Research Proposal Quantitative

CHAPTER 1
INTRODUCTION
1.1. Background
Language is a media of people to exchange information in a
communication. In communicating, language can be represented through oral and
written information. This day, language is significant because it demands people
to master the competence in delivering ideas against the world that forces people
to communicate recently, especially communicating in target language like
English. Language has its properties because it owns many components. To
master a language, people need to learn the language components beside the
language skills itself. Some of components are important such as pronunciation,
vocabulary, and grammar of language which make people who learn it become
closer to the language. Consequently, they understand of how to produce a
language in such a way.
One of the language components is grammar. Grammar is the rule of a
language that must be followed by those who learn the target language like
English because it contains some of linguistic rules that very useful either in
writing or speaking even though actually some of people assume that grammar is
not too important in speaking. However, grammar is not only as a theory but it
must be practiced by people who learn a language.
Tense is one of derived parts of grammar in general. Tense is a
relationship between time and utterances, or in other words, it is an
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appropriateness of constructing a sentence based on the time. There are three
common tenses depending on the time division. They are present, past, and future
which get specified into sixteen tenses. Among the sixteen tenses, the simple
present tense is most commonly used in English.
Simple present tense is used to express habitual activity and general truth.
In the use of simple present tense, there are some factors must be concerned in
constructing a sentence because of the characteristics of simple present tense
itself. They are the verb use and the adverb use. These two things are why the
simple present tense is easy to identify if a sentence is simple present tense or not.
After conducting the preliminary observation to eighth grade students at
SMP Negeri 2 Donggala, the researcher found the difficulty in learning tenses
exactly simple present tense. According the English teacher there, the students
usually forget the use of simple present tense if they are tested on the later days.
Some students cannot answer if they were asked by the teacher with simple
present tense, and some of them look not confident to answer. To make sure the
problem, the researcher also interviewed the student about the difficulty of
comprehending simple present tense. They answered that they cannot remember
pattern the how to construct a sentence with simple present tense especially the
emphasis of the verb use in verbal sentence. Moreover, the researcher tried to ask
them a question in simple present tense form, but they looked hesitant and
confused to answer the researcher question.
Furhermore, in the Kurikulum 2013, English is not only taught as theory,
but also it must be practiced more in order that students must get involved actively
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in the process of learning. In addition, in the guided book that students use which
published by Kementrian Pendidikan dan Kebudayaan, it focuses on how students
produce the language practically. It is proved by there are so many conversations
and texts rather than theory on the book even though the theory taught in indirect
context actually. Then, in the syllabus of eighth grade of Junior High school that
used, it is mentioned that the students should be able to comprehend the language
components (grammar) exactly the use of simple present tense in monologue text
like descriptive text, and also in dialogue text like interpersonal conversation.
Based on the explanation of the researcher’s preliminary observation with
the teacher and students, it is also important to teach the tense use to students by
practicing because they need to learn actively the essence part of a language
(grammar) in order to be more comprehended to the a language. It is the reason
why the researcher chose the chain drill technique as the way to find out the
effectiveness in teaching simple present tense because it is not only appropriate to
the Kurikulum 2013 concept but also a language must be learned practically rather
than theoretically.
The chain drill technique, as the name “chain drill” is a technique of
drilling that done by following the line of students’ seats. A teacher asks a
question to students near him, and then the student answers the teacher and asks
back to students next to him by using the same pattern as the teacher’s question. It
concerns on how to teach grammar based on utterances through drilling and this
technique also synchronizes to the Kurikulum 2013 that aims to make students
become productive in classroom exactly in communication. Then, the good of this

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technique can make students aware grammatically. For instance, if a student does
any mistakes in making sentences, another student can correct it directly or even
the student itself so, the teacher only roles as the controller in classroom here to
lead the communication.
The researcher believes that the chain drill technique is effective to teach
simple present tense to eighth grade of SMP Negeri 2 Donggala because some of
the reasons above are relatable each other.
1.2. Problem Statement
From the background stated above, the researcher question is formulated
as follows:
“Is the chain drill technique effective to teach simple present tense of eighth grade
at SMP Negeri 2 Donggala?”
1.3. Objective of Study
The purpose of this study is to find out “The effectiveness of chain drill
technique to teach simple present tense of eighth grade students at SMP Negeri 2
Donggala”.
1.4. Significance of Study
It is expected that the result of this research will give advantages
theoretically and practically in teaching Simple Present Tense.

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Theoretical Advantages:
a. To verify the previous theory dealing with the theories of Chain Drill
Technique in grammar teaching especially teaching Simple Present Tense.
b. To be used as a reference for the next researcher who will concentrate in
simple present tense and students’ participations in teaching learning process.
Practical Advantages:
a. As the information concerning about whether there is an effectiveness of
students in comprehending simple present tense and students’ participation in
teaching learning process through the chain drill technique.
b. As a help to teacher of English in finding an appropriate way to improve
students’ comprehension in learning simple present tense.
1.5. The Scope of Study
This study concerns with teaching grammar (simple present tense) by
using chain drill technique to the eighth grade students’ at SMP Negeri 2
Donggala. The aspect that the researcher focuses on is how students make a
sentence in be sentence (nominal, adjectival, and adverbial) and verbal sentence
appropriately by considering the components that become as the characteristics of
simple present tense especially in descriptive text. It is the use of simple present
tense with be and simple present tense with verb. Also, the study concern with
how students construct affirmative sentence, negative sentence, and interrogative
sentence in nominal, adjectival, adverbial, and verbal form.

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1.6. Operational Definition of Key Terms
An operational definition of key terms contains a definition that related to
the focus of study. There are several operational definitions of key terms that the
researcher uses in this study. The operational definitions of the key terms are as
follows:
a) Effectiveness is a measurement to see if the chain drill technique brings
improvement or not.
b) Comprehension is an ability of students to comprehend the simple present
tense.
c) Ability is a proficiency that improved through practicing or experience.
d) Chain drill technique is an activity that drills students to comprehend the
sentence pattern of simple present tense.
e) Technique is a way of doing an activity that derived from a method.

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CHAPTER 2
RELATED STUDIES, LITERATURE REVIEW, THEORETICAL

FRAMEWORK, AND HYPOTHESIS
2.1. Related Studies
There were previous studies which related to the drill technique in
teaching grammar. Prahlad Chandra Lamsal (2011) wrote his research entitled
“Effectiveness of Oral Drill in Teaching Grammar”. This research was carried
out at grade five students at Shree Satyawati Higher Secondary School, Damauli,
Tanahun. The objective of his research was to find out the effectiveness of oral
drill in teaching grammar. The researcher used the quasi-experimental by sorting
experimental and control group to compare at the end. Eventually, the result of
this research is that the oral drill was effective in teaching grammar.
Another previous study investigated the chain drill’s effectiveness in
teaching simple past tense. Siti Kurnia Abinur (2011) wrote her research which
was entitled “Developing Students' Ability in Simple Past Tense through Chain
Drill”. The objective of her research was to find out that the use of chain drill
technique could improve the students’ ability in using simple past tense. In
addition, the result of her research was that the use of chain drill technique could
develop the students’ comprehension in using simple past tense.
Based on those two previous studies, by looking at the effectiveness of
those drilling technique in teaching grammar, the researcher assumes the grammar
not merely can be taught orally even though the truth is grammar as a theory, but
also the grammar must be practiced especially the tenses because the student will
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be understood to the rule of language. Therefore, the researcher agrees that it
could be used in simple present tense.
2.2. Literature Review
2.2.1. Tense
Tense is a relationship between time and verb. Griffiths (2006:107) states,
“Tense is deictic because it locates events in relation to the time of utterance:
present (unmarked or with an –s suffix), past, and the variously marked future”.
Based on the statement, the researcher argues that tense is a main verb form which
refers to the time when an action or an event takes place. Moreover, he adds that
the adverb also roles importantly to indicate the time of action or event happen. It
is supported by Greenbaum and Quirk, (1990:47) which defines, “Tense is
grammatical category that is realized by verb inflection”. It means that the core of
tense is the verb because the time when an action or an event happens is indicated
by the verb inflection signs of present, past, and, future time.
Furthermore, the researcher adds that verb is not only used to mark tense,
but also used to mark aspect. It can be seen in Kennedy (2003:215) which states,
“An aspect is grammatical term to describe how a speaker looks at an action, state
or process from the point of view of the passing of time”. In other words, it means
that aspect is a part of grammatical component which refers to the way how the
time of the existing situation is viewed by person who utters. Moreover, Kennedy
(2003:215), continues: “Aspect is divided into two; they are perfect aspect and
progressive aspect. Perfect aspect is a grammatical term which is connecting with

