusive, uncertain

information

• Synthesizing reader

• Reliance on images in thinking and

remembering

• Prefers open-ended questions

• More free with feelings

• Good at interpreting body

language

• Frequently uses metaphors

• Favors intuitive problem solving


Nevertheless, the left-/ right-brain construct helps to define another

useful learning style continuum, with implications for second language

learning and teaching. Danesi (1988), for example, uses ‘neurological

bimodality’ to analyze the way in which various language teaching

methods have failed: by appealing too strongly to left- brain processes,

past methods were inadequately stimulating important right- brain

processes in the language classroom. Krahen, Seliger, and Hartnett (1974)

found support for hypothesis that left-brain-dominant second language

learners preferred a deductive style of teaching, while right-brain-

dominant learners appeared to be more successful in an inductive

classroom environment. Stevick (1982) concluded that left-brain-dominant

second language learners are better at producing separate words, gathering

the specifics of language, carrying out sequences of sentences, and dealing

with abstraction, classification, labeling, and reorganizations. Right-brain-

dominant learners, on the other hand, appear to deal better the whole

images (not with reshuffling parts), with generalizations, with metaphors

and with emotional reactions and artistic expressions.

Right-Brain Dominant

Purdi E. Chandra, President of PRIMAGAMA Center in Yogyakarta

implied that PRIMAGAMA has a long time introduced and applied the

Smart Solution Method using the right brain dominantly for two decades

by the abstractive ways, instinctive, innovative, creative, and controlling of

emotion in learning since 1982. Using these ways it is believed to be able

to create the situation of learning fun and not boring.

It is assured by Hendra Hermawan, S.P. (The chief of PRIMAGAMA

Education Tuition Pisangan-Ciputat) through an interview with the writer

said that Smart Solution Method are:

a. The correlation of left brain processes: known – asked – to answer

b. Optimalization of right brain processes

c. The permanent formulations which can be justified: fast – accurate –

responsible. (also see appendix)

So, in this case the writer takes a conclusion that smart solution method

using not only the balances of left and right brain function but also

dominantly right brain function. But, how can the writer take that

conclusion? Last moment, the writer found the reason on the website that

Barbara Pytel told the characteristics of the right brain52

;

Right Brain Traits

Right brains are honored in eastern cultures more than western. They

are seen as less smart because of the manner in which they process

information. Rights do not go from Point A to Point B. Right brains do not

like to listen to directions and do not like to read them. They scan quickly

and figure out what to do without reading details. Reading directions

carefully is a detailed activity for the left-brain.

How Rights Learn

Rights think and learn in visual, kinesthetic and audio images. They

don’t memorize well and need to visualize a picture so they can recall the

facts. Abstract math is often not brain compatible. Their thoughts are

frequently in code and they may have bizarre images in night dreams

leaving them confused as to what they mean.

When right brains talk to you, they look at you while listening and

look away to the when answering a question. This is a brain shift from one

side to another. This is not a sign of fabrication. They are listening with

one side and now switch over for the response. They are not creating an

answer in an attempt to deceive.

Word Association

41 http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com

On a spelling test, aright brain hears the word “dog.” Their mind

wanders to the thought of the neighbor’s dog which barked most of the

night, that reminds them of the fact that neighbors are in the Bahamas,

which takes them to an island with palm trees and sandy beaches, which

reminds them that they need a bathing suit for this weekend, which

reminds them that they will need to take spending money… Teacher says,

“Word #7 is house.” Student raises hand and asks what word #6 was.

They’ve checked out for a while.

Rights Are Misunderstood

Right brains do not explain what they feel well and are misunderstood.

They think of one thing, say another because their brain has already moved

on to another thought. Unfortunately, their mouth is still moving. Rights

often do not realize may even deny saying it or argue they said something

else. Because they know what they “intended” to say, they are confused

when individuals state otherwise.

See the Big Picture

Rights brains do not like to jump through the hoops to get something done.

They also do not like to follow rules which do not make sense to them.

They see the big picture quickly and what you are asking them to do in

steps does not seem necessary because they are at the end of the process

already.

Right brains are non-judgmental and often have no opinion on many

topics. They can see both sides and are often seen as wishy washy or

lacking values. They see the whole person and are less likely to condemn a

person because of a flaw. They often have an interesting group of friends.

