The Use Of Discovery Learning Strategy To Increase The Ability In Using Simple Past Tense Of The Eighth Grade Students Of SMP Negeri 1 Kupang In The School Year 2016/2017

MONE, Maria Petronela (2017) The Use Of Discovery Learning Strategy To Increase The Ability In Using Simple Past Tense Of The Eighth Grade Students Of SMP Negeri 1 Kupang In The School Year 2016/2017. Undergraduate thesis, Program Studi Pendidikan Bahasa Inggris.

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Abstract

This study is entitle “THE USE OF DISCOVERY LEARNING STRATEGY TO INCRESE THE ABILITY IN USING SIMPLE PAST TENSE OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 KUPANG IN THE SCHOOL YEAR 2016/2017”. It was conducted to answer the following questions: Can the use of Discovery Learning Strategy improve the ability in using simple past tense of the eighth grade students of SMP Negeri 1 Kupang? The objectives of the study is to find out whether or not the use of discovery learning strategy can improve the ability in using simple past tense in the school year 2016/2017. This study is a Classroom Action Research (CAR). It was conducted in two cycles consisting of planning, acting, observing, and reflecting. The instruments used to get the data are teaching activities in the two cycles which are analysis process and the pretest and posttest. The result of the process shows that the discovery learning strategy does help students to know the rules of the simple past tense and the test shows that it really confirms that this strategy does help, indicated by score. In the pre-test, the students’ ability in using simple past tense was fairly good (57.18) while in the post test cycle 1 it improved to good (72.81), and in the post test cycle 2 their ability in using simple past tense increased highly into very good (78,81). Based on the result above the writer would like to give some suggestions. Teacher is expected to use discovery learning strategy in learning grammar because it proved that this strategy can improve students’ ability in using simple past tense. While for the students, they are the main key of the success or not of the teaching and learning process in class. Students are expected to be more active to participate and open to tell their struggles because they are the main subject in learning process.

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