My writing

CHAPTER I

INTRODUCTION

Background

Tense is one of the compulsory subject materials in curriculum of junior high school. Students should understand well about tenses to make them easy in speaking and analysing the meaning of sentences. Tense is not as easy as we think, it should be learnt regularly. Some students find difficulties in learning and understanding tenses. The example of that case is found by researcher at the second year students of Modern Islamic Junior Boarding School Al- Junaidiyah Biru Kabupaten Bone after conducting case study.

There are many difficulties faced by students in learning tenses that the researcher found in the class. Based on data of the field, students cannot distinguish kinds of tenses, and analyze the function of each kind of tenses. Moreover, students got problem in understanding kinds of tenses. As a proof, some of students cannot differentiate the function of past tense and present perfect.

After analysing the case, it is found some factors probably become the cause of those problems. The difficulties in learning and understanding tenses are caused by either internal or external factors. From internal factors such as self awareness to learn, less information, less practice, psychological factor, physical factors, and so on. From external factors such as book availability, learning feature, teaching method, and so on. 

 From many factors above, the most crucial factor which causes students difficult to learn and understand about tenses is method in teaching learning process. Most of methods used by teacher never involve students to take much more part. Teachers still get themselves as a center of learning. As result, students get bored in learning, so that they do not have a willing to be more anxious about it. 

The researcher really feels concerned about that. If it is not solved soon, some problems will appear such as misunderstanding, grammatical error; more over if it is let without finding solution, students will get more difficulties about it. So that is why, the researcher initiatives to find some solution about this case.

Based on the problems above, the researcher is eager to conduct research to solve that case. This research is expected to find solution to improve students’ understanding in learning tenses. The researcher will apply Cooperative Learning Method Type Two Stay Two Stray as a solution of it. This method is expected to improve students’ understanding about tenses, because this method is interesting and involving students in learning. Moreover, the method gives more chance and part for students to explore their mind without waiting teacher role as a center. Finally, the researcher conduct research by the title “Improving Students’ Tenses Comprehension by Using Cooperative Learning method Type Two Stay Two Stray at The Second Year Students of Modern Islamic Junior Boarding School Al-Junaidiyah Biru Kabupaten Bone”.

Problem Statements

After analysing the problems from the background above, the researcher need to formulate some research questions as follows:

How is the understanding of the second year students of Modern Islamic Junior Boarding School Al- Junaidiyah Biru Kabupaten Bone in learning tenses before applying Cooperative Learning Method Two Stay Two Stray?

How is the comprehension of the second year students of Modern Islamic Junior Boarding School Al-Junaidiyah Biru Kabupaten Bone in Learning Tenses after applying Cooperative Learning Method Type Two Stay Two Stray? 

Objectives of the Research

This research was conducted to achieve some objectives such as:

To analyze students’ understanding in learning tenses.

To improve students’ comprehension in learning tenses by using Cooperative Learning Method Type Two Stay Two Stray.

Significance of the Research

The result of this research expected that it can provide beneficial thing directly to the school, teacher, and students. Each benefit is explained as follows: 

Theoretical Significance

Some of researchers proved that two stay two stray method is the exact method to be implemented in teaching learning process, because it gives opportunity for students to explore their mind and cooperate with other students for sharing information. So that, the researcher applied this method to improve students’ tenses comprehension.  

Practical Significance

Significance for the university

The significance of this research for the school is to improve the quality of the students’ in comprehending tenses.

Significance for the students and lecturer

The result helped the teacher to improve their students’ tenses comprehension.

The result acquainted a new method in teaching learning process.

The result can improve students’ tenses comprehension.

The result directed students to cooperate in learning and sharing information to others.

Giving information for the English teacher the way to implement cooperative learning type two stay two stray in teaching learning process in class. 

Scope of the Research

This research focus on improving students’ comprehension in learning tenses through cooperative learning Method type two stay two stray. The researcher focused on a kind of tenses namely “Past Tense” which consist of four parts. They are simple past, past continuous, past perfect, and past perfect continuous. In this research, the researcher applied that method in teaching students about “past tense”.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher will provide some theorem related to the research that was conducted by the researcher. It is essential thing for the researcher and the reader to know the definition of each elements of this research in order to make researcher easy to analyze and understand the problem. Follows are the theories discuss in this research commonly.

Some Previous Related Findings

Iqbal (2007:45) concluded that the students’ understanding about tenses were still low before he conducted his research. After he gave the treatment in his research, the students’ understanding is high. From his conclusion above; the researcher analyzes that although the students can understand about tenses after he gave treatments to the students, this does not mean that the students can analyze the sentences well.  The students’ understanding here is not clear for us. Do they understand or only memorize the formula of the tenses?  Or do they just understand the kinds of tenses in sentences? We have to know that the words “understand” and “analyze” are different. Maybe we understand about something but we can not analyze it, but if we can analyze it, surely we understand it.

According to Rusmiati (2009:57) the students’ attitude towards the application of cooperative learning was interested, so they are motivated to study English. 

Widodo (2009) stated that Two Stay Two Stray gives opportunity for students to exchange their information, so that this method can improve students’ activity and create enjoyable learning.

Improve

Hornby in Hayail (2012) defines improve as (a) to became or make something better; (b) to achieve or produce something of a better standard or quality than something else. 

In this research, improve means making the students’ tenses comprehension better by using cooperative learning method type two stay two stray.

Tenses

A tense is a grammatical category that locates a situation in time, to indicate when the situation takes place (Bernard Comrie, 1985: 105). Tense is the grammaticalization of time reference, and in general is understood to have the three delimitations of before now namely past; now namely present; and after now namely future. Tense is normally usually indicated by a verb form, either on the main verb or on an auxiliary verb. The formula of tenses can be seen on the table below (Azar, 1996: 45).

TIME/EVENT SIMPLE CONTINOUS PERFECT PERFECT PROGRESSIVE

PRESENT Simple present Present continuous Present perfect Present perfect continuous

PAST Simple past Past continuous Past perfect Past perfect continuous

FUTURE Simple future Future continuous Future perfect Future perfect continuous

PAST FUTURE Simple past future Past future continuous Past future perfect Past future perfect continuous

Past Tense

The forms of Past Tense are divided into four category, they are simple past tense, past continuous tense, past perfect tense, past perfect continuous tense.

Simple Past Tense

The simple past tense (and also the past participle) is formed, in the case of "regular" verbs, by adding the ending -(e)d to the base form of the verb: 

Work    worked     worked 

like       liked         liked

Unlike the present tense, which has the -s inflection for the third-person singular form, the simple past tense is invariable for all persons, including he, she and it (Kroeger, 2005:58):

I work here        She works here, too

I liked it             She liked it, too

The simple past tense indicates past events, actions, processes and states considered in their "pastness", with no connection with the present. It is a typical narrating tense. The verbs used include both stative and dynamic. The past tense is in direct contrast with the present perfect, which as its name states is essentially a present.. The simple past indicates:

States in the past

The hall contained many people

She knew that he wanted to see her

The natives didn't understand the explorers

Habitual past activities, actions, events and states

When I was your age, I went out every night

They studied in the evenings. They didn't go out very much

The Village Fair took place on the first Sunday of August

Non-habitual actions in the past, durational and non-durational

We waited for three hours

They lived in London for most of their life

She worked on the project for 10 years

(When we met her she was working on this project)

She came at 6

The car was stolen under my nose

They stopped working on that bridge in 1986

A tentative past

This can be both in the simple and progressive aspects:

I wanted to know if you’ll be coming tomorrow

I was wondering whether you would be interested

Past Continuous Tense

The past continuous is used to express something that is happening at a precise moment in the past (Alwi, 2006: 15). The past continuous is the pas of be + ing form. For example: Jack was working on the report last night at 10.15. The past continuous is most often used to express an interrupted action expressed using the past simple. For example, Janet was talking on the phone when I arrived.

We use the past continuous tense to express the idea that at a time in the past we were in the middle of something (Nurfaizah, 2005). The past continuous is also sometimes used for an action going over a whole period. For example: the builders were working all night. Use the Past Continuous also to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time. For example: I was watching TV when she called.

Past Perfect Tense

The past perfect is had + past participle. It uses for an action or state before a past time. The past perfect tense expresses action in the past before another action in the past. This is the past in the past. For example: The train left at 9am. We arrived at 9.15am. When we arrived, the train had left.

We often use the past perfect tense in reported speech after verbs like said, told, asked, thought, wondered:

Look at these examples:

He told us that the train had left.

I thought I had met her before, but I was wrong.

He explained that he had closed the window because of the rain.

I wondered if I had been there before.

I asked them why they had not finished.

Past perfect tense is used to indicate that one action occurred before another action in the past (Azar, 1998: 28). In other words, past perfect tense indicates the first of the two actions.

Past Perfect Continuous Tense

Past perfect continuous tense is had been + ing form. It uses for an action that went on over a period before a past time. The past perfect continuous tense is like the past perfect tense, but it expresses longer actions in the past before another action in the past. For example: Ram started waiting at 9 am. I arrived at 11am. When I arrived, Ram had been waiting for two hours.

We use the Past Perfect Continuous to show that something started in the past and continued up until another time in the past (Azar, 1998: 47). "For five minutes" and "for two weeks" are both durations which can be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous; however, the duration does not continue until now, it stops before something else in the past. Examples: They had been talking for over an hour before Tony arrived.

Comprehension

Houghton Mifflin in Mulhal (2012) defines comprehension as an act or fact of grasping the meaning, nature, or importance of understanding. In this research, the researcher defines comprehension as understanding or grasping well about tenses especially past tense.

Cooperative Learning Method

Definition

Cooperative learning is defined as a system of concrete teaching and learning techniques, rather than an approach, in which students are active agents in the process of learning through small group structures so that students work together to maximize their own and each other’s learning (Spence Kagan, 1994: 84).

Cooperative learning is not new; it has been since the early 1900's. During the 1950's, educators moved away from cooperation toward a model of individualization and competition with the result being a learner deficit in the skills necessary to work effectively with one another, accept each other's differences, resolve conflicts, and pool their resources to solve complex problems. In our contemporary society, business and industry are finding a need to return to the concept of cooperation and team building if they are to be competitive in today's global economy. Millions of dollars annually are being spent in the re-training of employees to take more initiative, assume more responsibility in the day to day business operations, and be more cooperative with fellow workers. The importance of cooperative learning cannot be overemphasized. All models of cooperative learning utilize the basic elements of positive interdependence, individual accountability, collaborative/social skills, and group processing. 

The teacher's role in cooperative learning changes from being in front of the learners doing most of the talking (and most of the work) to becoming a facilitator who guides learner learning in both academic as well as the social realm (Slavin, 1992: 61). Cooperative learning may best be defined as small heterogeneously mixed working groups of learners learning collaborative/social skills while working toward a common academic goal or task.

There are five characteristics that feature cooperative learning in this study: (1) positive interdependence, (2) face-to-face interaction, (3) individual accountability, (4) interpersonal and small group skills, and (5) group processing (Isjoni, 2009: 45).

Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. There are different kinds of groups for different situations, but they all balance some key elements that distinguish cooperative learning from competitive or individualistic learning.

Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments (Suprijono, 2009: 25). Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.

Cooperative learning has beneficial roles in teaching learning process (Siti, 2009). Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average: 

Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes.

Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.

Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time. 

Cooperative learning processes prepare students to assess outcomes linked to accreditation.

Cooperative learning refers to methods of instruction that organize classroom instruction so that groups of 2-6 students work together to reach a common goal (Craig, 2009: 49). Cooperative learning involves all group members who share in process, content, and accountability. Perhaps one way to envision cooperative learning is to look at the three most common types of classroom organization.