New Ideas

Right brains embrace new ideas. They are future thinkers and enjoy

introducing controversial ideas. They believe that everything is possible,

tend to be very creative, and do not see the pitfalls along the way. They

leave those little details to the lefts.

G. Issues of Smart Solution Method

1. Problem Solving Approach

When the necessity of student needs more varieties and the problems

also become more complex, education is claimed to create strong and smart

human resources either intellectually or emotionally. As a consequence, to

support a SMART Solution Method, in academic year 2003-2004

PRIMAGAMA Education Tuition has been focusing a student instructional

guidance and the most appropriate service is Problem Solving Approach.

Here the syllabus that has been improved by the office center department

academic of PRIMAGAMA Education Tuition:

1. Instructional Guidance

This is a guidance of instructional program for the student to

understand either the lessons or the ways to study better.

2. Educational Guidance

This program is aimed at consulting and giving explanation about the

ways, the goals, and the policies of education comprehensive. Like the

further information about junior or senior high school, university, and

majors election.

3. Personal Guidance

This program is to help student on their private matters53

. These

problems might be caused by student disability to adapt themselves

with the aspects of personality growth, family, friendship, and

circumstance.

42 Akademik PRIMAGAMA Yogyakarta, Articles:What is Problem Solving?’ published in

2004

2. The implementation of Remedial, Enrichment, and Consulting (REC)

As the follow up from the Problem Solving approach, in the same

academic year 2003-2004, PRIMAGAMA Education Tuition has

developed a concept of teaching that is R.E.C. (Remedial, Enrichment,

Consulting).

1. Remedial

PRIMAGAMA gives the material to repeat, to add, and also to

complete all subjects in the school.

2. Enrichment

PRIMAGAMA gives the material as a review through the exercises of

daily examination, term examination, mid-test, final test (UAS),

National Test (UN), SPMB Test, and also distributes the ‘Try Out’ of

final and national test periodically.

3. Consulting

The consultation could be related to lesson’s problems, description of

higher education grade, problems of major election, even the problem

either private or physichological54

.

3. Extra Program of Smart Solution Method

SMART Solution is a method of learning balancing both left brain and

right brain55

. To support of Smart solution method itself, PRIMAGAMA

Education Tuition has an extra program that is Life Skill Education. Life

skill education as an extra program has the role especially to guide the

student on improving their as an additional program for students to supply

their knowledge, skill, and as a character building.

Life Skill Education as an extra program is the combination of skills,

emotional quotient, self-independent and leadership, teamwork. Here are

the programs of Life Skill Education:

40 Akademik PRIMAGAMA Yogyakarta, Articles: Konsep Pengajaran …..,2004. 41

Akademik PRIMAGAMA Yogyakarta, Articles:’Life Skill Education’ published in 2004

1. Achievement Motivation Training

To build an individual owning the High Achiever where the students

can understand their real selves (Who am I?).

2. Leadership for Student

To create the students’ character so that it will create leadership soul

and become a great student. In this program, the students are taught

provocation skill, instruction and motivation by an effective

communication.

3. Emotional Quotient

Daniel Goleman said that EQ has a big role about 80% in reaching a

successful of life. This program is really efficient for students to create

the harmonious relationship of each other. In addition, it could be

controlling, arranging, and setting their emotion kindly.

4. Entrepreneurship for Students

To build the sense of entrepreneurship for students by self-independent

and bravery to take a risk, this program will make the students use any

chances in any aspects and also be able to take the chances an useful

thing.

5. Quantum Learning and Accelerated Learning

The students are provided with the combination of learning between

auditoria, visual, and kinetic so that learning will be fun and comfort.

CHAPTER III

RESEARCH METHODOLOGY and RESEARCH FINDINGS

This chapter presents the description of the research method used in the study

and research findings. Research methodology consists of the research design, the

research instruments (interviewing, observation, and documentation), data and

source of data, the technique of data collecting, and the technique of data analysis.

