Learning English
in Pare is popular for Indonesian. Pare is called “Kampung Inggris” where English courses are located. The courses
provide various kinds of English subjects such as: speaking, listening,
writing, translation, pronunciation, and grammar, TOEFL, and IELTS programs.
Those are some courses which only focus only on providing grammatical and
structure. The other courses provide speaking and pronunciation classes. The
various kinds of English subjects are created by the owner of the course. The
courses are depending on the market demand. For the example, when the market
intends much in speaking classes, so lots of courses will open speaking classes
as many as possible. It is happening in peak season in June, July, August and December.
These months are mostly holiday. These are most popular months to go to Pare to
study English.
Mostly,
English courses provide the materials by their own. They specify and classify
the materials based on the needs. There isn’t any standardized curriculum or
syllabus for courses in Pare. As the example, Mahesa Institute Pare, is one of
course in Pare which has their own curriculum and syllabus for their own
classes. It is different from the other courses which apply dissimilar
curriculum and syllabus.
Mahesa
Institute Pare has many textbooks in each classe. As the example, the textbook
of Grammar I, textbook of Grammar II, textbook of Basic Speaking I, textbook of
Basic Speaking II, etc. The content of each textbook is designed to fit the
users or learners. The textbooks have to be applied in each class by the
teacher appropriately to achieve the objective of the textbook. Each textbook
has its own objective of the study based on syllabus.
In
this research, the researcher observes the grammar classes which consists of
the material needed. The research focuses on the topic of tenses. Tenses are
mostly taught in grammar classes. It happens not only in Mahesa Institute but
also in other courses with different practice and way. The way how the students
learn tenses and how they practice tenses in real life communication is the
major of the research.
Tenses
are closely related to the rules of constructing words into sentence.
Constructing words into sentence means the learners have to arrange the correct
order of the words into correct grammatical and structure. For the example, the
students have to arrange the words Sam, his bike, often, wash in Present Tense.
It might be confusing for some learners who haven’t ever learnt English grammar
before. They might ask what Present Tense is or they don’t know kinds of parts
of speech. For the other who has ever
learnt English grammar before, those words are easy to construct. They might
speak fluently “Sam often washes his bike”. By those facts, the research should
be conducted to solve the problem.
The
researcher has observed the problem that the students face in common classes.
The problem which is mostly faced by the students is they have to memorize the
formula of the specific tenses. They have to construct the formula at first
before speaking on the tenses they want. It causes the problem in speaking
fluency. Their fluency will be reduced by the time they have to think the
formula on the specific tenses at first.
The
other problem which found is the anxiety problem. The students are afraid of
making mistakes while they’re trying to produce sentences. They only focus on
the grammatical structure to produce sentences at first. Then, they will
continue to construct the appropriate tense they want. It could be a hard work
for some learners who have low confidence. Furthermore, they feel guilty if
they make mistake(s) in their sentences. In this problem, the students need
more courage to produce sentences. Regarding the human nature when they speak,
they try to deliver what they want to do or what ideas that should be
transmitted to other speaker. Many students feel anxious in speaking class
(Padmadewi,cited in Cahyono & Widiati, 2011, p. 37). Also as in Padmadewi
(cited in Cahyono & Widiati, 2011, p. 37)
found out that students attending a speaking class often felt anxious
due to pressure from the speaking tasks which require them to present
individually and spontaneously within limited time. In the other related study
stated that students kept silent because they lack self-confidence, lack prior
knowledge about topics, and because of poor teacher-learner relationship
(Tutyandari, as cited in Cahyono & Widiati, 2011, p. 37).
This
study is aimed to develop the textbook in learning the 12 tenses. It is hoped
to be able to help the students learn English easier. The research focuses on
developing instructional and material in learning tenses by their time signals.
The arrangement of the sentences will be shaped when the students try to make
their own sentences. It happens because teacher has given the sentences and
emphasized the sentence on the time signals. So, the students only memorize the
time signals. The separated time and
time signals will be shown in the table below.
Table 1. Time Separation in English
|
Present
|
Past
|
Future
|
||
|
Routines
|
In Progress
|
Well-done
|
Past
|
Future
|
|
Present Simple
|
a.
Present Continuous
b.
Present Perfect
Continuous
|
Present Perfect
|
a.
Past simple
b.
Past Continuous
c.
Past Perfect
d.
Past Perfect
Continuous
|
a.
Future Simple
b.
Future Continuous
c.
Future Perfect
d.
Future Perfect
Continuous
|
Table 2. Time Signals in Time Separation
Routines
|
every… (day, morning, evening, Monday,
Saturday, June, fall, etc.)
once / twice……( a day, week, a month, a year,
etc.)
often, usually, always, sometimes, seldom,
rarely, never, at present
on Monday, on Tuesday, etc.
|
|
In Progress
|
now, right now, at the moment, at this
time,
since…., for..
|
|
Well Done
|
just, already, yet
ever, never, recently, lately
|
|
Past
|
… ago, just now
last….. (week, month, year, etc.)
yesterday…… (morning, afternoon, etc.)
in 1990. when / while, after, until, by the
end
……..before, a day before, two days before, a
week before.
before……, before now
|
|
Future
|
tomorrow…(morning, evening, etc.)
next… (two days, three days, week, month,
year, two years, etc.)
tonight, this weekend, the following day,
soon, later
|
In
this research, the researcher only provides 12 tenses. It is because the
researcher has considered that the other 4 tenses (Past Future, Past Future
Continuous, Past Future Perfect, and Past Future Perfect Continuous) are less
necessary to discuss. They are occupied much in the function of the other
English grammatical structure that is reported speech. This idea is supported
by Tomlinson (2011, p. 332), the area of grammar which appears virtually in any
syllabus or list of contents and which don’t need to be dealt with is the
example of reported speech.
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