Classroom learning environments around the world generally fit into three social categories: competitive, individualistic, or cooperative (Johnson, Johnson, & Holubec 1994). Competitive classrooms are based on the concept of ranking. Performance indicators are used to differentiate among individual students. Only one student can be at the head of the class. Medical schools are a classic example where this environment is found. In the individualistic classroom, standards for success are clearly communicated. The success or failure of any one student depends on that student’s individual actions. It is possible for two or more students to be at the head of the class. However, my success has no connection to your success or failure. I can succeed or fail and you can succeed or fail, but there is no correlation between the two. Many high schools use this approach for calculating standing in the graduating class. The cooperative classroom ties my success to your success (Johnson, 1991: 49). There is no way I can succeed if you fail and there is no way you can succeed if I fail. 

In the cooperative classroom the achievement focus shifts from the individual to the group (Johnson and Johnson, 1994: 93). The most refreshing and affirming thing about the cooperative classroom is that when the focus shifts from the individual to the team, individual learning is enhanced, not diminished (Slavin, 1992: 56). Approaches to cooperative learning vary among its major proponents, yet all major approaches still contain certain common characteristics:

the use of teams for learning,

training students to function in teams,

designing learning activities which “require” students to function in teams but still remain responsible as individuals, and

The simultaneous, active engagement of the majority of students in the class.

Base Elements of Cooperative Learning

Direct interaction

The group members sit at close quarters, so that they can see each other and hear each other effortlessly.

Individual responsibility

Means on the one hand that every single group member is responsible both for his own process of learning as well as for the one of other group members and on the other hand that he or she makes an active contribution to the consummation of the task the group is confronted with.

Positive mutual dependency

Appears when all group members feel linked to each other in the try to attain a common goal. So for that a whole group can be successful, every single member needs to be successful.

Social skills

Different forms of Interaction, which contribute to a positive run of the group processes for the members. (for example: group members speak one after another, encourage each other, listen to each other, solve problems, interrogate understanding, help each other). Those qualities advance communication, confidence, leading skills, the will to make a decision and conflict management.

Reflection and evaluation

The group members reject and valuate their common efforts to improve their cooperative skills and their working strategies steadily.

Advantages or Specific Purposes of Cooperative Learning 

Learners learn from one another, learn the material covered at a deeper level and feel better about themselves and their interactions with their peers.

Cooperative learning can be used successfully with a variety of other teaching strategies.

Learners learn valuable social skills such as resolving conflict, problem solving, criticizing ideas and not people, paraphrasing, asking questions, giving direction to the group's work, and building on each other's information.

Learners learn trust building, communication and leadership skills from which they benefit for the rest of their lives in the work place, or in relationships.

Learners usually enjoy working together because they are actively involved in the learning process.

The teacher's role changes from being in the front of the room doing most of the work and all of the talking, to being a facilitator of learner learning, monitoring and collecting data on learner performance, as well as intervening when the group needs assistance in doing the task or learning to work together more effectively.

Cooperative learning efficacy is heavily supported by over 90 years of research found in over 650 studies.

When in place, processing skills help learners learn effective conflict resolution which improves group functioning in the future.

Helping learners learn to cooperate in their groups gives them valuable life-long learning skills.

Instructors will eventually be able to cover more material at a t deeper level with learners who will also enjoy the learning process.

Disadvantages or Limitations of Cooperative Learning

Learning to facilitate cooperative learning expertly requires training, experience, and perseverance. It may take 2 to 3 years before an instructor can use these techniques routinely.

Groups finish work at different times. Sometimes learners argue or refuse to do the work. Some learners don't know how to get along with others and settle their differences. Some learners want to work alone.

Initially, the teaching of collaborative/social skills takes up a great deal of class time, affecting the amount of content covered.

Some learners do not like to work in groups. If individual accountability is not in place, some learners do all of the work and the other group members let them.

Cooperative learning does not work well in easy lessons.

Processing skills take time to learn and to carry out in the classroom. Conflicts may arise for which the instructor may not be prepared.

Working in cooperative groups creates a level of "noise" that may be uncomfortable for some instructors.

Two Stay Two Stray

Definition

One of the cooperative learning models is a model TSTS “Two Stay Two Stray” developed by Spencer Kagan (1992). TSTS structure which is one type of cooperative learning groups provides opportunities to share results and information to other groups (Suprijono, 2009: 47). This is done because a lot of teaching and learning activities are characterized by individual activities. Students work alone and not allowed seeing other students’ works. Whereas in real life outside of school, work-life people are interdependent on one another. Effective learning process is creating communication among students and teacher which is not only focus in what students learn but also how students learn. One technique in teaching learning process in applying that form is two stay two stray (TSTS).

Two stay two stray technique is a kind of teaching learning method giving opportunities for students for sharing information to others group (Anita Lie, 2002: 61). In this case, students should listen the explanation of others when they stray to other group. Two stay two stray direct students to work cooperatively and actively in group. 

Objectives

In this learning model students faced with the activities of listening to what is expressed by a friend when you're visiting, which is indirectly the students will be brought to listen to what is expressed by the members of the group who hosted them. In this process, there will be material to the students' listening activities.

In this TSTS cooperative learning model has the same goal of cooperative learning approaches. Students worked together on the invite to the finding of a concept. The use of cooperative learning model TSTS will lead students to be active, both in the discussions, asked questions, find answers, explaining and listening to the material described by a friend. Moreover, the reason for using the learning model Two Stay Two Stray is because there is a clear division of labour groups each member of the group, students can collaborate with others, can overcome the condition of students who crowded and unruly as the learning process.

When students explain the material covered by the group, then of course the students who visit the listening activity over what was described by his friend’s Material to another friend. Likewise, when students return to the group to explain what material they got from the group visited. Students who are in charge of guarding the house listening to the things described by his friends.

In the process of learning to stay two stray two models, consciously or unconsciously, the student will perform one of the speaking activities study for the improved listening skills. By implementing cooperative learning model TSTS, students will be doing more listening activities directly, in a sense is not always the way of listening to what the teacher can make students express saturated. With the implementation of TSTS learning model, students will also be actively involved, so that will bring the spirit of the students in learning (active).

While the questions and answers can be performed by students from one group and another, in a way that matches the material obtained with the material presented. Then the teacher or researcher, a reference to evaluate what percentage of success using cooperative learning model two stay two stray is to improve students' tenses comprehension.

Steps of TSTS

The steps of Two Stay Two Stray ( Lie, 2002:60-61) are as follows:

Students work together in group and consist of four members each group. 

After that, two students from each group to be strayers to other groups.

Two stayers or two students who stay in-group share the result and information to their strayers

The strayers come back to the original group and report their findings from other groups.

Each group discusses their result.

Conclusion

Advantages of TSTS

The advantages of TSTS model are as follows (Eko, 2009): 

Can be applied to all classes / levels 

Tendency to be more meaningful student learning 

More oriented to the active learning.

Expected that students would dare to express his opinion 

Add cohesiveness and self-confidence of students. 

The ability to speak the students can be improved. 

Help increase interest and learning achievement

Disadvantages of TSTS

Two Stay Two Stray (TSTS) also have disadvantages:

Take a long time 

Students tend to no learn in group 

For teachers, it requires a lot of preparation (materials, money and effort) 

Teachers tend to get difficulties in classroom management. 

Hypothesis

Based on the problem statements, the hypothesis of this research is “cooperative learning method type two stay two stray can improve students’ tenses comprehension”

CHAPTER III

RESEARCH METHOD

The method used in this research was Classroom Action Research (CAR). The researcher applied Classroom Action Research type Kurt Lewin in this research. It is conducted by the teacher, lecturer, and researcher to improve students’ ability and understanding about the materials (david and Johnson, 1993: 67). More over, Classroom Action Research (CAR) aims to identify and overcome students’ problems in the class.

Kemmis and Taggart (in Wiriaatmadja, 2006: 66) describe the model or the procedures of Classroom Action Research into four steps. They are; (1) plan, (2) action, (3) observation and evaluation (4) reflection. The relations among them is called a cycle. It means that a cycle consists of plan, action, observation, evaluation, and reflection.

Classroom Action Research (CAR) type Kurt Lewin is divided into four components. They are planning, acting, observing, and reflecting. The researcher applied Classroom Action Research (CAR) type Kurt Lewin because the steps are more simple and suitable with what the researcher need. Classroom Action Research (CAR) type Kurt Lewin can be described on the scheme below (Trianto, 2011: 30). 

THE SCHEME OF KURT LEWIN TYPE OF CAR

 

Time and Place of Research

This research was conducted in academic year 2011/2012 for about two months (June - July). It was conducted at the second grade of Modern Islamic Junior Boarding School Al-Junaidiyah Biru Kab. Bone

Subject of the Research

The subjects of this research were the second grade students of Modern Islamic Junior Boarding School Al-Junaidiyah Biru Kabupaten Bone academic year 2011/2012. The total numbers of students are 20 boys. The researcher chose this subject because their understanding about tenses especially past tense was low. Whereas this boarding school has English intensive class namely LIBA (Lembaga Intensifikasi Bahasa Asing), but their comprehension about tenses is still low.

Data Resource

There were two resources of data in this research they are: primary resources, and secondary resources.

Primary Resources

All students as research subject which consisted of 20 boys.

English teacher as researcher’s collaborator.

Secondary Resources

The principal of school

The instructors of LIBA (Lembaga Intensifikasi Bahasa Asing). 

Research Procedures

This research was conducted by using Classroom Action Research method.  It consisted of three cycles. Each cycle consisted of three meetings, and in each cycle consisted of four steps. They are:

Plan

In this step, the researcher prepared what the students have to do in the action step.  The researcher prepared all of the instruments to get valid data, such as lesson plan, students’ task, pre-test, post-test, guidelines of observation, answer key of both of the tests, answer sheets, video recorder, etc.

Action 

In general, the procedures of the action (Two Stay Two Stray) in each cycle are:

The first cycle:

The researcher divided the class into five groups, each group consist of four students. 

The researcher  shared different materials about patterns of past tenses for each group

The students discussed the materials together in their own group. 

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each member was back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The researcher gave the students test (written test or quiz) for assessing their achievement.

The second cycle:

Students still worked together with their own group.

The steps were almost same with the first cycle but the researcher change the materials.

The researcher shared materials about text “narrative text” and they identify past tenses in that text

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each member was back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The researcher gave the students test (written test or quiz) for assessing their achievement.

The third cycle:

Students still worked together with their own group.

The steps were almost same with the first and the second cycle but the researcher had students make examples of past tenses.

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each member was back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The researcher gave the students test (written test or quiz) for assessing their achievement.

Observation 

In this step, the researcher observed what happened in the classroom, what the students did in the classroom. The researcher had to observe also the weaknesses of the learning process. The researcher wrote down all the students’ activities during the teaching and learning process. The writing or the note was evaluated for the next step.

Evaluation and Reflection

In this step, the researcher analyzed the weaknesses that he has seen while observing. After analyzing the weaknesses, he looked for the problems causing the weaknesses, and evaluated it, whether Cooperative Learning Type Two Stay Two Stray can improve students’ tenses comprehension or not.  Also, in this step, the researcher had to think what he had to do at the next step.

The Instrument of the Research

The instruments used in this research are:

Test (written Test)

The test  used in this research consists of two kinds. They were pre-test and post-test in each cycle. (competence test). It was for measuring the students’ achievement or understanding of the material before and after treatment.

The result of student’s test during learning process.

No Name Pre-Test C1 C2 C3 Total

1. Respondent 1

2. Respondent 2

3. Respondent 3

4. Respondent 4

5. Respondent 5

6. Respondent 6

7. Respondent 7

8. Respondent 8

9. Respondent 9

10. Respondent 10

11. Respondent 11

12. Respondent 12

13. Respondent 13

14. Respondent 14

15. Respondent 15

16. Respondent 16

17. Respondent 17

18. Respondent 18

19. Respondent 19

20. Respondent 20

Observation Guidelines 

The guidelines consisted of a list of the students’ activities that have to observe during the teaching and learning process. It was used to identify whether cooperative learning type two stay two stray can overcome the students’ problems and improve the students’ understanding in learning tenses.

There were some aspects observed in the teaching and learning process, namely the students’ learning activities, creativities, feeling happy, and interactions. 

Aspects Indicators Score

Learning Activities Doing their assignments based on the teacher’s instruction.

Asking question to their teacher if there is an instruction which is not clear.