Research findings consists of three kinds of data namely; data of teaching

procedure of using smart solution method in teaching gerund, data of the

advantage of using smart solution method, and data of using smart solution

method in teaching gerund is effective

1. Research Methodology

A. Research Design

The design of this study is descriptive design in qualitative form about

Using Smart solution method in teaching gerund at the twelfth grade of Senior

High School at PRIMAGAMA Pisangan-Ciputat. The writer did research at

PRIMAGAMA Pisangan-Ciputat twice on May 31st 2008 and November 25

th

2008 where located on Ruko Ciputat Indah Permai Blok E No.19. The

descriptive study is designed to obtain the current status of phenomena and is

directed toward determining the nature of situation as it exists at the time of

study that is in PRIMAGAMA Pisangan-Ciputat.

This study is aimed at describing about 1) the teaching procedure of Smart

Solution Method, 2) the advantages of using Smart Solution Method, 3) the

effectiveness of using Smart Solution Method in teaching gerund.

This study is called descriptive design in qualitative form because a

qualitative researcher, typically rely on four methods for gathering

information:

1. participation in the setting, it means naturalistic - not manipulating

situation, watch naturally occurring events, not controlling them.

2. direct observation, it means inductive - categories emerge from observing,

creation and exploration centered, theories emerge from data

3. in depth interviews, it means personal contact - share the experience, not

trying to be objective outsider

4. analysis of documents and materials; it means lots of detail, lots of

quotations

To avoid bias, the researcher tries to describe the real condition as

objectively as possible. He takes a position as outsider who sees the objective

condition of smart solution method in teching gerund without involving

himself as a member or English tentor (teacher’s calling) of PRIMAGAMA

Pisangan-Ciputat.

B. Research Instruments

The research instruments used for this study include interview, observation

sheet, and documentation of teaching-learning gerund process.

The interview guidelines consist of six guided questions about smart

solution method where the writer took an interview to Head of Branch Office

Primagama-Pisangan Ciputat and Head Academic of Center Primagama

Yogyakarta.

The observation sheet is used to observe the teaching – learning gerund

conducted by the English tentor in the classroom including English tentor’s

activity in the classroom, the book used by English teacher and students,

problems faced by English tentor in using Smart Solution Method in teaching

gerund, and the evaluation used by the English tentor.

Documentation is used to gain the data about teaching preparation made

by the English tentor. It can be gained by borrowing teaching preparation

made by the twelfth grade of English tentor and the data about English tentor’s

profile by borrowing PRIMAGAMA files.

C. Data and Source of Data

There were three kinds of data that used in this study; they are (1) teaching

procedure that using smart solution method, (2) the advantages of using smart

solution method, and (3) whether teaching gerund by using smart solution

really effective.

The data about the teaching procedure were made by the English tentor of

PRIMAGAMA Pisangan-Ciputat were derived from interviewing and

observation to answer the first research question, the data about the

advantages of using smart solution method were obtained from observation

and documentation to answer the second question of the research question, the

data about the effectiveness of using smart solution method in teaching gerund

were derived from the observation and documentation to answer the third

question of the research question.

Data was obtained from either students of twelfth grade at PRIMAGAMA

Pisangan-Ciputat or tentor. The writer took data from students by doing the

observation in the classroom about their handbook. And the writer also took

data from teacher by taking a documentation to check whether the tentor

prepare the lesson plan, material, etc. before they teach and also by

observation in the classroom live to the tentor about the teaching learning

activities during teaching the material of gerund by using smart solution

method, problems faced by English tentor when using Smart Solution Method

in teaching gerund, and the evaluation test used by the English tentor.

.

D. Technique of Data Collecting

Techniques of collecting data in this study were three kinds namely;

interview, observation, and documentation..

1. Interview

This technique was taken to obtain the data about smart solution itself.

The interview guidelines consist of six guided questions about smart

solution method where the writer took an interview to Head of Branch

Office Primagama-Pisangan Ciputat and Head Academic of Center

Primagama Yogyakarta.

2. Observation

Observation technique is the main technique in collecting the data about

using smart solution method in teaching gerund in the classroom and

problems faced the English tentor when using smart solution method in

teaching gerund. It was conducted three times for observing English

teaching – learning process is going on in the real English classroom

activities at the twelfth grade students of PRIMAGAMA Pisangan-Ciputat

from May 2008 – November 2008. In this case, the researcher acted as an

observer who observed the teaching – learning process without being

involved in the process because it was totally handled by a tentor. The

writer only gave such an evaluation test about gerund in the last session to

the tentor then the tentor distributed the evaluation test to the students.