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verb, and it is used to express whether the state or action which happens in the
past is completed or not at the present moment while progressive aspect is a
grammatical term which is connecting with verb and it is used to express a state or
an action is continuing”.
After reading the explanation about tense by those experts above, the
researcher sums up that verb indicates the time of tense. Tense is also to mark
aspect. The distinction both of them is that tense is about time of situation occurs
while aspect means the way how the time of situation based on the point of view
of person.
2.2.2 Simple Present Tense
Simple present tense is one of the tenses which used to express habitual
activity and general statement of the fact. Simple present tense has been defined
by some experts as follow: As explained in Murphy (1985), the researcher implies
that the use present simple to talk about things in general such as something
happens regularly or repeatedly and something is about fact. Moreover, it is added
by Azar (1999) that the simple present expresses event or situation that exists
always, usually, habitually; it exists now, has existed in the past, and probably
will exist in future”.
In the end, the researcher concludes that the simple present tense is a tense
which expresses the situation if the things that happen regularly and it also can be
used to talk about general truth, For instance:
(1) a. I get up at 6 o’clock every morning.

b. He goes to school by bicycle every day.
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c. A fish lives in water.

d. I am a student of SMP Negeri 2 Donggala.
e. We are diligent.
f. Dennis is sick.
g. They are in the laboratory.
h. My mother is in the kitchen.
The examples (1a and 1b) are cases of simple present tense which
expresses the situation that happens regularly because the context of the sentence
shows a habitual activity but it is also emphasized by the use of adverb of time
‘every’ that means the situation happens regularly while examples (1c and 1d) are
cases of simple present tense which expresses the general truth because the
context of the sentence shows a fact that known by people generally. However
examples (1e and 1f) are adjective sentence in which it is to express adjectival,
and the examples (1g and 1h) are adverb sentence in which it is to express
adverbial.
2.2.3. The Form of Simple Present Tense
Simple present tense is divided into two forms, they are simple present
tense with be and simple present with other verbs (verbal sentence). In simple
present tense with be, the main verb of the sentence is be (is, am, and are) while
in simple present tense with the other verbs, the main verb of sentence is
infinitive without to.
Moreover, in forming simple present tense with be and other verbs, the
subject of the simple present tense can be noun or pronoun. The subject of the
sentence can influence the verb in the sentence. In simple present tense with be,
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the subject I is used with to be am. Subject you, we, they, and plural nouns are
used with to be are. However, subject she, he, it or singular noun is used with to
be is.
In simple present tense with other verbs which use subject she, he, it, or
singular noun in affirmative form, the verb should be added by suffix -s/-es while
in negative and interrogative form, only the auxiliary verb of the sentence should
be infinitive + -s/-es, but the main verb keeps infinitive without suffixes. Then,
simple present tense which use subject I, you, we, they, and plural noun in
affirmative sentence, the verb do not need any change or suffix. However, in
negative and interrogative form, the auxiliary verb of the sentence is only
infinitive without suffixes.
2.2.3.1. Simple Present Tense in Sentence
Simple present tense with be is formed by be (am, are, is). The word be in
the sentences are the main verbs of the sentences. Based on Thomson and
Martinet (1980), the researcher affirms that to be as the verb is normally used to
give information of a person or thing and to express adjectival and adverbial.
Meanwhile, Simple present tense with verb is formed by infinitive. It is
used to express regular activity and a general truth. In addition, simple present
tense with verb is divided into some forms. They are affirmative, negative, and
interrogative form.
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1). Affirmative Form
In constructing simple present tense with be in affirmative form, the
position of be is after the subject and it must be followed by complement, but they
are in form of nominal, adjectival, and adverbial sentence. The previous
statement is supported by Azar (1999:20) that states, “There are three basic
completions for the sentence that begin with a subject + the verb be, they are a
noun, an adjective, and an expression of location”. Based on that statement the
researcher can make the pattern and example of simple present tense with be in
affirmative form. The pattern is Subject + Be + Complement.
Meanwhile, the verbal sentence has its own rules. It is emphasized by
Azar (1999:44) which states, “the verb after she, he, it, or, singular noun has a
suffix s/es”. Based on the statement, the researcher can formulate the pattern and
the examples of simple present with other verbs. The pattern is Subject + Verb
(s/es) + Complement
Based on the explanation of those experts about affirmative sentence
patterns, the research provides the examples as follow:
(2) a. Nominal Sentence

Subject + Be + Complement
I am a student (noun)
You are a student (noun)
He is a student (noun)
She is a student (noun)
Ichal is a student (noun)
We are students (noun)
They are students (noun)
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b. Adjectival Sentence
I am diligent (Adj.)
You are diligent (Adj.)
He is diligent (Adj.)
She is diligent (Adj.)
Ichal is diligent (Adj.)
We are diligent (Adj.)
They are diligent (Adj.)
c. Adverbial Sentence
I am at school (adv.)
You are at school (adv.)
He is at school (adv.)
She is at school (adv.)
Ichal is at school (adv.)
We are at school (adv.)
They are at school (adv.)
d. Verbal Sentence
Subject + Verb + Complement
I teach English
You teach English
He teaches English
She teaches English
Ichal teaches English
We teach English
They teach English
It can be justified from the examples above that in the example (2a, 2b,
and 2c) word I has function as subject of the sentence because I is first person
singular, the verb of the sentence should be am. Then, the verb of subjects you,
we, and they must be are because of plural pronoun. Subject he, she, and Ichal
must be is because of singular person. The phrase a student in (2a) is noun and its
function is complement because it gives information about the subject. In
example (2b), the word diligent is an adjective and has a function as

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complement because the word diligent describes the situation of the each subject.
Then, In example (2c) the phrase at school is a adverbial sentence because it
indicates the location or situation of the subject. Meanwhile, the example (2d) is a
verbal sentence. It can be seen from the transformation of the verb according to
the subject. Singular will be added suffix (s/es) except I, while plural is not added
with suffix.
2). Negative Form
In forming simple present tense with be in negative form is similar to form
simple present tense with be in affirmative form, the main verb of the sentence is
be and the position of be is after the subject. However, we have to put adverb
not after the main verb be. According to Suardi, Koentoro and Seputro (1986) as
the researcher cited, to state be in forming simple present tense in negative form,
we have to add adverb not after be. In addition, Azar (1999:8) also states, “Not
makes a sentence negative”. On the other hand, the adverb not sign that the
sentence is negative form. The pattern is Subject + Be + Not + Complement.
However, it prevails only to nominal, adjectival, and adverbial sentence.
Meanwhile, in verbal sentence, Azar (1999) states, “In negative form of
simple present tense with verbs, there is no suffix ‘–s’ on the main verb since the
suffix ‘–s’ is a part of ‘does’. Therefore, the researcher constructs the pattern of
simple present tense with other verbs in negative form. The pattern is Subject +
Aux. Do/Does + Not + Verb + Complement

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After seeing the statement by the experts, the researcher can formulate
pattern and some examples of simple present tense in negative form. The
examples of the sentence are provided below:

Subject + Be + Not + Complement
I am not a student (noun)
You are not a student (noun)
He is not a student (noun)
She is not a student (noun)
Ichal is not a student (noun)
We are not students (noun)
They are not students (noun)
I am not diligent (adj.)
You are not diligent (adj.)
He is not diligent (adj.)
She is not diligent (adj.)
Ichal is not diligent (adj.)
We are not diligent (adj.)
They are not diligent (adj.)
I am not at school (adv.)
You are not at school (adv.)
He is not at school (adv.)
She is not at school (adv.)
Ichal is not at school (adv.)
We are not at school (adv.)
They are not at school (adv.)
d. Verbal Sentence
Subject + Do/Does + Not + Verb + Complement
I do not teach English
You do not teach English
He does not teach English
She does not teach English
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Ichal does not teach English

We do not teach English
They do not teach English
All in all, the researcher concludes that all of the sentences are simple
present tense with be in negative form since it is marked by adverb not based on
the examples (3a, 3b, and 3c) above. Meanwhile, in example (3d), the researcher
concludes that only aux. Do/does is added with suffix –s/-es in negative sentences
and the main verbs do not change (infinite). Then, adverb not must be after the
aux. do/does.
3). Interrogative Form
In forming simple present tense with be interrogative yes/no question
form, the position of verb be is before the subject. This statement is similar to
Azar (1999:21), “In a question, ‘be’ comes in front of the subject”. In other words,
the researcher can make the pattern and the example of simple present tense with
be in interrogative yes/no question. The pattern is Be + Subject + Complement.
It also prevails to nominal, adjectival, and adverbial sentence. Then, the sentence
ends with question mark ‘?’.
Meanwhile, in verbal sentence, the auxiliary do or does come before the
subject. Then, the subject is followed by the main verb. The researcher explains
based on Azar (1999) that the pattern of interrogative yes/no question is Do/Does
+ Subject + Verb + Complement. Then it must be ended with question mark ‘?’.
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After seeing the statement by the experts, the researcher can formulate
pattern and some examples of simple present tense in interrogative form. The
examples of the sentence are provided below:

Be + Subject + Complement?
Am I a student (noun)?
Are you a student (noun)?
Is he a student (noun)?
Is she a student (noun)?
Is Ichal a student (noun)?
Are we students (noun)?
Are they students (noun)?
Am I diligent (Adj.)?
Are you diligent (Adj.)?
Is he diligent (Adj.)?
Is she diligent (Adj)?
Is Ichal diligent (Adj.)?
Are we diligent (Adj.)?
Are they diligent (Adj.)?
Am I at school (Adv.)?
Are you at school (Adv.)?
Is he at school (Adv.)?
Is she at school (Adv.)?
Is Ichal at school (Adv.)?
Are we at school (Adv.)?
Are they at school (Adv.)?
d. Verbal Sentence
Do/Does + Subject + Verb + Complement?
Do I teach English?
Do you teach English?
Does he teach English?
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Does she teach English?

Does Ichal teach English?
Do we teach English?
Do they teach English?
By looking at the examples above, the researcher notes that in forming
simple present tense in interrogative form, the position of be is in front of the
subject and it must be ended with question mark ‘?’. It can be seen that the
positions of am, is, and are in (4a, 4b, and 4c) initiate the interrogative sentences.
Meanwhile, in example (4d), the auxiliary do/does must be in front of the subject,
and the verbs are not added with suffix.
2.2.4. The Verb Spelling and Irregular Verb in Simple Present Tense
2.2.4.1. Verb Spelling
In forming a simple present tense with other verbs in third person
singular, we must add suffix –s/-es at the verb of the simple present tense.
Thomson and Martinet (1980) states that in forming simple present tense which
use third person singular as a subject, the verb should be added with suffix –s but
there is some exceptions for the irregular verbs, we form them with some ways.
Here is the spelling note:
1) Verbs which are ending by -ss, -ch, -x, and -o should be added by suffix –
es to form simple present tense which use third person singular as subject.
For example:
(5) a. I/You/We/They kiss, whereas He/She/It/Bella kisses.

b. I/You/We/They watch, whereas He/She/It/Bella watches.
c. I/You/We/They box, whereas He/She/It/Bella boxes.
d. I/You/We/They do, whereas He/She/It/Bella does.
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2) Verbs which are ending by –y and it is preceded by consonant, the letter y
should be changed into and added by suffix –es. For example:
(6) a. I/You/We/They cry, whereas He/She/It/Bella cries
3) Verbs which are ending by -y and it is preceded by vowel, they follow the
usual rule. For example:
(7) a. I/You/We/They obey, whereas He/She/It/Bella obeys.

b. I/You/We/They say, whereas He/She/It/Bella says.
Moreover, the previous statement is similar to Azar (1995) as the
researcher concludes that there are some rules to form the verb of third person
singular. The rules of verb in third person singular are provided below:
1) The Spelling Final Suffix –es
Some of verbs in English need to be added by suffix –es in order to form
simple present tense which uses third person singular as object. Those are the
verbs which are ending by -sh, -ch, -ss, and -x. The examples are provided in
following table:
Table 2.1 Spelling Final Suffix –es
Letter Verbs Suffixed Verbs

Ending
-sh push, brush, accomplish, pushes, brushes, accomplishes,
crash, and flash. crashes, and flashes.
-ch teach, match, reach, branch, teaches, matches, reaches,

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and punch. branches, and punches.
-ss kiss, bless, cross, guess, and kisses, blesses, crosses, guesses,
press. and presses.
-x mix, fix, box, relax, and mixes, fixes, boxes, relaxes, and
unbox. unboxes.
2) The Spelling Final Suffix –s/–es to Word Ending -y
In forming the verb of third person singular which is ended by -y and it is
preceded by a consonant, the letter y should be changed into i and the verb should
be added with suffix –es/-s. Nevertheless, if the verb of third person singular
which is ended by -y and preceded by vowel, the letter y will not change, and the
verb will be added with suffix –s. Here is the following table:
Table 2.2 Spelling Final Suffix –s/–es to Words Ending in Y
Letter
before Verbs Suffixed Verbs
Ending
–y
consonant cry, try, fly, reply, and cries, tries, flies, replies, and
. study. studies.
Vowel play, pay, enjoy, stay, and plays, pays, enjoys, stay, and
say. says.
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3) The Spelling Final Suffix –s
All of the verbs in English need to be added by suffix –s in order to create
a third person singular verb except all of the verbs ending. The example of some
verbs in English which need to be added by –s is provided in the following table:
Table 2.3 Spelling Final Suffix –s
Some
Verb Suffixed Verb
Consonant
Ending
-b rub, stab, grab, absorb, rubs, stabs, grabs, absorbs, and
and climb. climbs.
-p sleep, bump, chop, crop, sleeps, bumps, chops, crops,
and drop. and drops.
-t write, bite, ignite, writes, bites, ignites,
alliterate, and create. alliterates, and creates.
-v drive, give, dive, live, and drives, gives, dives, lives, and
believe. believes.
-f laugh, cough, brief, sniff, laughs, coughs, briefs, sniffs,
and buff. and buffs.
After seeing the previous rules of Azar (1995) and Martinet (1980), in
forming the verb of third person singular, the researcher noted that commonly, all
the verbs of third person singular should be added by suffix –s. However, there
are some exceptions, such as; if verbs ending by –y and preceded by consonant,
the letters y should be changed into i and the verbs have to be added by suffix –es.
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The similar principle occur when verbs are ending by sh, ch, ss, s, o, or x, but it
happens without the changing of letter y to letter i.
2.2.4.2. Irregular Singular Verbs (Have) and Be
Forming simple present tense in third person singular by using verb have
is different from other verbs. In this case, the verb is not only added by suffix –s/
–es since verb have include in irregular singular verb. As cited in Azar (1995), the
research sums up verb have has irregular form for third person singular, the
irregular form is provided below:
Have Has
For example:
(8) a. I/You/We/They have a book.

b. He/She/It/Bella has a book.
Based on examples above, the verb of the sentence in (8a) and (8b) has
different form because the subject of the sentences above is dissimilar. In (8a), the
subject you, we, and they are plural except I, but in (8b), the subject is third
person singular, he, she, it, or Bella. Therefore, the sentence must use has as verb
of irregular verb.
Besides the verb have, be also includes in irregular verb. The verb be does
not follow the standard pattern of ending the verb, that is why the verb be is not
involved in regular verb. According to Thomson and Martinet (1980:215), the
irregular forms of verb be has the irregular pattern in particular forms. They are
‘was’ in past form and ‘been’ in participle form.

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2.2.5. Adverb Used in Simple Present Tense
In forming simple present tense, we sometimes use some adverbs. There
are two kinds of adverb that are commonly used in simple present tense. They are
adverbial of frequency and time. For instance:
(9) a. I usually visit my grandmother house. (Adverb of Frequency).

b. We read one book every month. (Adverb of Time)
2.2.5.1. Adverbial of Frequency
In simple present tense, we use adverb of frequency to male clear how
often an action take place. According to Azar (1995:45) states that adverbs of
frequency which are often used in simple present tense are provided below:
Always 100%
Usually 99% - 90%
Often 90% - 75%
Sometimes 75% - 25%
Seldom 25% - 10%
Rarely 10% - 1%
Never 0%
Commonly, adverb of frequency in simple present tense has function to
modify the verb in the sentence. Azar (1995:46) states, “In constructing simple
present tense, the adverbial of frequency comes between the subject and the verb”.
For example:
(10) a. Bob always comes to class.

b. Bob usually comes to class.
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c. Bob never comes to class.

d. Bob rarely comes to class.
After seeing the examples (10a, 10b, 10c, and 10d) above, the researcher
notes that adverb of frequency in simple present tense comes before the verb. It
can be seen in some example above. The adverbs always, usually, never, and
rarely appear between the subject and the verb of each sentence.
In addition, in forming simple present with be, the position of adverbial of
frequency is different from simple present tense with other verbs. Adverb of
frequency always appears after be. The previous statement is similar to Murphy
(1985), “In forming simple present tense with be, we placed adverb of frequency
after be which has a function as the verb of the sentence”. For example:
(11) a. Tom is often late for the class.