Giving comments and suggestions about their friends’ job.

Presenting their discussion result without being appointed by the teacher.

Discussing and working together with their friends in doing their assignments.

Doing assignments from their teacher well.

Creativities Showing their curiosities with asking question to their teacher and friends.

Exploring their ideas.

Thinking and are not hopeless for looking for answer using books or asking to their friends.

Feeling of happiness Looking happy in learning process.

Not feeling sleepy during the teaching and learning process.

Interaction Discussing with their teacher.

Discussing with their friends.

Working together with their friends.

Mean Score

Quiz (Spoken Test)

Quiz given to asses the students’ achievement orally. They were asked to compete with others groups to answer the questions.

Procedure of Collecting Data

The procedures of collecting data are chronologically performed as a follow:

Pre-test 

Before giving treatment by using cooperative learning method type two stay two stray, the students were given pre-test to know their basic understanding and achievement about tenses especially past tense. In this test, the researcher had students answer some questions related to past tense. 

Treatment

This research was conducted by using Classroom Action Research method.  The researcher conducted this classroom action research into three cycles, and for each cycle consists of three meetings before giving post-test in each cycle. The design of CAR can be drawn as follows (Adil, 2012):

Post-Test

After conducting teaching and learning process, the researcher gave post-test in the end of each cycle to analyze the students’ achievement. It aimed to check the result of the teaching and learning process; it was also useful to know whether cooperative learning method type two stay two stray can improve the students’ tenses comprehension or not.

Technique of Data Analysis

There were two techniques used in analyzing the data. They are:

Quantitative Data Analysis 

Comparative Descriptive Analysis

The students’ achievement was analyzed by using comparative descriptive analysis. This analysis compared the students’ achievement and performance during the cycles.

Statistic Analysis 

To know the students’ achievement in each cycle, the researcher used statistic analysis. The steps are below:

Scoring the students’ answer of  pre test and post test by using this formula (Gay, 1981: 301):

Score =   Students’ Correct Answer x 100 %

Total Number of Items   

Classifying the students’ scores

Table Classification of Students’ Scores

Score Classification

91 – 100 Excellent 

81 – 90 Very good 

71 – 80 Good 

61 – 70 Fair 

51 – 60 Poor 

Less than 50 Very poor 

     

Mean Score

Calculating the students’ mean score by using the formula (Arief (Furchan, 1992:148):

x= (∑x)/N

Note: 

x       : Mean score

∑x   : Sum of all scores

N : Total number of subject

Qualitative Data Analysis

Qualitative Data Analysis is used to process observation data. The researcher will use data display and verification to process observation guidelines.

Target Improvement of the Research

Target improvement of this research was 70 %. It means that the students’ improvement after conducting this research moved up to 70 % than before conducting this research. The researcher took the target improvement of research only 70 % because the duration of this research only 9 meetings (+ 2 month), and the research measured up by time.

CHAPTER IV

FINDINGS AND DISCUSSION 

This chapter explain finding of the research. The researcher provides all the data which were collected during research and the result of the research.

Findings

Before conducting the first cycle of this research, the researcher gave pre-test on Friday, June 22nd, 2012 to measure the students’ understanding in tenses especially past tense. In pre-test, researcher had students answer some questions related with past tense. The questions or test consists of 6 (six) questions completing sentences, 6 (six) questions translating sentences, and 6 (six) questions completing passage. 

After the researcher calculated all the students’ score, he found mean score of pre-test was 52.7, to prove data, the researcher provide the table of students’ score as follows:   

Score (a) Respondent(b) (a.b) Percentage%

76-81 1 78.5 10

70-75 1 72.5 10

64-69 2 133 20

58-63 2 121 10

52-57 1 54.5 5

46-51 7 339.5 25

40-45 6 255 20

Mean score = 52.7

Total 20 1054 100

The table above clearly shows that the students’ understanding about past tense, is still low, because only one student got the highest score range 76-81, and this score was not the top score to be achieved. More over, there were 13 (thirteen) students in range score 40-45, and 46-51 ( the lowest score).From the table above also known mean score 52.7. It showed that the students’ score was only fairly and almost just poor. Therefore, the researcher applied Cooperative Learning Method Type Two Stay Two Stray in learning process. Hopefully, this method can improve students’ tenses comprehension, so that result of the next text can be improved.

The First Cycle 

This cycle was conducted in three meetings. The first meeting was conducted on June,23rd, the second meeting on June 25th, and the third meeting on June, 28th, 2012. 

Planning 

To conduct this research, all required materials were prepared first. They were lesson plans, students’ work papers, tests (pre-test and post-test), guidelines of observation, reading texts, answer keys and answer sheets for the tests. 

No. Materials/Activities Meetings/Date

1 2 3

23/6 25/6 28/6

1. The researcher explained about the pattern of past tense (simple past tense, past continuous tense, past perfect tense, past perfect continuous tense) √

2. The researcher  shared the materials of past tense to the students √

3. The researcher shared the materials randomly. √

4. Post-Test (t-1) √

Acting

First meeting was conducted on June 23rd, 2012

The researcher divided the class into five groups, each group consist of four students. 

The researcher shared different materials about patterns of past tenses for each group

The students discussed the materials together in their own group. 

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each members back to their own group for sharing what they got from others group.

Each member of groups make conclusion about the materials that they got.

The researcher corrects students’ mistakes.

The second meeting was conducted on 1st March 2012

It is the same as the previous meeting: 

The students worked with their own group.

The researcher shared different materials about patterns of past tenses for each group (the researcher exchanged materials for each group)

The students discussed the materials together in their own group. 

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each members back to their own group for sharing what they got from others group.

Each member of groups make conclusion about the materials that they got.

The researcher corrects students’ mistakes.

The third meeting was conducted on 8th March 2012  

It’s almost same with the first and the second meeting. In this step, after students exchange and shared information about past tenses that they got from others groups, the researcher gave students test to measure the students’ achievement during the first cycle. This test also will be compare with the students’ pre-test.

Observing 

The first and the second meeting were observed by the researcher and the collaborators. They observed how the students worked together and helped their friends to understand the material, and how the condition and situation of the class was in applying a model of cooperative learning (Two Stay Two Stray). They also wanted to see the improvement of the students’ achievement and to see whether cooperative learning type two stay two stray can improve the students’ tenses comprehension. To observe them, they used guidelines of observation which were made before conducting this research. The result of the observation was analyzed to find the weaknesses of learning process.  In the third meeting, they did not observe their learning process because the students were given a competence test (post-test) for the first cycle. This test was very important to know the students’ improvement in understanding past tense

 The aspects which were observed during the teaching and learning process were learning activities, creativity, feeling of happiness, and interaction. The result of the observation as below:

Tabel. The Results of the Observation in the first cycle 

Aspects Indicators   Percentage %

Learning Activities Doing their assignments based on the teacher’s instruction. 70

Asking question to their teacher if there is an instruction which is not clear. 70

Giving comments and suggestions about their friends’ job. 25

Presenting their discussion result without being appointed by the teacher. 15

Discussing and working together with their friends in doing their assignments. 55

Doing assignments from their teacher well. 50

Creativity Showing their curiosities with asking question to their teacher and friends. 50

Exploring their ideas. 20

Thinking and are not hopeless for looking for answer using books or asking to their friends. 60

Feeling of happiness Looking happy in learning process. 70

Not feeling sleepy during the teaching and learning process. 75

Interaction Discussing with their teacher. 75

Discussing with their friends. 75

Working together with their friends. 75

Mean Score 53,21

Based on the table of observation above, the teaching and learning process was not maximal. There were still some descriptors which must be improved. Beside that, there were also some descriptors that did well even though they still needed to be improved in the next cycle. 

Based on the data above, there were some indicators that made the researcher and the teacher happy because most students did what the teacher hoped even though it still needed to be improved in the next cycle. It was found that 70% of the students did their assignments based on the lecturers’ instruction, 70% of them looked happy in learning process, 75% of them did not feel sleepy during the teaching and learning process, 75% of them discussed with their teacher/researcher. 75% of them discussed with their friends, and 75% of them worked together with their friends.      

The result of the observation also shows that 25% of the students gave comments and suggestions about their friends’ jobs, 15% of them presented their results of discussion without being appointed by the lecturer, 55% of them discussed and worked together with their friends in doing their assignments, 50% of them did their assignments from their teacher/researcher  well, just 50% of them showed their curiosity by asking question to their lecturer and friends, 20% of them explored their ideas, and 60% of them thought and were not hopeless to look for answers using books or asking their friends. 

Based on the table above, the researcher concluded that there were some indicators which did not perform well. 

Besides observing whether cooperative learning method type two stay two stray can overcome the students’ problems and improve the students’ tenses comprehension, the researcher  also gave the students a competence test (post-test) to know the students’ achievements of the material during the teaching and learning process. After the researcher calculated all the students’ score, he found mean score of post-test (first cycle) was 68.7, to prove data, the researcher provide the table of students’ score as follows:   

Score (a) Respondent (b) (a.b) Percentage%

86-91 1 88.5 5

80-85 2 165 10

74-79 4 306 20

68-73 6 423 30

62-67 1 64.5 5

56-61 2 117 10

50-55 4 210 20

Mean = 68.7

Total 20 1374 100

The table above shows that the scores of the students increased. The students’ mean score in the pre-test was 52.7, and the students’ mean score in the post test of the first cycle was 68.7. This was considered a good improvement of the students’ achievement. The highest score of the pre-test was 76-81 which was acquired by one student but the highest score of the post-test at the end of the first cycle was 86-91 which was acquired by one student also. The lowest score of pre-test was 40-45 which was acquired by six students and the lowest score of the post-test was 50-55 which was acquired by four students.    

From all the data above, it concluded that in the first cycle there were improvements in both the students’ understanding of the material and the students’ participation in the class. From the table above also known that the students’ mean score was 68.7. It is showed that the students’ score were fairly good. However, the researcher decided to improve students’ achievement more than in the first cycle.

Reflection

Based on the results of the observation and the score of the post-test (first cycle) were still less, the researcher needed to do stabilization in the second cycle in improving students’ tenses comprehension.    

The second cycle

The second cycle was conducted in three meetings. It was done on July 8th, July 9th, and July 11th, 2012.

Planning 

To conduct this second cycle, the researcher prepared all required materials. They were lesson plans, students’ work papers, test, guidelines of observation, reading texts, answer keys and answer sheets for the tests.

No. Materials/Activities Meetings/Date

1 2 3

8/7 9/7 11/7

1. The researcher shared some reading materials (narrative text) to the students. √

2. The researcher  taught students about the functions of past tense in narrative text √

3. The researcher reinforced students’ achievement. √

4. Post-Test (t-1) √

Acting

First meeting was conducted on July 8th, 2012

Students still work together with their own group like in the first cycle.

The steps are almost same with the first cycle but the researcher change the materials.

The researcher shared materials about text “narrative text” and they identify past tenses in that text

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each members back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The second meeting was conducted on July 9th, 2012

It is the same as the previous meeting: 

It’s just like in the previous meeting; students still work together with their own group.

The steps are almost same with the first meeting 

The researcher shared materials about text “narrative text” and they identify past tenses in that text. (other text)

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each members back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The third meeting was conducted on July 11th, 2012  

It’s almost same with the first and the second meeting. In this step, after students exchange and shared information about past tenses from the narrative text that they got from others groups, the researcher gave students test to measure the students’ achievement during the first cycle. This test also will be compare with the students’ pre-test, and post-test (first cycle).

Observing 

The first and the second meeting were observed by the researcher and the collaborators. They observed how the students worked together and helped their friends to understand the material, and how the condition and situation of the class was in applying a model of cooperative learning (Two Stay Two Stray) during learning process for the second cycle. They also wanted to see the improvement of the students’ achievement and to see whether cooperative learning type two stay two stray can improve the students’ tenses comprehension more. To observe them, they used guidelines of observation which were made before conducting this research. The result of the observation was analyzed to find the weaknesses of learning process.  In the third meeting, they did not observe their learning process because the students were given a competence test (post-test) for the second cycle. This test was very important to know the students’ improvement in understanding past tense.