3. Documentation

Documentation technique was also used to obtain the written data such as

the profile of English tentor and the teaching preparation made by the

English teacher. It was carried out by copying the English teacher’s

documentations about teaching preparation and the school files about

educational background of the English teacher, including format training

attended by them if needed.

F. Techniques of Data Analysis

The techniques of data analysis consist of data from interviewing, data from

observation, and data from documentation were analyzed in some steps as

bellows;

1. Data from Interview

The data gained from interview both Head of Branch Office

PRIMAGAMA Pisangan Ciputat and Head Academic of center

PRIMAGAMA Yogyakarta used to confirm about what smart solution method

it is. These data made the researcher more convinced what the advantage and

disadvantage of using smart solution method. If there were any differences,

the researcher asks the Head of Branch Office Primagama Pisangan-Ciputat

for clarification and the result of interview was used as the appropriate data.

The data were analyzed to answer the first and second research questions.

2. Data from Observation

The data analysis was conducted by arranging data obtained

systematically, this was done to make it easier for the researcher to write

the research report. Then the data were analyzed to answer the second and

third research questions.

3. Data from Documentation

The data obtained from documentation covered profile of English tentor

and teaching preparation made by tentor. The researcher analyzed whether the

English English teacher had the suitable educational background that is

graduated from the English department including format training attended by

them if needed. The researcher also analyzes how well was the teaching

preparation made by him. This data were used to answer the second and third

research question.

2. Research Findings

This chapter is used to answer all of the questions for this study. It consists of

three kinds of data namely; data of teaching procedure of using smart solution

method in teaching gerund, data of the advantage of using smart solution method,

and data of using smart solution method in teaching gerund is effective.

A. Data of teaching procedure of using smart solution method in teaching

gerund

The success of teaching and learning activities is decided from the teachers

who run it. One of the factors that teacher can run it smoothly is their

qualities. Teaching procedure was taken twice in two sessions Before the

writer describes about the teaching procedure of using smart solution method

in teaching gerund, the writer would like to present briefly the English tentor’s

profile at PRIMAGAMA Pisangan-Ciputat. There are two English tentors,

they are Miss.Mujiati, S.Pd and Miss. Rika Rostika. The table 3.1 below

shows about their personal information that will be determined their qualities

as an English tentor.

Table 3.1

The Data of English Tentor Qualification

No. Description Mujiati, S.Pd Rika Rostika

1. Age 24 22

2. Sex Female Female

3. Teacher Status Honor Honor

4. Latest Education S1 of UIN Syarif Hidayatullah

Jakarta 2006. Jurusan

Pendidikan Bahasa Inggris

Still study at UIN Syarif

Hidayatullah Jakarta. Jurusan

Pendidikan Bahasa Inggris, semester X

6. Teaching

experience

1 year 1 year

7. Teacher upgrading

that followed at

PRIMAGAMA

- -

Adapted from Academic of PRIMAGAMA Pisangan-Ciputat at Twelfth Grade

According to the latest curriculum 2006 (KTSP), teaching preparation that

must be done by the English teacher consists of four kinds namely, syllabus,

annual program, six months term program, and lesson plan. Based on the

documentation gained by the writer, he found only two kinds of teaching

preparation made by the English teacher. They are syllabus and lesson plan.

Unfortunately, for annual program and six months term program, the English

teacher had made them yet.

The description of lesson plan made by the English tentor will be

presented below. Meanwhile, for the syllabus, it can bee shown on the appendix.

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : PRIMAGAMA Pisangan-Ciputat Mata Pelajaran : Bahasa Inggris Kelas/Semester : XII/1 Standar Kompetensi : Membaca 5. Memahami makna teks fungsional pendek dan teks tulis

esai berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis

6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative, explanation, dan discussion secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

Kompetensi Dasar : 5.1 Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.2 Merespons makna dan langkah retorika dalam esai yang

menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, explanation, dan discussion

6.2.Mengungkapkan makna dan langkah retorika dalam teks

monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, explanation, dan discussion

.