b. Tom is sometimes late for the class.
Based on example (11a) and (11b), the researcher concludes that the
position of adverb of frequency in simple present tense with be is after be, it is
used to give information about the adjective in example (11a) and the adverb of
time in example (11b).
2.2.5.2. Adverbial of Time
The term adverbial of time is restricted to answer the question when.
Mas’ud (1992:18) on his book states, “Simple present sometimes is used with
adverbial of time”. Based on the statement, the researcher affirms that we

25
sometimes use adverb in forming simple present tense. Here are some adverbial of
time used in constructing simple present tense:
1. Early
2. Every day
3. At 7:00 a.m. / at 2:00 p.m.
4. In the morning
For example:
(12) a. I wake up early.

b. She goes to school every day.
c. I have breakfast at 7 a.m.
d. They brush their teeth in the morning.
After seeing the examples (12a, 12b, 12c, and 12c) above, the researcher
concludes that all sentences contain the adverbial of time. Furthermore, the
positions of adverbial of time are in the end of each sentence.
2.2.6. General Concept of Chain Drill
2.2.6.1. Definition of Drill
A drill is a classroom teaching technique that is used to practice new
language in a foreign language or second language learners. According to
Longman Dictionary (2002), “The meaning of drill is a technique commonly used
in older methods of language teaching particularly the audio-lingual methods and
used for practicing sounds and sentence patterns in a language based on guide
repetition or practice”. In addition, Richards (2002) states, “A drill which
practices some aspect of grammar or sentence formation is often known as pattern
practice”.
26
According to Brown (2001), “Drills offer students an opportunity to listen
and to orally repeat certain sounds or sentence pattern of language that may
contain linguistics difficulty, either about phonological or grammatical. They
allow one condition to focus on one element of language in a controlled activity.
They can help students to establish a good habit in target language and to
associate selected form with their appropriate context”.
After seeing the definition of some experts above, the researcher concludes
that a drill technique is a part of audio-lingual method that used to practice sounds
and sentence patterns in a language. It indicates that a drill technique can be also
practiced in grammar exactly sentence pattern. In addition, it helps student to
establish their habits to practice sounds or sentence pattern of a target language by
oral repetition.
2.2.6.2. Chain Drill Technique
Chain Drill is a technique that is commonly used by teacher to teach
speaking and sentence pattern in a target language. This technique involves the
teacher and students because they have to do a conversation by asking and
answering a question to and from each other. In teaching using chain drill, all
students have the same opportunity because they should continue information by
asking the same question.
As cited in Larsen-Freeman (2000), the researcher states that the rules of
chain drill activity are that a teacher prepares a question to the student nearest
with him. Then, the teacher greets and asks a question to particular student
27
(Student A). The student A will respond to the question. After that, the student A
takes turn to ask another student sitting next (student B) to him. At the end, the
last student directs greeting and asking questions back to the teacher. In addition,
the researcher adds that in this opportunity, the students’ pronunciation, grammar,
and vocabulary can be evaluated either by teacher or by other students.
A chain drill technique can control the communication among the students.
Either the teacher or students can correct themselves or their friend’s oral sentence
pattern. Any mistakes can be corrected directly as soon as possible. The chain drill
technique can also improve students’ listening and speaking ability because
students directly receive and produce the information from a given question even
though it also can be applied in writing.
2.2.6.3. The Procedure of Chain Drill Technique
The research justifies the procedure of applying chain drill technique in
classroom as cited in Larsen-Freeman book (2000) as follow:
1) A teacher begins the chain by greeting a particular student (student A) of a
group and asks him a question.
2) When the student A responds, the teacher asks the same question and
student A turns to the student B sitting next to him.
3) The student B greets and asks a question to the student C and the chain
continues.
28
4) After the all students finish asking and answering the same question, the
last student asks back to the teacher the same question and teacher must
respond the student who asks him back.
A chain drill allows some controlled communication, even though it is
limited. A chain drill also gives the teacher an opportunity to check each student’s
speech and the students do either.
After seeing the states of the expert above, the researcher concludes that
chain drill technique is useful by teacher to teach the sentence pattern of target
language because students will appropriately analyze the sentence pattern that
comes out either from teacher or another student as soon as possible. So, students
can correct themselves or another student if do any mistakes. In addition, the
researcher assumes that chain drill technique is fun because all students have same
opportunity to ask and answer the question which means all students have some
roles in classroom. However, chain drill technique also has some disadvantages
such as some students who know exactly the sentence pattern will be bored
because of the repetition and also this technique consumes much time.
2.2.7. Principle of Teaching Simple Present Tense with Chain Drill

Technique
In Buku Panduan Kurikulum 2013 (2013), the student must participative in
classroom while the teacher just roles as controller, to control activity of students,
and one of the basic components in Junior High School syllabus of eighth grade
which applied in Indonesia is that the student must be able understand the
29
language components in each material such as dialogue text (interpersonal
conversation) and monologue text (descriptive text). It means that grammar is one
of the language components which should be achieved. Therefore, the researcher
emphasizes that teaching grammar is appropriate to teach in Junior High School
level.
Grammar has role in spoken language because it makes utterance
comprehensible to other people who speak the same language and to form their
utterances, as O’Grady, et al. (1997:7) affirms, “Because of the use of language to
communicate a grammar, it follows that all speakers of a language must have
knowledge of its grammar”. It means that without grammar, it will be difficult to
understand what someone is saying.
Grammar gives the ability to people to understand the utterances made by
others and vice versa, to create their own utterances that are understandable to
other people. For the sake of simplicity, it is grammar that makes language exists.
O’Grady, et al., (1997:9) states, “A grammar makes possible the production and
comprehension of a potentially unlimited number of utterances because no
language can exist without a grammar”. Therefore, grammar is needed to practice
because it relates to the Skinner’s book (1957) in which he states, “It was thought
that the way to acquire the sentence pattern of the target language was through
conditioning-helping learners to respond correctly to stimuli through shaping and
reinforcement. Students could overcome the habits of their native language and
new habits required to be target language speakers”.

30
Then, to form students’ habit to understand grammar, the chain drill is
related to this. The chain drill technique is an oral-based approach that emphasizes
the done by repeated-drilling, and the application is that the students must actively
get involved in classroom. As explained in Larsen-Freeman’s book (2000) which
states that chain drill is a part of audio-lingual method in which drills students in
the use of grammatical patterns.
After seeing the explanation of some experts above, the researcher
concludes that Kurikulum 2013 obligates the students to understand language
components like grammar because it can be proved from basic competence in
syllabus of Junior High School that used in Indonesia. The researcher also agrees
that the chain drill technique is related to Kurikulum 2013 especially teaching
grammar (simple present tense) because teaching grammar must be conducted by
involving the student in the instructional activity not only being taught as theory
but also in practice in order to form grammatical awareness.
2.3. Theoretical Framework
In learning a target language, it is important to practice what to learn.
Language is how people communicate each other by exchanging information
either by oral communication or written text. People need to understand what
information they obtain or receive from a communication. Here, the essence of
communication is to create people become social beings especially in a target
language because they must speak to people who also understand the language. To
31
understand a language, the language itself consists of several language
components. One of the language components is grammar.
Grammar is a broad component that contains many rules. One of the rules
is the tenses. Tense is the time when a situation happens. In English, there are
three common tenses that always used. They are present, past, and future tense.
According to the theory of some experts, the verb of tense indicates the time of
tenses. However, the focus of the researcher here is only the use of present tense
exactly simple present tense.
According to some expert in literature review, simple present tense is
about the situation that based on the truth and the situation which repeated
regularly. Simple present tense cannot be separated with human life because it
covers the activity that happens every day and forces people to communicate
based on the truth. In addition, based on the theory in literature review, the simple
present tense has the significant forms. They are the use of appropriate verb,
subject, and adverb which construct a sentence accurately and grammatically.
Therefore, the researcher chooses the chain drill technique is the way to
make students comprehended the simple present tense. According to some theory
in literature review, it is good to practice students because the activity of the chain
drill itself involves the oral communication that makes students become actively
to participate in the classroom and to correct directly their grammatical sentence
patterns. Moreover, all students have the same opportunity to ask and answer as
the teacher does which means the activity of chain drill is done with student
centered learning in which a teacher roles as the facilitator that guides the
32
communication. Furthermore, the chain drill is a part of audio-lingual and drill
method that must give stimuli repeatedly through reinforcement as explained in
skinner’s theory about acquiring language.
The simple present tense and chain drill technique are related to the
Kurikulum 2013 because it covers that students should be able to comprehend the
language component like grammar exactly tense. Moreover, the chain drill
technique means the instructional activity involves student in the activity as the
Kurikulum 2013 inherently does. In contrast, this technique also has the
disadvantages such as time-consuming, limited communication, and feeling bored
because of repetition.
2.4. Hypothesis
Based on the problem statement, the researcher formulates the hypothesis
that the chain drill technique is effective in teaching simple present tense of eighth
grade students at SMP Negeri 2 Donggala.