 The aspects which were observed during the teaching and learning process were learning activities, creativity, feeling of happiness, and interaction. The result of the observation as below:

Tabel. The Results of the Observation in the second cycle 

Aspects Indicators   Percentage %

Learning Activities Doing their assignments based on the teacher’s instruction. 75

Asking question to their teacher if there is an instruction which is not clear. 70

Giving comments and suggestions about their friends’ job. 30

Presenting their discussion result without being appointed by the teacher. 20

Discussing and working together with their friends in doing their assignments. 65

Doing assignments from their teacher well. 70

Creativity Showing their curiosities with asking question to their teacher and friends. 45

Exploring their ideas. 35

Thinking and are not hopeless for looking for answer using books or asking to their friends. 65

Feeling of happiness Looking happy in learning process. 70

Not feeling sleepy during the teaching and learning process. 70

Interaction Discussing with their teacher. 70

Discussing with their friends. 75

Working together with their friends. 75

Mean Score 59,64

Based on the table of observation above, the teaching and learning process was not really cheer up, even there are some improvement than the first cycle. There were still some descriptors which must be improved. Beside that, there were also some descriptors that did well even though they still needed to be improved in the next cycle.      

Based on the data above, there were some indicators that made the researcher and the teacher happy because most students did what the teacher hoped even though it still needed to be improved in the next cycle. It was found that 70% of the students did their assignments based on the lecturers’ instruction, 70% of them looked happy in learning process, 70% of them did not feel sleepy during the teaching and learning process, 70% of them discussed with their teacher/researcher. 75% of them discussed with their friends, and 75% of them worked together with their friends.      

The result of the observation also shows that 30% of the students gave comments and suggestions about their friends’ jobs, 20% of them presented their results of discussion without being appointed by the lecturer, 65% of them discussed and worked together with their friends in doing their assignments, 70% of them did their assignments from their teacher/researcher  well, just 45% of them showed their curiosity by asking question to their lecturer and friends, 35% of them explored their ideas, and 65% of them thought and were not hopeless to look for answers using books or asking their friends. 

Based on the table above, the researcher concluded that there were some indicators which did not perform well. 

Besides observing whether cooperative learning method type two stay two stray can overcome the students’ problems and improve the students’ tenses comprehension, the researcher  also gave the students a competence test (post-test) to know the students’ achievements of the material during the teaching and learning process. After the researcher calculated all the students’ score, he found mean score of post-test (the second cycle) was 75.5, to prove data, the researcher provided the table of students’ score as follows:   

Score (a) Respondent (b) (a.b) Percentage%

91-96 - - -

85-90 3 262.5 15

79-84 4 326 20

73-78 6 453 30

67-72 2 139 10

61-66 3 190.5 15

55-60 2 115 10

Mean = 74.3

Total 20 1486 100

The table above shows that the scores of the students were more increased. The students’ mean score in the pre-test was 52.7, the students’ mean score in the post test of the first cycle was 68.7, and the students’ mean score in the second cycle was 74.3. This was considered a good improvement of the students’ achievement. The highest score of the pre-test was 76-81 which was acquired by one students, the highest score of the post-test at the end of the first cycle was 86-91, and the highest score of post test of the second cycle was  which was 85-90 acquired by three students. The lowest score of pre-test was 40-45 which was acquired by six students, the lowest score of the post-test was 50-55 which was acquired by four students, and the lowest score of post test of the second cycle was 55-60 which was acquired only by two students.  

From all the data above, it concluded that in the second cycle there were improvements in both the students’ understanding of the material and the students’ participation in the class. From the table above also known that the students’ mean score was 74.5. It showed that the students’ score were good. However, the researcher decided to improve students’ achievement more than in the first and the second cycle.

Reflection

Based on the results of the observation and the score of the post-test (the first and second cycle) were still less, the researcher needed to do stabilization in the next cycle in improving students’ tenses comprehension.    

The Third Cycle

The Third cycle was conducted in two meetings. It was done on July 15th, July 17th, 2012.

Planning 

To continue the step in the third cycle, the researcher prepared all required materials like in the first and second cycle. They were lesson plans, students’ work papers, and test, guidelines of observation, reading texts, answer keys, and answer sheets for the tests. 

No. Materials/Activities Meetings/Date

1 2 3

15/7 17/7 17/7

1. The researcher had students make some example of past tense. √

2. The researcher  gave students test orally and reinforced their achievement during learning process. √

4. Post-Test (t-1) √

Acting

First meeting was conducted on July 15th, 2012

Students still work together with their own group. (like in the first and second cycle)

The steps are almost same with the first and the second cycle but the researcher have students make examples of past tenses.

Two members of each group strayed to other groups to share what they got and the rest stayed in group for waiting others group members. 

Each members back to their own group for sharing what they got from others group.

Each member of groups made conclusion about the materials that they got.

The researcher corrected students’ mistakes.

The last meeting was conducted on July 17th, 2012

In this step, the researcher asses the students achievement to know their improvement during learning process (the first cycle-the last cycle). The researcher gave students written test, and also spoken test. They had to compete to other groups to answer the questions orally.

Observing

In this step, the researcher and teacher still observed students’ activities like in the first and second cycle to corroborate the data. To observe them, they still used guidelines of observation which were made before conducting this research. The result of the observation was analyzed to find the weaknesses of learning process.  In the last meeting, they assessed their achievement during learning process. The students were given written and spoken test for reinforcing their achievement. This test was an essential thing to know whether the students’ tense comprehension improves or not.

 The aspects which were observed during the teaching and learning process were learning activities, creativity, feeling of happiness, and interaction. The result of the observation as below:

Tabel. The Results of the Observation in the third cycle 

Aspects Indicators   Percentage %

Learning Activities Doing their assignments based on the teacher’s instruction. 75

Asking question to their teacher if there is an instruction which is not clear. 75

Giving comments and suggestions about their friends’ job. 40

Presenting their discussion result without being appointed by the teacher. 30

Discussing and working together with their friends in doing their assignments. 75

Doing assignments from their teacher well. 75

Creativity Showing their curiosities with asking question to their teacher and friends. 50

Exploring their ideas. 45

Thinking and are not hopeless for looking for answer using books or asking to their friends. 70

Feeling of happiness Looking happy in learning process. 75

Not feeling sleepy during the teaching and learning process. 75

Interaction Discussing with their teacher. 75

Discussing with their friends. 80

Working together with their friends. 80

Mean Score 65,71

Based on the table of observation above, the learning process was very satisfying. The students’ improvement was higher than the first and the second cycle. The researcher is very happy with students’ enthusiasm during learning process. 

Based on the data above, there were some indicators that made the researcher and the teacher happy because most students did what the teacher hoped. It was found that 75% of the students did their assignments based on the lecturers’ instruction, 75% of them looked happy in learning process, 705% of them did not feel sleepy during the teaching and learning process, 75% of them discussed with their teacher/researcher. 80% of them discussed with their friends, and 80% of them worked together with their friends.      

The result of the observation also shows that 40% of the students gave comments and suggestions about their friends’ jobs, 30% of them presented their results of discussion without being appointed by the lecturer, 75% of them discussed and worked together with their friends in doing their assignments, 75% of them did their assignments from their teacher/researcher  well, just 50% of them showed their curiosity by asking question to their lecturer and friends, 45% of them explored their ideas, and 75% of them thought and were not hopeless to look for answers using books or asking their friends. 

Based on the table above, the researcher concluded that students’ get much more improvement the previous cycles, and it’s really satisfying the researcher and the teacher.

Besides observing whether cooperative learning method type two stay two stray can overcome the students’ problems and improve the students’ tenses comprehension, the researcher  also gave the students a competence test (post-test) to know the students’ achievements of the material during the teaching and learning process. After the researcher calculated all the students’ score, he found mean score of post-test (the third cycle) was 82.8, to prove data, the researcher provided the table of students’ score as follows:   

Score (a) Respondent (b) (a.b) Percentage%

95 - 100 3 292.5 15

89 - 94 5 457.5 25

83 - 88 2 171 10

77 - 82 4 318 20

71 - 76 3 220.5 15

65 - 70 2 135 10

59 - 64 1 61.5 5

Mean = 82.8

Total 20 1656 100

The table above shows that the scores of the students were more increased. The students’ mean score in the pre-test was 52.7, the students’ mean score in the post test of the first cycle was 68.7, and the students’ mean score in the second cycle was 74.3, and in the last cycle, the students’ mean score improved up to 82.8. This was considered a good improvement of the students’ achievement. The highest score of the pre-test was 76-81 which was acquired by one students, the highest score of the post-test at the end of the first cycle was 86-91,  the highest score of post test of the second cycle was  which was 85-90 acquired by three students, and the highest score of the post test of the third cycle was 95-100 acquired by three students. The lowest score of pre-test was 40-45 which was acquired by six students, the lowest score of the post-test was 50-55 which was acquired by four students, the lowest score of post test of the second cycle was 55-60 which was acquired only by two students, and the lowest score of the third cycle post test was 59-64 which was acquired by only one student.  

From all the data above, it concluded that in the third cycle there were great improvements in both the students’ understanding of the material and the students’ participation in the class. From the table above also known that the students’ mean score was 82.8. It showed that the students’ score were very good.

Reflection

Comparing the students’ improvement from the first cycle till the last cycle, it concluded that this research success to improve students’ tenses comprehension. The researcher argued that it’s already more than enough, so the researcher does not need to continue this research to the next cycle. More over, this research had already achieved the target improvement of research. It was 70 %.

Discussions

Effective learning process is creating communication among students and teacher, not only focus on what students learn but also how students learn. One technique in teaching learning process applying that form is two stay two stray. Two stay two stray technique is a kind of teaching learning method giving opportunities for students for sharing information to other groups.

Based on the observation, it was found that the students helped each others, worked, and studied together to achieve the materials. Students shared and exchanged information in their group and to other groups. This learning process stimulates the students to explore their mind and cooperate each others.

The findings above have proved that cooperative learning method type two stay two stray can improve students’ tenses comprehension especially in past tense. The mean score of test increase in each cycle. In the pre-test, the mean score of test was 52.7, the mean score of the first cycle test was 68.7, the mean score of the second cycle test was 74.3, and in the third cycle, students’ mean score was 82.8. Comparing the observations of the first cycle, the second cycle, and the third cycle showed that the students’ achievements and performance improved because of cooperative learning (Two Stay Two Stray). This is consistent with the theoretical model presented by Lie (2002) which states that cooperative learning is one of the learning systems that give an opportunity to students to work together with other students in structured assignments.

Although cooperative learning type two stay two stray can improve students’ comprehension, but it is also found some weaknesses of cooperative learning type two stay two stray. When students stray to other groups, some of them only joke with their friends. It is also difficult to activate all students because only active students dominating the learning process. Eventhough the researcher found some weaknesses of this method, but over all the researcher can minimize these weaknesses.

The main goals of this research are to improve the students’ comprehension and overcome the students’ problems in learning tenses especially past tense. The goals have been achieved because the students’ achievements and performance improved in every cycle (from the first cycle until the third cycle).  Eventhough the results were good, it still needs some stabilization.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the study and some suggestions based on the conclusions. 

Conclusions

The students’ tense comprehension before applying cooperative learning type two stay two stray is still low. It was proved from their result of test in the pre-test which is only in fairly, and almost poor.

There are some problems faced by the students in learning tense (past tense). Based on data of the field, students can not distinguish kinds of tenses, and analyse the function of each kind of tenses. Moreover, students got problem in understanding kinds of tenses and how to use the tenses. After conducting the first cycle and the second cycle, these problems are getting decreased. It is proved from their test result of post test increasing in every cycle.

In the end of learning process, students showed their great achievement. It was proved when the researcher gave post test of the last cycle. The result of the test showed that the students’ score was very good.