Indikator : Menggunakan tata tulis dengan akurat Menulis teks yang diacak ke dalam teks dengan generic structure

yang tepat Menghasilkan tulisan berbentuk narrative Jenis Teks : Narrative teks Tema : The hare and the tortoise Aspek/Skill : Reading dan Writing Alokasi waktu : 4x45

I. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat : 1. Mengidentifikasi ide utama teks yang berbentuk narrative dengan cara

menjawab pertanyaan yang diberikan. 2. Mengidentifikasi informasi tertentu teks yang berbentuk dnarrative dengan

cara menjawab pertanyaan yang diberikan. 3. Mengidentifikasi informasi rinci teks yang berbentuk narrative dengan cara

menjawab pertanyaan yang diberikan. 4. Mengidentifikasi makna kata teks yang berbentuk narrative dengan cara

mencari sinonim dari kata yang diberikan. 5. Mengidentifikasi fungsi social teks dengan memilih jawaban yang paling

tepat 6. Mengidentifikasi langkah-langkah retorika teks dengan menentukan bagian

kalimat yang merupakan langkah retorika tertentu. 7. Menyusun kata acak menjadi kalimat yang padu. 8. Menyusun kalimat acak menjadi paragraph yang padu. 9. Menyusun paragraph acak menjadi teks yang padu 10. Menulis teks narrative dengan imperative gerund terkait dengan tema

II. Materi Pembelajaran

a. Teks narrative dengan tema the hare and tortoise b. Kosakata terkait tema : stop joking, running, c. Review noun phrase : a shady tree, sleeping hare

Action verb : prepared, met, ran Adverb : easily, steadily, slowly Adjective : very far, fast, near

d. Simple present tense and imperative (gerund) : stop joking, running e. Review social Function text : to entertain f. Review generic Structure text : Orientation, Complication, Resolution

III. Metoda Pembelajaran/Tehnik : Praktek IV. Langkah-Langkah Kegiatan Pertemuan 1 ( 31 Mei 2008 )

a. Kegiatan awal Tanya jawab berbagai hal untuk memotivasi siswa Siswa menjawab pertanyaan tentang binatang dalam dongeng. b. Kegiatan inti

1. Eliciting kosakata yang terkait tema/topic teks 2. Mengulangi penggunaan noun phrase, adjective phrase, adverbial phrase, imperative gerund 3. Mengulangi penggunaan fungsi gerund sebagai subject dan predicate imperative 4. Membahas simple past tense 5.Membahas penggunaan fungsi gerund

6.Guru memberikan daftar pertanyaan ke siswa tentang gerund berupa

pilihan ganda dan essay 7 Siswa diminta mengerjakan masing-masing untuk mengetahui kemampuan siswa dalam memahami materi gerund

c. Kegiatan penutup Refleksi Menyimpulkan materi pembelajaran Siswa diminta mengumpulkan kembali daftar soal tentang materi gerund berikut isiannya. Memberi PR terkait tata bahasa dan kosakata yang telah diberikan

Pertemuan 2 (25 November 2008)

a. Kegiatan awal Salam dan tegus sapa Membahas PR

b. Kegiatan inti 1. Mereview kosaka dan tata bahasa yang telah dipelajari 2. Guru memberikan daftar pertanyaan yang sama kembali seperti pertemuan pada sesi pertama ke siswa tentang gerund berupa pilihan ganda dan essay 3 Siswa diminta mengerjakan masing-masing untuk mengetahui kemampuan siswa dalam memahami materi gerund c Kegiatan penutup Refleksi

Siswa diminta mengumpulkan kembali daftar soal tentang materi gerund berikut isiannya.

III. Sumber Belajar

i. Buku Panduan PRIMAGAMA ii. Scrip Teks narative iii. Gambar-gambar yang relevan

IV. Penilaian Membaca

i. Tehnik : Tes tulis, ii. Bentuk instrument : Uraian iii. Contoh Instrument :

Read the flowing text carefully and answer the questions!