33
CHAPTER 3
RESEARCH METHOD
3.1 Research Design
The research design in this study will be a quasi-experimental design. Ary,
et al (2010:316) states, “Quasi-experimental designs are similar to randomized
experimental designs in that they involve manipulation of an independent variable
but differ in that subjects are not randomly assigned to treatment groups”. This
quasi-experimental will be conducted in pre-test, treatment, and post-test. It will
aim to observe the teaching simple present tense through chain drill technique.
The subject of the research study will be divided into two groups; one
group as an experimental group, which get a treatment and the another group will
be given to both groups but only the experimental group will be taught through
chain drill technique. The presentation of this research design by Ary, et al
(2010:316) can be seen as follows:
O1 x O2
O3 O4
Symbols:
O1 : Pre-Test of Experimental Group

O2 : Post-Test of Experimental Group
O3 : Pre-Test of Control Group
O4 : Post-Test of Control Group
X : Treatment in Experimental Group
34
3.2. Population and Sample
3.2.1 Population
According to Cresswell (2005), he states that population is any group of
individuals who has the same characteristics. In this research study, the population
is the eighth grade students of SMP Negeri 2 Donggala which consists of 196
students which there are 89 men and 108 women. There contains seven classes.
They are 26 students in VIII A, 27 students in VIII B, 26 students in VIII C, 28
students in VIII D, 28 students in VIII E, 29 students in VIII F, 31 students in VIII
G.
3.2.2. Sample
The sample is two classes of population. In this research, the researcher
will use a purposive sampling technique to choose the sample. Cohen et, al.,
(2000:103) states in the purposive sampling, the researcher chooses the cases to be
included in the sample on the basis of their judgement of their typicality.
However, at SMP Negeri 2 Donggala, Both VIII A and VIII C have the same
problem in comprehending the simple present tense, so the researcher will choose
those classes based on the teacher recommendation. In conclusion, the researcher
decides VIII A as the experimental group and VIII C as the control group.
3.3. Research Variable
Each research study has its variables that influence each other. Ary,
Jacobs, and Razavieh (2002:34) define, “A variable is a construct or a

35
characteristic that can take on different values or scores”. A dependent variable is
the one influenced by an independent variable. Moreover, Creswell (2005) also
points out that a variable refers to a characteristic or attribute of an organization
that can be measured or observed and that varies among the people or
organization being studied.
In this research study, there are two variables namely independent variable
and dependent variable. The independent variable of this research study is chain
drill technique whereas the dependent variable is the comprehension of simple
present tense of eighth grade students. The researcher states that the chain drill
technique is as independent variable because it will be applied to improve the
students’ comprehension of simple present tense.
3.4. Research Instrument
This study will be eight meetings. The researcher will use test as
instrument. The test is used to collect the data and it will be tested by both
experimental group and control group. The researcher will use the test to both
groups in pre-test and post-test. For the test, the researcher will use the gap filling
test.
3.5. Technique of Data Collection
In collecting the data, the researcher will use the gap filling test that given
to students both in control group and experimental group. A pre-test will be given
to both experimental group and control group. Before doing the post-test toward
36
to the two groups, only the experimental group will be given a treatment by the
researcher and it will be conducted in six meetings. Subsequently, the post-test
will be given to the both groups. The post-test will be used as a measurement to
find out the effectiveness of chain drill in teaching simple present tense.
For testing students’ comprehension of simple present tense, gap filling
test is thought to work well in tests of grammar. Riga (2004) assumes that gap
filling is one of cloze test techniques. It is also known as rational cloze technique.
In this type of test, the teacher will delete several words or even a word from
sentence to sentence but not to distort the meaning or mislead the students. He
also argues that cloze test or gap filling could be successfully used for testing
grammar. Gap filling is more material based used to check students’ knowledge of
a particular topic.
. The type of test questions in both of pre-test and post-test are providing a
sentence with a deleted word (verb), and the students must fill the gap with
provided options, three options for nominal sentence, and just one infinitive
option for verbal sentence in which it can be suffixed or not. For the test items
scoring, the researcher will use the objective test scoring. As cited in Arikunto
(2012), the answer is scored 1 if it is correct and 0 if it is incorrect. He also
formulates the procedure of objective test scoring as follows:

𝒓
S=𝒏
Symbols:
S : Score of the test

r : Total of right answer
n : Total item
100 : Mixed number
37
Then, both in pre-test and post-test, the researcher also gives the writing
test to assess students’ performance on simple present tense in both pre-test and
post-test. However, to score the students’ written test results, the researcher uses
the rubric scoring, but it only focuses on the grammar. The scoring is as follows:
Table 3.1
Rating and Scoring of Pre-Test and Post-Test
No. Types of Test Score Description

1 Correct
I. Filling Gap
0 Incorrect
4 Very few grammatical or

agreement inaccuracies
3 Few grammatical inaccuracies but

not affect the meaning
II. Writing Sentence
2 Numerous grammatical or
1 Frequent grammatical or
Adapted from Brown (2007)
𝒐𝒃𝒕𝒂𝒊𝒏𝒆𝒅 𝒏𝒖𝒎𝒃𝒆𝒓
Score = 𝑥 100
𝒎𝒂𝒙𝒊𝒎𝒖𝒎 𝒏𝒖𝒎𝒃𝒆𝒓
3.5.1. Pre-Test
A test uses in colleting research data. This research will use pre-test and
post-test to find out the students’ achievement after getting the treatment. The test
is intended to find out the effectiveness of the treatment regarding to the teaching
of simple present tense by chain drill technique. The pre-test will be conducted at
the beginning of the meeting to know the prior knowledge of students.

38
3.5.2. Post-Test
The students will be given the post-test after conducting the treatment. In
this post-test, the same instruction will apply as the pre-test. It aims to measure the
comprehension of both groups as comparison in which whether the treatment
applied in experimental group will be effective or not.
3.6. Treatment
After the pre-test, the treatment will be applied in experimental group. The
researcher will be expected to find out the effectiveness of chain drill technique in
teaching simple present tense by applying the chain drill technique for six
meetings.
Table 3.2
Teaching Outline
Activities
Meeting Topic
Teacher Students
First ‘Be’ Sentence a. Dividing students a. Making groups in a
in into groups that do line or a circle.
Descriptive not contain more b. Paying attention to
Text (Animal) than 5 members. the teacher’s
b. Directing the instruction.
students to find out c. Continuing the
the purpose of this conversation from
technique. the teacher about

39
c. Opening the animal in ‘Be’
conversation by Sentence by using
asking a question the same form as
related to animal to teacher to the next
students by student sitting in
presenting the group.
question in ‘Be’ d. Make a correction if
Sentence. found a mistake.
d. Controlling the e. Giving feedback
students if the after class.
conversation is
limited.
e. Making a correction
if found a mistake.
f. Assessing students’
performances and
giving feedback.
Second Be Sentences a. Dividing students a. Making groups in a
Text (Daily than 5 members. teacher’s
Activity) b. Opening the instruction.
conversation by c. Continuing the

40
asking a question same form question
related to daily from the teacher by
activity with ‘Be’ using ‘Be’ Sentence
Sentence. to related to daily
students. activity friends in
c. Controlling the groups.
students if the d. Making a correction
conversation is if found a mistake.
limited. e. Giving feedback
d. Making a correction after class.
if found a mistake.
e. Assessing students’
performance and
giving feedback.
Third ‘Be’ Sentence a. Dividing students a. Making groups in a
Text (General than 5 members. teacher’s
Truth) b. Opening the instruction.
conversation by c. Continuing the
asking a question same question form
related to general from teacher related
truth with ‘Be’ to general truth by

41
Sentence to students. using ‘Be’ Sentence
c. Controlling the to friends in groups.
students if the d. Making a correction
conversation is if found a mistake.
limited. e. Giving feedback
d. Making a correction after class.
if found a mistake.
Assessing students’
performance and
giving feedback.
Fourth Verbal a. Dividing students a. Making groups in a
Sentences in into groups that do line or a circle.
Text (Animal) than 5 members. teacher’s
b. Directing the instruction.
students to know the c. Continuing the
instructional same question from
objectives. and answering it
c. Opening the related to animal
conversation by with verbal
asking a question sentence.
related to animal d. Making a correction
with verbal sentence if found a mistake.