Applying cooperative learning type two stay two stray can improve students’ tenses comprehension. It is proved from the result of the test increasing in every cycle, and also the students’ enthusiasm in learning process

Suggestions

The use of cooperative learning method type two stay two stray can stimulate students to enjoy the learning process and improve students’ tense comprehension especially past tense because they work cooperatively, share and exchange their information among their friends. So that is why, the English teacher is recommended to apply this method in learning process.

Teacher should give enough opportunity to the students to work together, help each other, explore their ideas, present their jobs, give reinforcements, and tell their errors because it is enjoyable for the students in learning.

Classroom Action Research is very good for teachers. It is a research method conducted by the lecturers or teacher who wants to help students master the material. The main purpose of Classroom Action Research is to identify and to solve the students’ problem in the class and improve their achievements. It is very helpful for the educators and students. Therefore the teachers or the lecturers are suggested to conduct classroom action research if their students have problems in the teaching and learning process. 

BIBLIOGRAPHY

Adil. 2012. Increasing the Students’ Speaking Ability through Information Gap Technique at the Second Semester of English Education Department of Tarbiyah and Teaching Science Faculty. PBI UIN Alauddin

Ali, Faidlal Rahman. 2007. Fundamentals of ENGLISH GRAMMAR: A practical Guide. Yogyakarta: Pustaka Widyatama.

Alwi, Azikin. 2006. Teaching Tenses at the Second Year Students of SMAN 1 Bulupoddo Kab. Sinjai Through Seven Nuclei. Thesis PBI UIN Alauddin

Azar, Betty Schramfer. 1999. Understanding and Using English Grammar. USA: Longman.

Cakra. The Cooperative Learning Techniques. Retrived on May 20th 2012, from http://zubarman.wordpress.com/2011/01/19/cooperative-learning-techniques/

Comrie, Bernard . 1985.  Tense. UK: Cambridge University Press.

David and Johnson, Roger. An Overview of Cooperative Learning. Retrieved on May 22nd 2012, from http://www.clcrc.com/pages/overviewpaper.html

Eko, 2009. Two Types of Cooperative Learning Model Two Stay Two Stray (TSTS). Retrieved on June 9th, 2012. From http://www.ras-eko.blogspot.com

Furchan, Arief. 1992. Pengantar Metoda Penelitian Kualitatif: Suatu Pendekatan Fenomenologis Terhadap Ilmu-ilmu social. Surabaya: Usaha Nasional.

Gay, L. R. 1981. Educational Research: Competence for Analysis and Application. Columbus, Ohio: Charles E. Merrill Publishing Company.

Hayail, A. Mulhal. 2012. Improving the Students’ ability in English Pronunciation through Phonetic Transcription at Class X of SMAN 1 Larompong Selatan in Academic Year 2011/2012. PBI UIN Alauddin.

Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Philadelphia: Open University Press.  

Iqbal, Muhammad. 2007. Improving the Students’ Tenses Understanding at the Second Year Students of MTs An-Nahdlah Makassar by Using Silent Way Method. Thesis of PBI UIN Alauddin

Isjoni. 2009. Cooperative Learning: Efektifitas Pembelajaran Kelompok. Bandung: Alfabeta 

Johnson, D.W. & Johnson, R.T. 1991. Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston: Allyn and Bacon.

Johnson & Johnson. 1994. Cooperative Learning in the Classroom. Virginia, Association for Supervision and Curriculum Development.

Kagan, Spencer. 1994. Cooperative Learning. San Clemente, CA: Kagan Publishing.

Kagan. 2009. Cooperative Learning. Retrieved on May 19th, 2012 from http://www.kagan/cooperativelearning.htm

Kroeger, Paul R. 2005. Analyzing Grammar: An Introduction. New York: Cambridge University Press.

L, Craig. 2009. Cooperative Learning: Approaches and Belief. US: Ankara

Lie, Anita. 2002. Cooperative Learning: Mempraktikkan Cooperative Learning di Ruang-Ruang Kelas. Jakarta: PT. Gramedia Widiasarana Indonesia.

Nurbaya, Siti. 2009. Students’ Motivation in Learning English by Using Socio-Affective Learning Strategy trough Cooperative Learning at The Second Year Students of Madrasah Aliyah Madani Alauddin Pao-Pao Gowa. Thesis of PBI UIN Alauddin.

Rusmiati. 2009. Teaching Procedural Texts Through Cooperative Learning Method to Improve The Students’ Writing Ability at The Second Year of MTs Aisyiyah Sungguminasa. Thesis of PBI UIN Alauddin.

Sihab, Nurfaizah. 2005. Error Analyzsis in Using Tenses in Composition at The Fifth Year students of Islamic Boarding School of An-Nadhlah Layang Makassar. Thesis of PBI UIN Alauddin.

Slavin, R.E. 1992. Cooperative Learning. USA: Allyn and Bacon. 

Sukirman. 2010. The Ability of the Fifth Semester Students of English Language and Literature Departement at Alauddin State Islamic University in analyzing Sentences of reading Text using Cooperative Learning. Thesis of PBI UIN Alauddin.  

Suprijono, Agus. 2009. Cooperative Learning: Teori dan Aplikasi. Retrieved on June 12th, 2012. From http://history22education.wordpress.com

Trianto. 2011. Panduan Lengkap Penelitian Tindakan Kelas (Classroom Action Research). Jakarta: Prestasi Pustaka.

Widodo, Rachmad. 2009. Model Pembelajaran Two Stay Two Stray.Retrieved on August 22nd, 2012 from http://www.rachmadwidodo.blogspot.com

Wiraatmadja, Rochiati. 2006. Metode Penelitian Tindakan Kelas; Untuk Meningkatkan Kinerja Guru dan Dosen. Bandung: PT. Remaja Rosdakarya.

DRAFT OF THESIS

Name                          : Abdullah

Reg. Number             : 20401108005

Major                         : English Education Department

Title                            :“Improving Students’ Tenses Comprehension by Using             Cooperative Learning Method Type Two Stay Two           Stray at the Second Year Students of MTs Modern     Islamic Boarding School Al- Junaidiyah Biru    Kabupaten Bone”.

Consultant I               : Dr. Muh. Yaumi, M. Hum., M.A.

Consultant II             : Drs. Muh. Rusdi T., M. Ag.

 

A.      Background

Tense is one of the compulsory subject materials in curriculum of junior high school. Students should understand well about tenses to make them easy in speaking and analysing the meaning of sentences. Tense is not as easy as we think, it should be learnt regularly. Some students find difficulties in learning and understanding tenses. The example of that case is found by researcher at the second year students of MTs Modern Islamic Boarding School Al- Junaidiyah Biru Kabupaten Bone after conducting case study.

There are many difficulties faced by students in learning tenses that the researcher found in the class. Based on data of the field, students can not distinguish kinds of tenses, and analyse the function of each kind of tenses. More over, students got problem in understanding kinds of tenses. As a proof, some of students can not differentiate the function of past tense and present perfect.

After analysing the case, it’s found some factors probably become the cause of those problems. The difficulties in learning and understanding tenses are caused by either internal or external factors. From internal factors such as self awareness to learn, less information, less practice, psychological factor, physical factors, and so on. From external factors such as book availability, learning feature, teaching method, and so on.

 From many factors above, the most crucial factor which causes students difficult to learn and understand about tenses is method in teaching learning process. Most of methods used by teacher never involve students to take much more part. Teachers still get themselves as a center of learning. As result, students get bored in learning, so that they do not have a willing to be more anxious about it.

The researcher really feels concerned about that. If it is not solved soon, some problems will appear such as misunderstanding, grammatical error; more over if it is let without finding solution, students will get more difficulties about it. So that’s why, the researcher initiatives to find some solution about this case.

Based on the case above, the researcher is eager to conduct research to solve that case. This research is expected to find solution to improve students’ understanding in learning tenses. The researcher will apply Cooperative Learning Method Type Two Stay Two Stray as a solution of it. This method is expected to improve students’ understanding about tenses, because this method is interesting and involving students in learning. More over, the method gives more chance and part for students to explore their mind without waiting teacher role as a center. Finally, the researcher conduct research by the title “Improving Students’ Tenses Comprehension by Using Cooperative Learning method Type Two Stay Two Stray at The Second Year Students of MTs Modern Islamic Boarding School Al-Junaidiyah Biru Bone”.

B.       Problem Statements

After analysing the problems from the background above, the researcher need to formulate some research questions as follows:

1.         How is the understanding of the second year students of MTs Modern Islamic Boarding School Al- Junaidiyah Biru Kabupaten Bone in learning tenses?

2.         How is the comprehension of the second year students of MTs Modern Islamic Boarding School Al-Junaidiyah Biru Kabupaten Bone in Learning Tenses after applying Cooperative Learning Method Type Two Stay Two Stray?

C.      Objective of the Research

This research is conducted to achieve some objectives such as:

1.         To analyze students’ understanding in learning tenses.

2.         To improve students’ comprehension in learning tenses by using Cooperative Learning Method Type Two Stay Two Stray.

D.      Significance of the Research

The researcher have a big expectation for this research to be useful information for both teachers and students to explore their mind about some method in teaching learning and upgrade their comprehension  in learning tenses, so that in the future they can expand their insight about English better than before.

E.       Scope of the Research

`         This research focus on improving students’ comprehension in learning tenses through cooperative learning Method type two stay two stray. The researcher will focus on a kind of tenses namely “Past Tense” which consist of four parts. They are simple past, past continuous, past perfect, and past perfect continuous. In this research, the researcher will apply that method in teaching students about “past tense”.

F.       Definition of Terms

1.        Tenses

A tense is a grammatical category that locates a situation in time, to indicate when the situation takes place (Bernard Comrie, 1985: 105). Tense is the grammaticalization of time reference, and in general is understood to have the three delimitations of before now namely past; now namely present; and after now namely future. Tense is normally usually indicated by a verb form, either on the main verb or on an auxiliary verb. The formula of tenses can be seen on the table below.

TIME/EVENT	SIMPLE	CONTINOUS	PERFECT	PERFECT PROGRESSIVE
PRESENT	Simple present	Present continuous	Present perfect	Present perfect continuous
PAST	Simple past	Past continuous	Past perfect	Past perfect continuous
FUTURE	Simple future	Future continuous	Future perfect	Future perfect continuous
PAST FUTURE	Simple past future	Past future continuous	Past future perfect	Past future perfect continuous

2.        Cooperative Learning Method

Cooperative learning is defined as a system of concrete teaching and learning techniques, rather than an approach, in which students are active agents in the process of learning through small group structures so that students work together to maximize their own and each other’s learning (Spence Kagan, 1994: 84).

There are five characteristics that feature cooperative learning in this study: (1) positive interdependence, (2) face-to-face interaction, (3) individual accountability, (4) interpersonal and small group skills, and (5) group processing.

Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. There are different kinds of groups for different situations, but they all balance some key elements that distinguish cooperative learning from competitive or individualistic learning.

Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments. Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.

Cooperative learning has beneficial roles in teaching learning process. Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average:

• Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes.
• Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.
• Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time.
• Cooperative learning processes prepare students to assess outcomes linked to accreditation.

3.        Two Stay Two Stray

Effective learning process is creating communication among students and teacher which is not only focus in what students learn but also how students learn. One technique in teaching learning process in applying that form is two stay two stray (TSTS). This technique is one of the techniques in cooperative learning methods. Two stay two stray was developed by Spencer Kagan (1992).

Two stay two stray technique is a kind of teaching learning method giving opportunities for students for sharing information to others group (Anita Lie, 2002: 61).. In this case, students should listen the explanation of others when they stray to other group. Two stay two stray direct students to work cooperatively and actively in group.

G.      Method of the Research

The method used in this research is Classroom Action Research (CAR). The researcher will apply Classroom Action Research type Kurt Lewin in this research. It is conducted by the teacher, lecturer, and researcher to improve students’ ability and understanding about the materials. More over, Classroom Action Research (CAR) aims to identify and overcome students’ problems in the class.

Classroom Action Research (CAR) type Kurt Lewin is divided into four components. They are planning, acting, observing, and reflecting. The researcher applies Classroom Action Research (CAR) type Kurt Lewin because the steps are more simple and suitable with what the researcher is going to do. Classroom Action Research (CAR) type Kurt Lewin can be described on the scheme below (Trianto, 2011: 30).