The hare and the tortoise

A tortoise one day met a hare. The hare said to the tortoise, “My, my, you move so slowly, my friend. You will never get far!”. The tortoise felt upset and she said to the hare, “Let’s have a race and see who is faster.” Running together with you is very exciting. The hare laughed and said, “Listen to me and stop joking! But all right, we’ll see who reaches the other side of the hill first”. Then, the tortoise and the hare stood at the starting line. They prepared to start the race. Soon the race began and the hare run very fast. The hare left the tortoise far behind. Then, the hare stopped to wait for the tortoise to come long. He waited and waited till he felt sleepy. “I can take a nap for a while. She’s still very far behind me, “he thought. “Even if she catches up with me, I can easily win the race.” So he lay down under a shady tree and closed his eyes. When the tortoise passed the sleeping hare, she walked on slowly but steadily. By the time the hare woke up, the tortoise was near the finishing line. He ran fast as he could, but he could not catch up with the tortoise.

V. Pedoman Penilaian 1. Rubrik terlampir

Jakarta,................................ 2008

Mengetahui, Kepala Cabang PRIMAGAMA English tentor, Pisangan-Ciputat

Hendra Hermawan, S.P. Mujiati, S.Pd

Adapted from Twelfth Grade English tentor’s Documentation

Based on the lesson plan presented previously, it can be seen that the lesson

plane made by the English teacher has fulfilled the good criteria of lesson plan

based on KTSP. It consisted of lesson subject, institution, time alocation, class,

topic, academic year, competence standard, based competence, indicator, learning

purpose, learning material, learning method, learning activities, learning source,

and evaluation technique. But there was the difference, the teacher made one

lesson plan for the two meetings.

Unfortunately, the syllabus made by the english teacher was not original

because it was taken from the curriculum Ministrial of National Educational

(DIKNAS). It was a proof that the PRIMAGAMA does not have any original

curriculum, PRIMAGAMA just adapt that curriculum and make it harmony with

the moral mission of PRIMAGAMA that is To participate on educating of

Indonesian students ethically. So the writer concluded that PRIMAGAMA still

poor on its own curriculum.

2. Data of the advantage of Using Smart solution method

a. Problems

From data description above, the writer gives some analyses; they are:

1. Students are still not absolutely sure or connect with their understanding,

exactly when the writer gave them an essay test. Sometimes, they still

need many times to think the answer or to find the answer. Clearly, they

still need any times to solve the problems in essay test.

2. Students still feel so seriously during the test. And it is still not match

with the function of Smart Solution Method exactly in using right

brain process. So it could be a big effect for them in solving such a

test.

3. The writer found any problems especially coming from the students as

participant. The writer can not take any guarantee for their attendance

100 percent in the classroom.

b. Advantages

From description data above, the writer extremely believes that Smart

Solution could be one solution of English teaching method in Indonesia.

In case of multiple choice tests, using Smart Solution Method is very

effective and efficient than any others. They can answer easily many

questions in multiple choice tests so it could be absolutely effective and

efficient in time.

Adapted from Twelfth Grade students observation at PRIMAGAMA Pisangan -Ciputat

3. Data of using smart solution method is effective

The writer did this research on May 31st 2008. Before the activity of

teaching gerund is begun, the writer gave the question sheet (see on the

appendix) about gerund to Miss Mujiati, S.Pd as an English tentor, then she

delivered it to the students. This activity was handled by Miss Mujiati, S.Pd.

and followed by twelve students. Here is the result that can be presented in the

table 3.2 below:

Table 3.2

The Result of Using Smart solution method in teaching gerund

(First session on May 31st 2008)

Numbers of True Number of False

No

Names of Student Multiple

Choice Essays Total

Multiple

Choice Essays Total

1. Ferry Herdiansyah 9 3 12 1 2 3

2. Dimas 9 4 13 1 1 2

3 Racka 8 4 12 2 1 3

4 Ika Yuliandri 8 4 12 2 1 3

5 Friska Septiani 8 5 13 1 1 2

6 Sulistia 9 5 14 1 0 1

7 Indah Permata Sari 9 5 14 1 0 1

8 Wildan Nugroho 7 4 11 3 1 4

9 Muh. Wahid 10 4 14 0 1 1

10 Meydina Kusumawati 9 5 14 1 0 1

11 Linda 8 5 13 2 0 2

12 Diana sari 8 4 12 2 1 3

Adapted from twelfth grade students of PRIMAGAMA Pisangan-Ciputat

We can see that the comparison the total numbers of true is still higher than

the total numbers of false. We also can see that the error of total numbers from

their answers only a few. The participants in this observation are absolutely

enthusiastic. The total numbers of participant should have twelve students and

nobody was absent in this observation.