42
to students. e. Giving feedback
d. Controlling the after class.
students if the
conversation is
limited.
e. Making a correction
if found a mistake.
f. Assessing students’
performance and
giving feedback.
Fifth Verbal a. Dividing students a. Making groups in a
Sentences into groups that do line or a circle.
with Verb in not contain more b. Paying attention to
Descriptive than 5 members. teacher explanation.
Text (Daily b. Opening the c. Continuing the
Activity) conversation by same question from
asking a question the teacher related
related to daily to daily activity with
activity with verbal verbal sentence and
sentence answering it from
c. Controlling the teacher to the
students if the students in groups.
conversation is d. Make a correction if

43
limited. found a mistake.
d. Making a correction e. Give feedback after
if found a mistake. class
performance and
giving feedback.
Sixth Verbal a. Dividing students a. Making groups in a
Sentences in into groups that do line or a circle.
Text (General than 5 members. teacher explanation.
Truth) b. Opening the c. Continuing the
conversation by same question from
asking a question teacher and it by
related to general using verbal
truth with verbal sentence to friends
sentence. in groups.
c. Controlling the d. Make a correction if
students if the found a mistake.
conversation is e. Giving the feedback
limited. after the treatment.
d. Making a correction
if found a mistake
44
performance and
giving feedback.
3.7. Technique of Data Analysis
The researcher will use simple statistical analysis when analyzing the data
and he will start the analysis by computing the students’ individual score both on
pre-test and post-test using the formula proposed by Arikunto (2010:307) as
follows:
𝑿
∑ = 𝑵 × 𝟏𝟎𝟎
Symbols:
∑ : Standard score
X : Sum of correct answer
N : Maximum score
100 : Mixed number
Next, after getting the students standard scores on the pre-test and the post-
test, the researcher will compute the mean score of each group using the formula
suggested by Arikunto (2010:313) below:
a) The formula for experimental group:
∑𝐱
Mx = 𝑵
b) The formula for control group:
∑𝐱
My = 𝑵
Symbols:
Mx = Mean Score of Deviation of Experimental Group

My = Mean Score of Deviation of Control Group
45
∑x = Sum Score of Experimental Group

∑y = Sum Score of Control Group
N = Number of Students
Then, the researcher will count the square deviation of each group using
the formula of Arikunto (2010: 312) as follows:
a) The formula for experimental group:
(∑x)2
∑ x2 = ∑ x 2 - 𝑁
b) The formula for control group:
(∑y)2
∑ y2 = ∑ y 2 - 𝑁
Last, the researcher will apply t-test formula to see the significant difference
between the result of pretest and posttest from both control group and
experimental group using Arikunto’s formula (2010: 311) as follows:
𝑴𝒙−𝑴𝒚
t= ∑x2 +∑y2 𝟏 𝟏
√( )( + )
𝑵𝒙+𝑵𝒚−𝟐 𝑵𝒙 𝑵𝒚
Symbols:
t = Significant Difference of Experimental Group and Control Group

Mx = Mean Score of Deviation of Experimental Group
My = Mean Score of Deviation of Control Group
∑x2 = Sum of Square of Deviation of Experimental Group
∑y2 = Sum of Square of Deviation of Control Group
Nx = Number of Students in Experimental Group
Ny = Number of Students in Control Group
46
3.8. Testing Hypothesis
To find out whether effective or not the chain drill technique to teach
simple present tense on eighth grade students at SMP Negeri 2 Donggala, the
researcher needs to state hypothesis testing by using the following criteria of
testing hypothesis as follows.
1. If the t-counted is higher or equal than t-table, it means that the hypothesis of
the research is applicable. It means the chain drill technique is effective in
teaching simple present tense.
2. If the t-counted is lower or than t-table it means that the hypothesis of the
research is rejected. It means that there is no significant influence to the
students’ achievement in simple present tense.

47
3.9. Research Schedule
In this part, the researcher will present his tentative research schedule
starts from the time he will do the writing proposal, and after that continuing to
the proposal seminar, collecting data which includes pre-test, treatment, and post-
test, analyzing the data, seminar of findings, writing journal, and skripsi
examination. The schedule will be applied in the year of 2018-2019. The schedule
is presented in a table as follows:
Table 3.3
Time Schedule of Research
November December January February March

No. Activities 2018 2018 2019 2019 2019
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Proposal
1 Writing
Proposal
2 Seminar
Proposal
3 Revision
Collecting
4 Data
Data
5 Analysis
Finding
6 Seminar
7 Journal
Skripsi
8 Examination
48
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A P P E N D I C E S
51
PRE-TEST
I. Fill the gaps with the correct tense or verb form of the verb in the brackets!
A. Simple Present Tense with Be
1. I ________ (am/is/are) a student of SMP Negeri 2 Donggala.
2. Carla ________ (am/is/are) not worried.
3. ________ (am/is/are) we the winner of the debate competition?
4. Tanjung Karang ________ (am/is/are) one of best places in this city.
5. ________ (am/is/are) Tony and Jacob in the kitchen?
B. Simple Present Tense with Verb
1. A Nurse ________ (work) at hospital.
2. My Sister and I ________ (do) not play mobile phone before sleep.
3. ________ (do) Martin know the name of our teachers?
4. He usually ________ (go) to school by her bicycle.
5. Dwiki ________ (have) a dog in his house.
II. Write five sentences to describe pet by using simple present tense!
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
52
ANSWER KEY OF PRE-TEST
1. am
2. is
3. are
4. is
5. are
1. works
2. do
3. does
4. goes
5. has
II. Write five sentences to describe pet by using simple present tense!
(Possible Answer)
1. I have a pet in my house
2. I have two cats with blue eyes
3. My cat’s fur is orange
4. My Dog is friendly with me
5. I love feeding my pet

53
POST-TEST
1. Mike Tyson and Muhammad Ali ________ (am/is/are) professional
boxers.
2. She ________ (am/is/are) not diligent.
3. ________ (am/is/are) I the smartest student in this class?
4. Jakarta ________ (am/is/are) the capital city of Indonesia.
5. The Policemen ________ (am/is/are) not at the office.
6. The Baby ________ (cry) every night.
7. A Taylor ________ (do) not wear a uniform in working.
8. ________ (do) Crocodile and Piranha eat vegetables?
9. Those people ________ (wear) black jackets at the concert.
10. Cinderella and Snow White ________ (have) pure hearts.
II. Write five sentences to describe a beautiful destination by using simple

present tense!
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
54
ANSWER KEY OF PRE-TEST
1. are
2. is
3. am
4. is
5. are
1. cries
2. does
3. do
4. wear
5. have
II. Write five sentences to describe a beautiful destination by using simple

present tense!
(Possible Answer)
1. Eiffel Tower is my favourite destination.
2. Tanjung Karang is the best destination in this city.
3. I like to visit a beautiful destination on holiday.
4. Candi Borobudur locates in Indonesia
5. My family loves to explore a new beautiful place.

55
LESSON PLAN 1
School : SMP Negeri 2 Donggala

Subject : English
Topic : Animal (be sentence)
Class/Semester : VIII/2
Time Allocation : 1 x 40 minutes
A. Core Competence
KI.1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI.2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI.3 Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI.4 Mengolah, menyaji, dan menalar dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/teori
B. Basic Competence and Indicators

Basic Competence Indicators
3.6 Menerapkan fungsi sosial,  Students should be able to
struktur teks, dan unsur identify the use of simple
kebahasaan teks interaksi present tense in descriptive text.
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta informasi
terkait keadaan/ tindakan/
kegiatan/ kejadian yang
dilakukan/ terjadi secara rutin
atau merupakan kebenaran
umum, sesuai dengan konteks
penggunaannya. (Perhatikan
unsur kebahasaan simple present
tense)
56
4.7 Menyusun teks interaksi  Students should be able to make

transaksional lisan dan tulis a sentence of descriptive text
sangat pendek dan sederhana orally and in written form by
yang melibatkan tindakan using simple present tense in
memberi dan meminta informasi form of be sentence
umum, dengan memperhatikan
fungsi sosial, struktur teks dan
unsur kebahasaan yang benar
dan sesuai konteks.
C. Instructional Objectives
 Students should be able to identify simple present sentence in form of be

sentence in descriptive text about animal.
 Students should be able to make a positive sentence, a negative sentence,
and interrogative sentence by using simple present tense in form of be
sentence by looking at a picture.
D. Instructional Material
Read these descriptive texts and underline the simple present tense with be
sentence!
(Text 1)
Elephant
Elephants are the heaviest land animals. They are also intelligent.
Most of them live in Africa and Asia, such as Lampung, Indonesia. They use
their long trunks almost like an arm, to put food and water in their mouths.
They eat grass and plants.