 

H.      Subject of the Research

The subjects of this research are the second grade students of MTs Modern Islamic Boarding school Al-Junaidiyah Biru Kabupaten Bone. The total number of students are 20 boys.

I.         Instrument of the Research

The instruments used in this research are:

1.         Test (written Test)

The test will be used in this research consists of two kinds. They are pre-test and post-test (competence test). It is for measuring the students’ achievement or understanding of the material before and after treatment.

2.    Observation Guidelines

The guidelines consist of a list of the students’ activities that have to observe during the teaching and learning process. It is used to identify whether cooperative learning type two stay two stray can overcome the students’ problems and improve the students’ understanding in learning tenses.

There are some aspects observed in the teaching and learning process, namely the students’ learning activities, creativities, feeling happy, and interactions.

3.    Quiz (Spoken Test)

Quiz given to asses the students’ achievement orally. They are asked to compete with others groups to answer the questions.

J.        Procedure of Collecting Data

This research is conducted by using Classroom Action Research method. It will be conducted for at least two cycles. Each cycle consists of four meetings. In a cycle, it consists of four steps. They are:

1.         Plan

In this step, the researcher prepares what the students have to do in the action step.  The researcher prepares all of the instruments to get valid data, such as pre-test, post-test, guidelines of observation, answer key of both of the tests, answer sheets, etc.

2.         Action

In general, the procedures of the action (Two Stay Two Stray) in each cycle are:

a.      The first cycle:

1.      Divide the class into five groups, each group consist of four students.

2.      The researcher will share different materials about patterns of past tenses for each group

3.       The students have to discuss the materials together in their own group.

4.      Two members of each group stray to other groups to share what they got and the rest stay in group for waiting others group members.

5.      Each members back to their own group for sharing what they got from others group.

6.      Each member of groups make conclusion about the materials that they got.

7.      The researcher corrects students’ mistakes.

8.      The researcher gives the students test (written test or quiz) for assessing their achievement.

b.      The second cycle:

1.      Students still work together with their own group.

2.      The steps are almost same with the first cycle but the researcher change the materials.

3.      The researcher share materials about text “narrative text” and they identify past tenses in that text

4.      Two members of each group stray to other groups to share what they got and the rest stay in group for waiting others group members.

5.      Each members back to their own group for sharing what they got from others group.

6.      Each member of groups make conclusion about the materials that they got.

7.      The researcher corrects students’ mistakes.

8.      The researcher gives the students test (written test or quiz) for assessing their achievement.

c.       The third cycle:

1.      Students still work together with their own group.

2.      The steps are almost same with the first and the second cycle but the researcher have students make examples of past tenses.

3.      Two members of each group stray to other groups to share what they got and the rest stay in group for waiting others group members.

4.      Each members back to their own group for sharing what they got from others group.

5.      Each member of groups make conclusion about the materials that they got.

6.      The researcher corrects students’ mistakes.

7.      The researcher gives the students test (written test or quiz) for assessing their achievement.

3.         Observation

In this step, the researcher observes what happened in the classroom, what the students do in the classroom. The researcher has to observe also the weaknesses of the learning process. The researcher writes down all the students’ activities during the teaching and learning process. The writing or the note is evaluated for the next step.

4.         Evaluation and Reflection

In this step, the researcher analyzes the weaknesses that he has seen while observing. After analyzing the weaknesses, he looks for the problems causing the weaknesses. Also, in this step, he has to think what he has to do at the next step.

K.      Technique of Data Analysis

There are two techniques are used in analyzing the data. They are:

1.         Quantitative Data Analysis

a.         Comparative Descriptive Analysis

The students’ achievement is analyzed by using comparative descriptive analysis. This analysis compares the students’ achievement and performance during the cycles.

b.        Statistic Analysis

To know the students’ achievement in each cycle, the researcher uses statistic analysis. The steps are below:

1.      Scoring the students’ answer of  pre test and post test by using this formula (Gay, 1981: 301):

Score        =   Students’ Correct Answer x 100 %

Total Number of Items   

2.      Classifying the students’ scores

Table Classification of Students’ Scores

No.	Score	Criteria
1.	90 – 100	Excellent
2.	80 – 89	Very good
3.	70 – 79	Good
4.	60 – 69	Fairly good
5.	50 – 59	Fairly
6	40 – 49	Poor
7.	< 40	Very poor

                                                                                           

3.      Mean Score

Calculating the students’ mean score by using the formula (Arief (Furchan, 1992:148):

                      Note:

                                              x          : Mean score

                                              ∑x        : Sum of all scores

                                              N         : Total number of subject

2.         Qualitative Data Analysis

Qualitative Data Analysis is used to process observation data. The researcher will use data display and verification to process observation guidelines                                                                          

REFFERENCES

Cakra. The Cooperative Learning Techniques. Retrived on May 20^th 2012, from http://zubarman.wordpress.com/2011/01/19/cooperative-learning-techniques/

Comrie, Bernard . 1985.  Tense. UK: Cambridge University Press.

David and Roger Johnson. An Overview of Cooperative Learning. Retrieved on May 22^nd 2012, from http://www.clcrc.com/pages/overviewpaper.html

Furchan, Arief. 1992. Pengantar Metoda Penelitian Kualitatif: Suatu Pendekatan Fenomenologis Terhadap Ilmu-ilmu social. Surabaya: Usaha Nasional.

Gay, L. R. 1981. Educational Research: Competence for Analysis and Application. Columbus, Ohio: Charles E. Merrill Publishing Company.

Kagan, Spencer. 1994. Cooperative Learning. San Clemente, CA: Kagan Publishing.

Lie, Anita. 2002. Cooperative Learning: Mempraktikkan Cooperative Learning di Ruang-Ruang Kelas. Jakarta: PT. Gramedia Widiasarana Indonesia.

Trianto. 2011. Panduan Lengkap Penelitian Tindakan Kelas (Classroom Action Research). Jakarta: Prestasi Pustaka.

ENGLISH FOR LAW

(MARRIAGE IN ISLAM AND INDONESIAN LAW PERSPECTIVE)

Arranged by:

         Abdullah

ENGLISH EDUCATION DEPARTEMENT

TARBIYAH AND TEACHING TRAINING FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF

MAKASSAR

2011

CHAPTER I

INTRODUCTION

1.        Background

Just like a coin, marriage also has two sides. While it may seem extremely blissful and ecstatic on one end, in the other hand, it might turn out be extremely challenging and problematic. The problems in marriage sometimes appear in law side. Unknowing about the marriage law sometimes make someone do something which is irrelevant with the law either in Islamic law or in Indonesian law.

The rules of marriage have been already explained in our constitution also in our religion. So, unknowing about that rules is a strange thing. So, in this paper, the writers would like to clarify the law of marriage in islam and legislation perspective and try to find out the similarity both of that source of marriage law.

2.        Problems Statement

From the background above, the writers would like to clarify some problems statement as follows:

a.       What is definition of law?

b.      What are the principles, law, and the legal basis of marriage in Islam?

c.       What are the principles, and the legal basis of marriage in Indonesian constitution?

3.        Purposes

The purposes of this topic are:

a.       To know what law is

b.      To find out the principles of Islamic law and Indonesian constitution

c.       To understand the legal basis of marriage in Islam and Indonesian constitution.

CHAPTER II

DISCUSSION

A.       Definition of Law

What is law actually? In general the law is referred to any rules or principles in a common life which can be imposed with a sanction in its implementation. The view of each person or each lawyer about law is different. Some definition of law according to the law specialist as follows:

1.      Aristotle’s: "Particular law is that which each community lays down and applies to its own member. Universal law is the law of nature".

2.      Grotius:"Law is a rule of moral action obliging to that which is right".

3.      Hobbes:"Where as law, properly is the word of him, that by right had command over others".

4.      Prof. Mr Dr C. van Vollenhoven :"Recht is een verschijnsel in rusteloze wisselwerkingvanstuwenegenstuw".(Law is a phenomenon in restless interplay of thrust and counter thrust). ( Ichtiyanto, 2003).

We argue that the laws are rules made ​​by the authorized one that contains the commandor prohibition to regulate human behaviour in order to achieve fairness, balance and harmony in life. In other words to prevent chaos and many others in life.

  For example, in a country must have rules that govern the relationship of people orcitizens by thestate. It's calledthe law. Anotherexample of a community or district has a system-way of behaving in a community or region. It is also called the law. One type of law  is the law on marriage.

Some English term which is related with law are: appeal (banding), arrest(penangkapan), assault (penyerangan), counsel (penasehat), covenant (perjanjian), demand (tuntutan), disclaimer(penyangkalan), escrow (wasiat), heir(waris), indictment (surat dakwaan), joinder (perkumpulan), lessee (penyewa), larceny(pencurian),  nuisance (gangguan), ouster(pendaulatan), proof (bukti), lawsuit (perkara hukum), tort (kesalahan), trespass(pelanggaran),verdict(vonis/putusan),defendant(terdakwa),lawyer(pengacara),ministry of justice (kementrian kehakiman),public prosecutor(penuntut umum), procurator fiscal(jaksa penuntut umum), case law(hokum putusan hakim), adjudication(putusan hakim),verdict of the marriage annulment(putusan hakim tentang pembatalan perkawinan, and so on.

B.       The Law of Marriage In Islam

Legal origin of marriage is permissible according to verse in the holy Qur’an. Allah said:

sÅ3Rr&ur 4‘yJ»tƒF{$# óOä3ZÏB tûüÅsÎ=»¢Á9$#ur ô`ÏB öä.ÏŠ$t6Ïã öNà6ͬ!$tBÎ)ur 4 bÎ) (#qçRqä3tƒ uä!#ts)èù ãNÎgÏYøóムª!$# `ÏB ¾Ï&Î#ôÒsù 3 ª!$#ur ììÅ™ºur ÒOŠÎ=tæ ÇÌËÈ

However, legal marriage may be duty, or sunnah, makruh, or unlawful for a person, according to the situation who would marry (Bukhari, 2008).

a.       Duty
People who are obliged to marry, are those who can afford to marry, is she worried about him would do a prohibited act of God to do it. Conducting marriage is the only way for him to refrain from acts that are forbidden by God (Hatta Syamsuddin, 20090)

b.      Sunnah

 People who is allowed married, is the person who has the ability to marry and are able to maintain themselves from the possibility of doing the forbidden act.

c.       Makruh
The man who marries his legal makruh are people who do not have the ability to marry. Basically, people who do not have the ability to marry, allowed to perform marriages, but feared he could not reach the destination wedding, because it is recommended should not perform marriages.

d.      unlawful

People who are forbidden to marry are the one who have the ability to mate, but if he marries is expected to cause some disadvantages  against other parties, like crazy, people who like to kill, or have properties that can harm the other party and so on (Kamal Muchtar, 2004)

C.       Principles of Marriage In Islam

There are some legal principles of marriage according to Islamic religion which is the basis of marriage. Among these principles are:

1.      There should be a voluntary agreement of the parties who entered into marriage. The ways is    by doing proposal submitted to find out if both parties agree to conduct a marriage or not.

2.      Not all women can be married by a man, because there are provisions of the prohibitions of marriage between men and women who should be ignored.

3.      Marriage should be implemented by meeting certain requirements, whether that involves both sides as well as those relating to the implementation of marriage itself.

4.      Marriage is basically to establish a family or household comfort, peace, and eternal to dive in perpetuity.

5.      Rights and obligations of husband and wife are equal in the household, where there is responsibility on the husband's family leadership (Kamal Muchtar, 2004)

D.       Legal Basis of Marriage In Islam

Law of Marriage in Islam has a very important position, and therefore the rules about marriage is arranged and clearly explained and detailed. Islamic Marriage Law is basically not only manage the implementation procedures of marriage, but also all issues which are closely related by marriage, for instance: the rights and obligations of husband and wife, property arrangements within marriage, ways to break marriages, living expenses that must be marriage held after the breakup, child maintenance, child maintenance, the split treasure marriage and others. The legal basis of marriage in Islam describe in compilations of Islamic law ( kompilasi hukum islam) as follow:

Bab II : Dasar-Dasar Perkawinan

Pasal 2

Perkawinan menurut hukun Islam adalah pernikahan, yaitu akad yang sangat kuat atau mitssaqan

ghalidzan untuk mentaati perintah Allah dan melaksanakannya merupakan ibadah.

