Teaching Simple Past Tense and Present Perfect Tense to The Eight Graders of SMP N 22 Surakarta
Hanita Indriastuti - C9308030 - Fak. Sastra dan Seni Rupa
This final project is written based on the job training which has been done in SMPN 22 Surakarta for eight weeks. The writer had an opportunity to teach English lesson for the eight graders and focused on teaching grammar.
The objectives of this final project report are to describe the process of teaching Simple Past Tense and Present Perfect Tense and to discover the appropriate method/s in differentiating between the use of Simple Past Tense and Present Perfect Tense to the eight graders of SMP N 22 Surakarta.
The writer collected the data by observing the class, interviewing the school’s English teachers to get more information, and also conducting the teaching process to the eight graders.
The process started with teaching Simple Past Tense to the students. The writer used four steps in teaching Simple Past Tense, namely presentation, isolation and explanation, practice, and test. After finishing the process of teaching Simple Past Tense, the writer shifted to teaching Present Perfect Tense to the students. The writer used the same steps in teaching Present Perfect Tense, they were presentation, isolation and explanation, practice, and test.
The writer discovered that the students found difficulties in differentiating the use of Simple Past Tense and Present Perfect Tense in their daily life because the students considered that both of the tenses were used to tell the activity in the past.
Based on some considerations related to the students’ skills, the writer used deductive method to help the students overcome the problem. The method was also supported by the four steps, namely presentation, isolation and explanation, practice, and test so the lesson could be well-managed. The writer also provided exercises and they consisted of reading, listening, writing, and speaking. It was also found that the practices in form of writing activity is the most appropriate among the other activities because the students could apply the pattern of two tenses more easily in written form than others.