The writer did this research again on November 25th 2008. Before the activity

of teaching gerund is begun, the writer gave the question sheet (see on the

appendix) about gerund to Miss Rika Rostika as an English tentor, then she

delivered it to the students. This activity was handled by Miss Rika Rostika and

followed by twelve students. Here is the result that can be presented in the table

3.3 below:

Table 3.3

The Result of Using Smart solution method in teaching gerund

(Second session on November 25th 2008)

Numbers of True Number of False

No

Names of Student Multiple

Choice Essays Total

Multiple

Choice Essays Total

1. Ferry Herdiansyah 10 4 14 0 1 1

2. Dimas 10 3 13 0 2 2

3 Racka 10 4 14 0 1 1

4 Ika Yuliandri 10 3 13 0 2 2

5 Friska Septiani 10 3 13 0 2 2

6 Sulistia 10 4 14 0 1 1

7 Indah Permata Sari 10 4 14 0 1 1

8 Wildan Nugroho 10 4 14 0 1 1

9 Muh. Wahid 10 4 14 0 1 1

10 Meydina Kusumawati 9 5 14 1 0 1

11 Linda 10 3 13 0 2 2

12 Diana sari 10 4 14 0 1 1

Adapted from twelfth grade students of PRIMAGAMA Pisangan-Ciputat

We can see that the comparison the total numbers of true is still higher than

the total numbers of false. We also can see that the error of total numbers from

their answers only a few. The participants in this observation are absolutely

enthusiastic. Moreover, there are some great scores’ changing from the total

number of true more significantly than the result of first observation. The total

numbers of participant should have twelve students and nobody was absent in this

observation.

CHAPTER IV

CONCLUSION AND SUGGESTION

In this chapter, the writer concludes the results of study based on the research

was done at PRIMAGAMA Pisangan-Ciputat and suggests for the English tentor

in particular and for PRIMAGAMA itself in general. It consists of conclusion and

suggestion.

A. Conclusion

Based on the research conducted by the writer, he concludes some points as

follows;

1. About teaching procedure using smart solution method

The teaching procedure of using smart solution method in teaching

gerund was good and has fulfilled the good criteria of lesson plan based on

KTSP curriculum and it has fulfilled the aspects of language learning

domains such as cognitive domain, affective domain, and psychometric

domain.

2. About the advantage of using Smart solution method

The advantage using Smart solution method was really effective and

efficient in time in case of multiple choice tests than any others and it

could be one alternative of English teaching method in Indonesia. But the

critic for PRIMAGAMA about the effect of using smart solution method

that smart solution method is not successful enough to make students

interested in joining in PRMAGAMA in general because we can know

from the result of students’ documentation that the total numbers of

student in the class does not fulfill the capacity of an ideal class. The

capacity of class ideally consists of fifteen students but the writer found

that the quota for class at PRIMAGAMA is still shortage of number.

3. About the using smart solution method in teaching gerund is effective

Unfortunately, using smart solution method in teaching gerund is more

effective only in kind of multiple choice tests than that of an essay type

and but it conducts with the form of UN Test that is multiple choice tests.

But the critic for using smart solution method that more effective in sense

of multiple choice tests that multiple choice tests could limit the students’

creativity in finding the true answer indirectly. Occasionally, a multiple

choice test could make the students’ prone to guessing if they didn’t know

the exact answer.

B. Suggestion

1. About the teaching procedure using smart solution method

The English tentors must give more attention to their lesson plan in

teaching procedure. The English tentors in particular must have their own

lesson plan not adapt merely from KTSP curriculum and PRIMAGAMA in

general should have also the own original curriculum.

2. About the advantage of using smart solution method

Smart solution method as a major product of PRIMAGAMA need to be

more introduced and acceptable not only intern but also extern as a method

of English teaching.

3. About using smart solution method is effective

Using smart solution method in teaching gerund need to be more

researched because the method should accomplish the problems ideally not

only in multiple choice tests but also in an essay test.

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INDEX

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