Pasal 3

Perkawinan bertujuan untuk mewujudkan kehidupan rumah tangga yang sakinah, mawaddah, dan

rahmah.

Pasal 4

Perkawinan adalah sah, apabila dilakukan menurut hukum Islam sesuai dengan pasal 2 ayat (1)

Undang-undang No. 1 Tahun 1974 tentang Perkawinan.

Pasal 5

(1) Agar terjamin ketertiban perkawinan bagi masyarakat Islam setiap perkawinan harus dicatat.

(2) Pencatatan perkawinan tersebut pada ayat (1), dilakukan oleh Pegawai Pencatat Nikah

sebagaimana yang diatur dalam Undang-undang No.22 Tahun 1946 dan Undang-undang No. 32

Tahun 1954.

E.       Principles of Marriage Law In Indonesia

Generally, the principles of marriage law in Indonesia can be clarified as follows:

1.      The purpose of marriage is to form a happy family and the eternal. For this husband and wife need help and complement each other so that each can develop his personality, helped in achieving spiritual and material welfare.

2.      In this constitution states that a marriage is valid when performed according to the laws of each religion or belief, and besides that every marriage must be recorded according to the rules present legislation, the registration of each marriage are the same as recording with some important events in one's life, such as births, deaths that are stated in the letters of explanation, an official certificate which is also contained in the registration list.

3.      This law adheres to the principle of monogamy, only if required by the relevant, because the law and religion of the relevant permits, a husband can have more than one. However, the marriage of a husband with more than one wife, although it is desired by the parties concerned can only be done if certain requirements met and decided by the Religious Courts.

4.      This constitution sets out the principles, that the candidate's wife should be mature  to be able to establish a marriage, in order to realize the objectives of a good marriage without divorce, and get a good and healthy descent or heredity, for it had prevented a marriage between candidates husband and wife who are still young, because the marriage have relationship to the population problem, then to brake its speed is higher birth, have prevented the occurrence of marriage between prospective husband and wife who are still minors. Because the age limitation for a woman to marry, resulting in a higher birth rate, when compared with a higher age limit, associated with it, then constitution of  Marriage decide the age limitation for marriage for both men and for women, is 19 years for men and 16 years for women.

5.      Because the purpose of marriage is to form a happy family and the eternal and prosperous, then this law to embarrass the principle of liver divorce. To allow divorce there must be some reason.

6.      The rights and status of the wife is balanced with the rights and position of the husband both in life and in social interaction, and thus all things in the family can be negotiated and decided with her husband and wife (Nadirsyah Hosen, 2005)

F.       Marriage Law Foundation in Indonesia

The law concerning marriages in Indonesia, set in the legislation of the Republic of Indonesia No. 1 of 1974 (Wasit Aulawi, 1975).  One chapters in the legislation are:

Simak

Baca secara fonetik

Bab 1 : Dasar Perkawinan

Pasal 1

Perkawinan adalah ikatan lahir batin antara seorang pria dan seorang wanita sebagai suami istri dengan tujuan membentuk keluarga atau rumah tangga yang bahagia dan kekal berdasarkan Ketuhanan Yang Maha Esa.

Pasal 2

(1) Perkawinan adalah sah apabila dilakukan menurut hukum masing-masing agama dan kepercayaannya itu.

(2) Tiap-tiap perkawinan dicatat menurut peraturan perundang-undangan yang berlaku.

Pasal 3

(1) Pada asasnya seorang pria hanya boleh memiliki seorang isteri.

Seorang wanita hanya boleh memiliki seorang suami.

(2) Pengadilan, dapat memberi izin kepada seorang suami untuk beristeri lebih dari seorang apabila dikendaki oleh pihak-pihak yang bersangkutan.

Pasal 4

(1) Dalam hal seorang suami akan beristri lebih dari seorang, sebagaimana tersebut dalam pasal 3 ayat (2) Undang-undang ini, maka ia wajib mengajukan permohonan ke Pengadilan di daerah tempat tinggalnya.

(2) Pengadilan dimaksud dalam ayat (1) pasal ini hanya memberi izin kepada suami yang akan beristri lebih dari seorang apabila:

a. istri tidak dapat memnjalankan kewajibannya sebagai isteri;

b. istri mendapat cacat badan atau penyakit yang tidak dapat disembuhkan;

c. istri tidak dapat melahirkan keturunan.

Pasal 5

(1) Untuk dapat mengajukan permohonan ke Pengadilan sebagaimana dimaksud dalam pasal 4 ayat (1) Undang-undang ini harus memenuhi syarat-syarat berikut:

a. adanya persetujuan dari isteri/isteri-isteri;

b. adanya kepastian bahwa suami mampu menjamin keperluan-keperluan hidup isteri-isteri dan anak-anak mereka.

c. adanya jaminan bahwa suami akan berlaku adil terhadap isteri-isteri dan anak-anak mereka.

 (2) Persetujuan yang dimaksud dalam ayat (1) huruf a pasal ini tidak diperlukan bagi seorang suami apabila isteri/isteri-isterinya tidak mungkin dimintai persetujuannya dan tidak dapat menjadi pihak dalam perjanjian;atau apabila tidak ada kaber dari istrinya selama sekurang-kurangnya 2 (dua) tahun atau karena sebab-sebab lainnya yang perlu mendapat penilaian dari Hakim Pengadilan

If we compare the principles of marriage according to Islamic law and Indonesian constitution, it can be said it is collateral and nothing significant difference of principle or fundamental.

CHAPTER III

CLOSING

law is referred to any rules or principles in a common life which can be imposed with a sanction in its implementation. One of the parts of law is marriage law. In islam the marriage law is in the compilation of Islamic law (kompilasi hukum islam) which is based on Qur’an and Hadis. And in Indonesian constitution, the marriage law is the legislation of the Republic of Indonesia No. 1 of 1974. (undang-undang Republik Indonesia no 1 tahun 1974).

            Law of Marriage in Islam has a very important position, and therefore the rules about marriage is arranged and clearly explained and detailed. Islamic Marriage Law is basically not only manage the implementation procedures of marriage, but also all issues which are closely related by marriage, for instance: the rights and obligations of husband and wife, property arrangements within marriage, ways to break marriages, living expenses that must be marriage held after the breakup, child maintenance, child maintenance, the split treasure marriage and others.

         

Work Cited

Aulawi, Wasit. Hukum Perkawinan di Indonesia, Jakarta: PT Bulan Bintang, 1975.

Bukhari. “Hukum Pernikahan dalam Islam”, 2008. 24 apr 2011. <http//:www.bukhari20%hukum.pernikahan.dalam.islam.htm>.

 Hatta Syamsuddin. “Ragam Macam Hukum Pernikahan”, 2009. 25 apr 2011. <http//:www. Hukum_pernikahan.htm>.

Hosen, Nadirsyah. Religion and the Indonesian Constitution, Singapore, 2005.

Ichtiyanto. Perkawinan Campuran dalam Negara Republik Indonesia.  Jakarta: Badan Litbang Agama dan Diklat Keagamaan Departemen Agama RI, 2003.

Muchtar, Kamal. Asas-Asas Hukum Islam tentang Perkawinan. 4^th ed, Jakarta: PT. Bulan Bintang,2004.

CHAPTER I

INTRODUCTION

A.       Background

The population of human is getting increased year by year around the world. The increasing of human population cause many problems such as declining natural resource, job field, population density, and so on. Inhabitant growth in each country has a big deal with prosperity of that country. The highest population density of a country, the lowest level prosperity of it.

The overpopulation will cause some negative effects. If it is not prevented, it will effect to national development, because the government will overwhelm to set aside economical, health, and educational facility.[1] Based on that problem, the government carries on a program to prevent overpopulation. The program is “Family Planning” or “Keluarga Berencana”

Family planning is a national program to alleviate the overpopulation because the human population is not balance with goods and merit availability. Family planning is based on the population theory by Thomas Robert Malthus.[2]

Based on the explanation above, we find some gaffes about “Family Planning” when correlated with Islamic view. We will find some contradictions and dissimilarity views about it. So that’s why, the writer make a scientific writing to describe and provide some information about “family planning”.

B.       Problem Statements

Based on the background above, the writer formulates some questions as problem statements as follows:

1.        What is family planning?

2.        How does Islam view about family planning?

C.       Objectives

Through this scientific writing, the writer expects to give some profits either the writer or the reader such as:

1.      Understanding about family planning.

2.      Understanding Islamic perspective about family planning.

CHAPTER II

DISCUSSION

A.       Definition of Family Planning

The term Keluarga Berencana (KB), is an English translation of "family Planning" whose practice in Western countries divided into two kinds of methods:

1.        Planning Parenthood.

Implementation of this method emphasizing the responsibility of both parents to establish a safe, peaceful, prosperous and happy household, although not by limiting the number of family members. It is closer to the Arabic term Tandzimul Nasli (descent arrangement).[3]

2.        Birth Control

Application of this method emphasizes the number of children or limiting birth, based on the situation and condition of husband and wife. This is more similar Arabic term Tahdidun Nasli (descent limitation). More ever in western countries, this method also allows abortion (abortion); sterilization (infertility) and celibacy (at-tabattulu).[4]

To explain the definition of family planning, the writer provides it by using general and specific definition.

1          General definition

Family Planning is an establishment regulates the large number of birth, so that’s why for both mother and baby, for father and their family do not get any disadvantages as a result of the birth

2          Specific definition

Family planning in daily life revolves around the prevention of fertilization of a sperm from male and ovum from women about sexual intercourse.

From the definition above, it can be said that family planning is the official term used to efforts and achieve prosperity and happiness of the family, by accepting and practicing the idea of ​​potential small and happy family.

Family planning also known as fertility awareness, periodic abstinence and the rhythm method, this approach entails not having sexual intercourse on the days of a woman's menstrual cycle when she could become pregnant or using a barrier method (such as a condom, the diaphragm or a cervical cap) for birth control on those days.

Because a sperm may live in the female's reproductive tract for up to 7 days and the egg remains fertile for about 24 hours, a woman can get pregnant within a substantial window of time -- from 7 days before ovulation to 3 days after. Methods to approximate when a woman is fertile are usually based on the menstrual cycle, changes in cervical mucus, or changes in body temperature.[5]

Family planning is an attempt to measure the number and spacing of children wanted. To be able to achieve this, then made several ways or alternatives to prevent or delay pregnancy. Ways to include contraception or pregnancy prevention and family planning. Based on the research, there are 3.6 million unintended pregnancies each year in United States, half of these unplanned pregnancies occur because couples were do not use a peccary, and the other half using contraceptives but not really how to use them. [6]

Basic method of contraception works by preventing sperm from male to reach and fertilize an ovum of women (fertilization) or preventing the fertilized ovum to implant (attached) and developing in the womb. Contraception can be reversible (back) or permanent (fixed).Contraception which is reversible contraceptive method that can be terminated at any time without effect long in the restore fertility or the ability to have children again. Contraceptive methods or what we call permanent sterilization is a contraceptive method that is unable to return fertility due to involve surgery.

Contraceptive methods can also be classified based on how it works such as barrier method (Barrier), for example, condom prevents sperm; mechanical methods such as IUDs; or Hormonal methods like the pill. Natural contraceptive methods do not use assistive devices or hormonal but based on a woman's physiology in order to prevent fertilization

Factors that influence the choice of contraception is the effectiveness, safety, frequency of use and side effects, and the willingness and ability to perform regular contraception and true. In addition to this, consideration is also based on the cost of contraception and the role of religion and culture is the culture of contraception. Another factor is the frequency of intercourse, easy to come back pregnant again, side effects to the lactation, and the effects of these contraceptive.