57
(Text 2)
Bears
Bears have thick fur coats to protect them from the cold. Most of
them are from northern parts of the world. They are large and powerful.
They have a good sense of smell. Some of them eat meat, and some of them
eat honey. In winter, some bears find a snug place to hibernate.
Language Features
Affirmative Sentence : S + V (to be) + Complement/Adverb
Negative Sentence : S + V (to be) + Not + Complement/Adverb
Interrogative Sentence : V (to be) + S + Complement/Adverb?
Make one simple present tense with be sentence based on the picture on the
book. After that each group must do a chain drill in front of the class! (e.g.
There is a kid at the zoo)
58
E. Instructional Method
Method : Drill Method

Technique : Chain Drill Technique
F. Learning Source
 Students’ guidebook “When English Rings A Bell”.

 Teacher’s Experience
G. Instructional Media
1. Powerpoint Presentation
2. Tools
- LCD Projector
- Board Marker
H. Instructional Steps.
1. Introduction
 Teacher leads students in good condition in class by checking the
cleanliness, students’ list and praying.
 Teacher motivates students to study seriously.
 Teacher informs students about the instructional objectives of material.
2. Core Activity
 Teacher asks things related to animal based on students’ prior knowledge
 Teacher explains the characteristics of descriptive text exactly the
language component (simple present tense).
 Teacher leads students to see the page on the guidebook.
 Teacher instructs students to identify and answer together the teacher’s
question.
 Teacher divides students into several groups which filled by five students.
 Teacher asks students to analyze a picture from the guidebook.
 Teacher asks students to come in front of class to do the chain drill based
on the picture.
 Teacher asks students to make a be sentence about animal in positive,
negative, and interrogative sentence in written form.
3. Closure
 Students conclude what have studied in class.
 Students give a feedback.
 Teacher gives information of next material.
59
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
No Students Total Score Desc.
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less
2. Maximum Score = number of aspects x score gained = 5 x 4 = 20
3. Affective Score = total score divided by maximum score and multiplies to

100 = 18 / 20 x 100 = 90
4. Score/Description:
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
00,00 – 25,00 = Less
60
b. Cognitive
 Technique: Test
Read this descriptive text and underline the simple present tense with
be sentence!
Cow
Cow is not a wild animal. It has four legs. It has two horns
on its head. Its body is brown in colour. It lives in a farm. Cow eats
grass and drinks water.
c. Psychomotor
 Technique: Written Test
Make two simple present tense sentences with be sentence by
observing animal in your surroundings!
 Students Performance
Writing Performance
Aspect of Writing Rating Description

4 Very few grammatical or agreement
inaccuracies
3 Few grammatical inaccuracies but not affect
Grammar the meaning
2 Numerous grammatical or agreement
inaccuracies
1 Frequent grammatical or agreement
inaccuracies
Rating Scale
No. Description Number

1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
61
Donggala, ................................
Headmaster Researcher
_______________ Muhammad Faizal

A 121 15 004
62
LESSON PLAN 2

Subject : English
Topic : Daily Activity (be sentence)
A. Core Competence




3.6 Menerapkan fungsi sosial, 1. Students should be able to
tense)
63
4.7 Menyusun teks interaksi 2. Students should be able to make

memberi dan meminta informasi form of be sentence
dan sesuai konteks.
1. Students should be able to identify simple present tense in form of be

sentence in descriptive text about someone’s daily activity.
2. Students should be able to make a positive sentence, a negative sentence,
sentence by looking at a picture about someone’s daily activity.
Read this descriptive text and underline the simple present tense with be
sentence!
My Father
My father is a doctor. He usually goes to hospital every day. His blue
motorcycle is the vehicle to reach there. He cures various diseases of his
patients. One of the ways is through the medicine. People are delighted with
him because of his kindness to help people.

64
Language Features
Make one simple present tense with be sentence based on the picture or
your parent daily activity on his jobs. After that each group must do a chain
drill in front of the class! Adds the adverb if necessary

F. Learning Source
 Source from Internet :Englishespresso.com

65
2. Tools
- LCD Projector
- Board Marker
1. Introduction
2. Core Activity
 Teacher asks things related to daily activity based on students’ prior
knowledge
question.
 Teacher asks students to analyze a picture
on the picture.
 Teacher asks students to make a ‘be’ sentence about daily activity in
positive, negative, and interrogative sentence in written form.
3. Closure
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
66
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less

100 = 18 / 20 x 100 = 90
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
00,00 – 25,00 = Less
b. Cognitive
 Technique: Test
be sentence!
My Mother
My mother is a teacher. She usually goes to school every day. She
teaches many students. Her purpose is to make students become smart.
However, she is a good teacher according to all students.

67
c. Psychomotor
Make one simple present tense with be sentence based on your

parents’ daily activity on their jobs!
Writing Performance

inaccuracies
Grammar the meaning
inaccuracies
inaccuracies
Rating Scale

1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
Donggala, ................................

A 121 15 004
68
LESSON PLAN 3

Subject : English
Topic : General Truth (be sentence)
A. Core Competence




tense)
69

memberi dan meminta informasi form of be sentence.
dan sesuai konteks.
1. Students should be able to identify simple present tense in form of be

sentence in descriptive text about general truth (Moon).
sentence by analyzing the general truth they know.
Read this descriptive text and underline the simple present tense with be
sentence!
Moon
Moon is the earth’s satellite which we often see in the night. The
Moon is the one place in our solar system where humans have visited. The
moon rises in the east and sets in the west. It moves toward the east in our
sky by about 12 degrees each day. The Moon is about 384,400 kilometers
from Earth. The Moon has a diameter of 2,000 miles which is like to 3,476
kilometers.
70
Language Features
Make one simple present tense with be sentence based on your experience
about general truth you know. After that each group must do a chain drill
in front of the class! Adds the adverb if necessary

F. Learning Source
 Source from Internet :planetforkid.org

2. Tools
- LCD Projector
- Board Marker
1. Introduction
2. Core Activity
 Teacher asks things related to general truth based on students’ prior
knowledge
71

question.
 Teacher asks students to analyze their environment to find out the general
truth.
on the picture.
 Teacher asks students to make a ‘be’ sentence about general truth in
3. Closure
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less

100 = 18 / 20 x 100 = 90
72
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
00,00 – 25,00 = Less
b. Cognitive
 Technique: Test
be sentence!
Earth
Earth is the third planet from the Sun in this solar system, and
that it is 12,756 kilometers (7,909 miles) in diameter. Someone else
might say that Earth is a fragile-looking blue, brown, and white sphere.
All of these descriptions are true; they are very different, however, from
the descriptions of Earth that someone living in the 1950s or earlier
would have given. we did not think about the planet as a whole.
c. Psychomotor
Make two simple present tense sentences with be sentence based on

your experience about general truth you know!
Writing Performance

inaccuracies
Grammar the meaning
inaccuracies
inaccuracies
73
Rating Scale

1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
Donggala, ................................

A 121 15 004
74
LESSON PLAN 4

Subject : English
Topic : Animal (verbal sentence)
A. Core Competence




tense)
75

memberi dan meminta informasi form of verbal sentence.
dan sesuai konteks.
1. Students should be able to identify simple present tense in form of verbal

sentence in descriptive text about animal
and interrogative sentence by using simple present tense in form of
verbal sentence based on the provided picture.
verbal sentences!
Tiger
Tigers are the biggest of all cats. They live in the grasslands and
forests. They stripped coat gives them good camouflage when they hunt.
They love meat to eat.
Language Features
Affirmative Sentence : S + V + Complement/Adverb
Negative Sentence : S + V + Not + Complement/Adverb

76
Interrogative Sentence : Aux. Do/Does + S + V + Complement/Adverb?
Make one simple present tense with verbal sentence based on the picture
provided by the teacher. After that each group must do a chain drill in front
of the class! (e.g. A lizard like to eat mosquito.)

F. Learning Source
 Guided Book “When Rings A Bell”

 Source from Internet : azbahasainggris.com
2. Tools
- LCD Projector
77
- Board Marker
1. Introduction
2. Core Activity
 Teacher asks things related to animal based on students’ prior knowledge
question.
 Teacher asks students to look at picture about animal’s food.
on the picture.
 Teacher asks students to make a verbal sentence about animal in positive,
negative, and interrogative sentence in written form.
3. Closure
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
78
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less

100 = 18 / 20 x 100 = 90
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
00,00 – 25,00 = Less
b. Cognitive
 Technique: Test
verbal sentences!
Monkey
Monkeys are clever mammals that can solve problems and hold
things in their hands. They live in groups called troops. Monkeys eat
plants, birds’ eggs, small animals, and insects. Most of them live in the
forest.
c. Psychomotor
Make one simple present tense with verbal sentence by using word
‘eat’ about animal!
79
Writing Performance

inaccuracies
Grammar the meaning
inaccuracies
inaccuracies
Rating Scale

1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
Donggala, ................................