B.       Family Planning in Islamic Perspective.

Family Planning has two main definitions. They are planning parenthood and birth control. Each definition has a different meaning. Planning parenthood means birth arrangement, and birth control means birth limitation. Islam has some views about those terms.

In this discussion, the writer review about family planning in Islamic perspective by basing the texts of Al-Quran and hadith and logic (dalil akli). Family planning is permissible according to Islam, which recognizes that the sexual act is more than just a means of procreation. During the time of the Prophet Muhammad (SAW), the most commonly practiced method of family planning was 'azl or the withdrawal method. According to the ulama (scholars), withdrawal is permissible but generally thought to be makruh (reprehensible), since it deprives the woman of her right to be able to have sexual satisfaction and to bear children if she so desires, so therefore the conclusion reached by most scholars is that withdrawal should not be practiced unless the woman agrees to it.

If repeated pregnancies have weakened the woman's body or becoming pregnant would threaten her life, such family planning may be construed as a necessity, and not makruh.

Modern scholar Shaykh Ahmad al-Sharabassi of Egypt has pronounced the following as genuine reasons for practicing contraception:

1. So that the woman may rest between pregnancies.
2. If either partner has a transmittable disease.
3. For the sake of the woman's health. For example if she is already breast-feeding a child it would be damaging for both her and the child to have another pregnancy.
4. If the husband can not afford to support any more children.[7]

Since most "modern" methods of family planning have the same aim as the withdrawal method --- to frustrate the attempt of the sperm to fertilize the egg --- we can by analogy assume that modern birth control is also permissible.[8]

Implementation of family planning is permissible in Islam because of economic considerations, health and education. That is, allowed for people who are not able to finance the child's life, health and education in order to become family planning acceptors. Even a sin for him, if she gave birth to children who can not be taken care of them, which eventually became a heavy burden for society, because her parents did not undertake the cost of his life, health and education.

The economic weaknesses, lack of stable health condition Physical and weaknesses of children’s intelligently due to lack of nutritious food, is the responsibility of both parents. This is the role of family planning to help people who can not fund their life.

If the family planning program is intended to limit the birth, it’s totally forbidden Because Islam does not recognize birth control (tahdid an-nasl). More ever there are many hadiths that encourage Muslims to reproduce children. For example in holy Qur’an Al-isra/31:17:

Kill not your children for fear of want: We shall provide sustenance for them as well as for you. Verily the killing of them is a great sin.[9]

Family planning in Islam is known as birth arrangement or planning parenthood (tanzhim an-nasl). This is based on the friends (sahabat) who do azal at the time of Prophet, and he did not forbid it. Azal is issued sperm outside the womb when it is going out. Some of the reasons that justify birth arrangement among other things: first, concerns the life and health of the mother if she is pregnant or give birth, based on experience or information from a trusted physician.  Second, the fear of the material difficulties which sometimes resulted in difficulties in religion, and accept only something forbidden and do things that are prohibited for the sake of her children.  Third, the reason for concern over the fate of her children; bad health or education is not resolved.[10]  Another reason is  baby get  milk well and fairly, and then worry about their children's attendance in quick time.

Restricting children, due to do not want to be poor or can not fund their life. Therefore, it reflects the superficiality of faith, lack of trust and confidence that God is giving sustenance. Allah say in holy Qur’an Al-Isra/31:17.

Ÿwur (#þqè=çGø)s? öNä.y‰»s9÷rr& spu‹ô±yz 9,»n=øBÎ) ( ß`øtªU öNßgè%ã—ötR ö/ä.$­ƒÎ)ur 4 ¨bÎ) öNßgn=÷Fs% tb%Ÿ2 $\«ôÜÅz #ZŽÎ6x.

Kill not your children for fear of want: We shall provide sustenance for them as well as for you. Verily the killing of them is a great sin.[11]

The scholars agreed in allowing family planning (KB) which allowed in syari `at is an arrangement / spacing of birth or pregnancy prevention efforts for a deal while the husband and wife because of certain circumstances for the benefit of (serious benefits) family. Thus family planning here have the same meaning as Tanzim al nasl (descent arrangement). As far as understanding the Tanzim al nasl (descent arrangement), not tahdid al nasl (restriction of descent) in the sense of sterilization (taqim) and abortion (isqot al-haml), then the family planning (KB) is not prohibited.[12] Sterilization and abortion are forbidden by Islam here is the act of sterilization or abortion are not medical based on syari `i. As for abortions performed on the basis of medical indications, such as abortion to save the lives of the mother or because of medical analysis to see abnormalities in pregnancy, permissible and even required. Similarly sterilization, if it is done in a state of emergency due to medical reasons, such as sterilization in women who threatened his life if he was pregnant or gave birth to the ruling on permissible.[13] 

The permissibility of family planning within the limits of the above understanding is declare  both by individual scholars and Islamic institutions to national and international level, so it can be concluded that the permissibility  family planning KB with the understanding / restrictions will have almost become Ijma `Ulama. MUI (Indonesian Ulama Council) has also issued a similar fatwa in the National Council of Ulama on Population, Health and Development in 1983. No matter how many declaration (fatwa) theoretically allowing by scholars with family planning (KB) in the sense of Tanzim al-nasl, we must still consider the types, ways, and procedure of family planning.

Islamic scholars usually say that such irreversible methods of contraception are forbidden, based upon a hadith of the Prophet (SAW) forbidding some early Muslim men to castrate themselves. In addition, such surgical intervention into the human body without need, alters the true nature of our bodies as Allah (SWT) created them. Again, such methods become permissible in the case of necessity.

Occasionally even reversible birth control can become unlawful. This can happen on a temporary basis if the issue of population control is politicized. For example, if a non-Muslim government tries to impose birth control on its Muslim citizens in order to deplete their numbers, a sheikh could issue a fatwa (ruling) saying that birth control is forbidden, until that situation passes. Many of the Muslims who opposed the Family Planning conference in Egypt in 1994 did so because they saw birth control being used as a weapon against Muslims, to control the Muslim population, which is growing faster than that of any other religion.

“After a woman gives birth, she is temporarily unable to become pregnant, while her body recovers from the pregnancy.”[14] If she is breast-feeding the new baby, she is even less likely to become pregnant. This breast-feeding "method" of birth control is not guaranteed to prevent pregnancy, but it has been shown that if a woman is breast-feeding regularly, like every 4 hours, without giving supplemental feedings, then she is unlikely to ovulate. If a woman goes 10-12 hours or longer without breast feeding her infant,, then her cycle is likely to return.

CHAPTER III

CONCLUSION

The term Keluarga Berencana (KB), is an English translation of "family Planning" whose practice in Western countries divided into two kinds of methods:

a.         Planning Parenthood.

Implementation of this method emphasizing the responsibility of both parents to establish a safe, peaceful, prosperous and happy household, although not by limiting the number of family members. It is closer to the Arabic term Tandzimul Nasli (descent arrangement).

b.        Birth Control

Application of this method emphasizes the number of children or limiting birth, based on the situation and condition of husband and wife. This is more similar Arabic term Tahdidun Nasli (descent limitation). More ever in western countries, this method also allows abortion (abortion); sterilization (infertility) and celibacy (at-tabattulu).

According to the ulama (scholars), withdrawal is permissible but generally thought to be makruh (reprehensible), since it deprives the woman of her right to be able to have sexual satisfaction and to bear children if she so desires, so therefore the conclusion reached by most scholars is that withdrawal should not be practiced unless the woman agrees to it

Family planning in Islam is known as birth arrangement or planning parenthood (tanzhim an-nasl). This is based on the friends (sahabat) who do azal at the time of Prophet, and he did not forbid it. Azal is issued sperm outside the womb when it is going out. Some of the reasons that justify birth arrangement among other things: first, concerns the life and health of the mother if she is pregnant or give birth, based on experience or information from a trusted physician.  Second, the fear of the material difficulties which sometimes resulted in difficulties in religion, and accept only something forbidden and do things that are prohibited for the sake of her children.  Third, the reason for concern over the fate of her children; bad health or education is not resolved.  Another reason is  baby get  milk well and fairly, and then worry about their children's attendance in quick time.

BIBLIOGRAPHY

Alyssa, “Family Planning in Islam,” http://www.unh.edu/msa/familyp.htm ( 9^th June 2011).

Damezs, Eko. “Keluarga Berencana (KB) Menurut Pandangan Islam,” Blog Eko Damezs. http://ekookdamezs.blogspot.com/2010/05/makalah-keluarga-berencana-kb-menurut.html (9^th june 2011).

Departemen Agama RI. Al Qur’an dan Terjemahannya. Semarang: PT. Karya Toha Putra, 1995.

Gale Encyclopaedia of Public Health:“Family Planning Behaviour,” http://www.answers.com/topic/family-planing (15^th June 2011).

Med terms, “ Definition of Family Planning, “official cite of med terms. http://www.medterms.com/script/main/art/asp?articlekey=9770(10^th June 2011).  

Mission Islam, “Is family planning allowed in Islam?,” official site of mission islam. http://www.missionislam.com/family/familyplanning.htm (12^th June 2011).  

Qaradhawi, Yusuf. Halal dan Haram dalam Islam. Bandung: Era Intermedia, 1998.

Shaikh, Sa’diyya. Family Planning, Contraception and Abortus in Islam.Oxford: Oxford Universitypress,2003.http://www.religiousconsultation.org/family-planning-in-Islam-by-Shaikhp-p1.htm  (12 June 2011).

Shapiro, Howard I. “Contemporary Jurisprudence Research Journal: The New Birth Control Book,” 1992.

Sofyan, M. “KB dalam Pandangan Islam,” http://www.scribd.com/doc/57178014/ makalah-kb-dalam-pandangan-islam (13^th June 2011).

FAMILY PLANNING IN ISLAMIC PERSPECTIVE

A Paper

Submitted in Partial Fulfilment of the Requirements for Final Task

In English for Specific Purposes Course.

By

ABDULLAH

Reg. No. 20401108005

ENGLISH EDUCATION DEPARTEMENT

THE FACULTY OF TARBIYAH AND TEACHER TRAINING

UIN ALAUDDIN MAKASSAR

2011

---

[1]Eko Damezs, “Keluarga Berencana (KB) Menurut Pandangan Islam,” Blog Eko Damezs. http://ekookdamezs.blogspot.com/2010/05/makalah-keluarga-berencana-kb-menurut.html (9^th june 2011).

[2]M. Sofyan, “KB dalam Pandangan Islam,” http://www.scribd.com/doc/57178014/ makalah-kb-dalam-pandangan-islam (13^th June 2011).

[3]Mission Islam, “Is family planning allowed in Islam?,” official site of mission islam. http://www.missionislam.com/family/familyplanning.htm ( 12^th June 2011)        

[4]Ibid

[5]Med terms, “ Definition of Family Planning, “official cite of med terms. http://www.medterms.com/script/main/art/asp?articlekey=9770(10^th June 2011).  

[6]Gale Encyclopaedia of Public Health:“Family Planning Behaviour,” http://www.answers.com/topic/family-planing (15^th June 2011).

[7]Alyssa, “Family Planning in Islam,” http://www.unh.edu/msa/familyp.htm ( 9^th June 2011)

[8]Howard I, Shapiro, “Contemporary Jurisprudence Research Journal: The New Birth Control Book,” (1992): p.57.

[9]Departemen Agama RI, Al Qur’an dan Terjemahannya  (Semarang: PT. Karya Toha Putra, 1995), p. 428                

[10] Yusuf Al Qaradhawi, Halal dan Haram dalam Islam (Bandung: Era Intermedia, 1998), p. 285.

[11]Departemen Agama RI, loc.cit.

[12]Sa’diyya Shaikh, Family Planning, Contraception and Abortus in Islam (Oxford: Oxford University Press, 2003) p. 1. http://www.religiousconsultation.org/family-planning-in-Islam-by-Shaikhp-p1.htm  (12 June 2011)

[13] Ibid, p. 3.

[14]Gale Encyclopedia of Public Health, loc.cit