A 121 15 004
80
LESSON PLAN 5

Subject : English
Topic : Daily Activity (verbal sentence)
A. Core Competence




tense)
81

dan sesuai konteks.
1. Students should be able to identify simple present tense in form of verbal

sentence in descriptive text about daily activity.
2. Students should be able to identify the adverb in descriptive text about
daily activity.
verbal sentence based on students’ daily activity.
verbal sentences and also the adverb!
My Daily Activity
My name is Salma. I am SMP student. I always get up at 5.00 in the

morning. I take a bath at 5.15 and get dressed at 5.35. Then I prepare my
school utensils. At 6.00 I have breakfast. Then at 6.15 I say good bye to
Mummy and Daddy. I go to school by bicycle.
The school starts at 7.15 and I go home at 1.20 pm. I have lunch at 2.00
pm. After that I take a nap until 3.00 pm. Then I do my homework. I take a
bath at 4.00 pm. After taking a bath I help my mother in the kitchen. We
cook our dinner.
I and my family have dinner at 6.30 pm in the evening. After I have

dinner I study my lesson for the next day. At 9.30 pm I say good night to my
Mummy and Daddy and go to bed. Before I sleep I turn off the lamp first.
82
Language Features
List your daily activity from waking up until sleeping again. Make one
simple present tense with verbal sentence based on your activity. After that
each group must do a chain drill in front of the class!

F. Learning Source

 Source from Internet : bahasainggris.co.id
2. Tools
- LCD Projector
- Board Marker
83
1. Introduction
2. Core Activity
 Teacher asks things related to daily activity based on students’ prior
knowledge
question.
 Teacher asks students to list their daily activity.
on the picture.
 Teacher asks students to make a verbal sentence about daily activity in
3. Closure
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
84
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less

100 = 18 / 20 x 100 = 90
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
00,00 – 25,00 = Less
b. Cognitive
 Technique: Test
verbal sentences and also the adverb!
My Daily Activity
Hello, my name is Rose alfrena. You can call me Rose. Here I

will tell about my daily activities every day except in saturday and
sunday. Well, I always wake up at 6 o’clock, then I wash my face in
wastafle and then I prepare a cup of coffee. I drink a cup of coffee in
the garden with reading a newspaper in order I can follow every hot
news in the world. Thirty minutes after I do it, I will prepare to take a
bth, I just need fifteen minute to take a bath. Then, at 7 o’clock I will
prepare to go to office by a taxi. I always work until 3 pm in the office,
Then usually I go hung out with my friends to drink an evening coffee.
At 6 pm, I go home and clean my room. At 7 pm, I take a bath then
prepare for dinner by myself, After it I usually watching television or
call my parents by phone, Then at 10 o’clock I prepare to sleep. I
always do those activities from monday until friday.
c. Psychomotor
List your daily activity from waking up until sleeping again. Make
one simple present tense with verbal sentence based on your activity!
85
Writing Performance

inaccuracies
Grammar the meaning
inaccuracies
inaccuracies
Rating Scale
1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
Donggala, ................................

A 121 15 004
86
LESSON PLAN 6

Subject : English
Topic : General Truth (verbal sentence)
A. Core Competence




tense)
87

dan sesuai konteks.
1. Students should be able to identify the verb of verbal sentence.

verbal sentence of general truth.
Read these sentences below and underline the verb of each sentence!
1. The earth turns 360º every day.
2. The moon and the earth orbit in the galaxy.
3. The land moves on plates.
4. The South Pole has strong winds.
5. Rain gives water to life.
Language Features

88
Make a sentence with verbal sentence by choosing these topics below. After
that, do the chain drill as teacher’s instruction!
a. Sun
b. Indonesia
c. Airplane
d. A Fireman
e. Tsunami

F. Learning Source

 Source from Internet : grammarquizzes.com
2. Tools
- LCD Projector
- Board Marker
1. Introduction
2. Core Activity
 Teacher asks things related to general truth based on students’ prior
knowledge
question.
 Teacher asks students to make a sentence with provided topic by teacher.
89
on the chosen topic.
 Teacher asks students to make a verbal sentence about general truth in
3. Closure
I. Evaluation
a. Affective
 Observation
Aspect of Behavior
PO DS CN RS TG
1. Soenarto 4 3 3 4 4 18 90 SB
2. ... ... ... ... ... ... ...
Symbols:
PO = Polite
DS = Discipline
CN = Confidence
RS = Responsiblity
TG = Togetherness
Notes:
1. Scales:
4 = Very Good
3 = Good
2 = Enough
1 = Less

100 = 18 / 20 x 100 = 90
75,01 – 100,00 = Very Good
50,01 – 75,00 = Good
25,01 – 50,00 = Enough
90
00,00 – 25,00 = Less
b. Cognitive
 Technique: Test
Read these sentences below and underline the verb of each sentence!
1. Water freezes at zero degree.
2. The Earth revolves around the Sun.
3. Fish lives in the water.
4. A week has seven days.
5. The average person breathes 21.600 times a day.
c. Psychomotor
Make two sentences with verbal sentence by choosing one of these

topics below!
a. Human
b. Vehicles
c. Nature
Writing Performance

inaccuracies
Grammar the meaning
inaccuracies
inaccuracies
Rating Scale
1. Very Good (A) 86-100
2. Good (B) 71-85
3. Enough (C) 56-70
4. Less (D) ≤ 55
91
Donggala, ................................

A 121 15 004

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CHAPTER 1

Language is a media of people to exchange information in a

communication. In communicating, language can be represented through oral and

written information. This day, language is significant because it demands people

to communicate recently, especially communicating in target language like

English. Language has its properties because it owns many components. To

language skills itself. Some of components are important such as pronunciation,

closer to the language. Consequently, they understand of how to produce a

language in such a way.

One of the language components is grammar. Grammar is the rule of a

must be practiced by people who learn a language.

Tense is one of derived parts of grammar in general. Tense is a

relationship between time and utterances, or in other words, it is an

appropriateness of constructing a sentence based on the time. There are three

present tense is most commonly used in English.

constructing a sentence because of the characteristics of simple present tense

After conducting the preliminary observation to eighth grade students at

confused to answer the researcher question.

Furhermore, in the Kurikulum 2013, English is not only taught as theory,

published by Kementrian Pendidikan dan Kebudayaan, it focuses on how students

produce the language practically. It is proved by there are so many conversations

Based on the explanation of the researcher’s preliminary observation with

(grammar) in order to be more comprehended to the a language. It is the reason

effectiveness in teaching simple present tense because it is not only appropriate to

The chain drill technique, as the name “chain drill” is a technique of

become productive in classroom exactly in communication. Then, the good of this

lead the communication.

the reasons above are relatable each other.

1.2. Problem Statement

From the background stated above, the researcher question is formulated

at SMP Negeri 2 Donggala?”

1.3. Objective of Study

1.4. Significance of Study

It is expected that the result of this research will give advantages

theoretically and practically in teaching Simple Present Tense.

Technique in grammar teaching especially teaching Simple Present Tense.

b. To be used as a reference for the next researcher who will concentrate in

simple present tense and students’ participations in teaching learning process.

a. As the information concerning about whether there is an effectiveness of

students in comprehending simple present tense and students’ participation in

teaching learning process through the chain drill technique.

b. As a help to teacher of English in finding an appropriate way to improve

students’ comprehension in learning simple present tense.

1.5. The Scope of Study

This study concerns with teaching grammar (simple present tense) by

sentence in be sentence (nominal, adjectival, and adverbial) and verbal sentence

appropriately by considering the components that become as the characteristics of

how students construct affirmative sentence, negative sentence, and interrogative

sentence in nominal, adjectival, adverbial, and verbal form.

1.6. Operational Definition of Key Terms

An operational definition of key terms contains a definition that related to

a) Effectiveness is a measurement to see if the chain drill technique brings

b) Comprehension is an ability of students to comprehend the simple present

c) Ability is a proficiency that improved through practicing or experience.

d) Chain drill technique is an activity that drills students to comprehend the

sentence pattern of simple present tense.

e) Technique is a way of doing an activity that derived from a method.

RELATED STUDIES, LITERATURE REVIEW, THEORETICAL

2.1. Related Studies

There were previous studies which related to the drill technique in

“Effectiveness of Oral Drill in Teaching Grammar”. This research was carried

drill in teaching grammar. The researcher used the quasi-experimental by sorting