LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
The Implementation of Using Picture Media
on Teaching Present Continuous Tense
Mezia Kemala Sari
Muhammadiyah University of West
Sumatera, Indonesia
meziakemalasa[email protected]
Yulyana Putri
Pascasarjana Universitas Andalas,
Indonesia
Yulyana.putri.yp@gmail.com
ABSTRACT
The research is about the implementation of using picture as the media in teaching Present
Continuous tense. The purpose is to see is there any significant implementation of using media in
teaching Present Continuous Tense. This research conducts three steps (pre-test, treatment and
post-test) and held in four meetings. The participants are 21 students of class VIIA of MTs
Muhammadiyah Padangpanjang by using purposive sampling. This pre-experimental research is
quantitative and the data taken from pre-test and post-test and test sheet is used as the
instrumentation. The result showed that the using of picture as media has implementation in
teaching Present Continuous Tense. It can be seen from the student‘s scores‘ improvements
taken from all indicators. Generally, total mean of students‘ score of pre-test is 43.24 meanwhile
the mean score of post-test is 71.62. The effectiveness of using this media is implemented from
students‘ scores which are increased after learning Present Continuous Tense by using picture.
While the most significant improvement is in the use of –ing form as the core of the Present
Continuous Tense.
Keyword: picture media; present continuous tense
INTRODUCTION
Generally, English language has two tenses
that consisting eight parts and they have
different meaning depending on such things
as the time and length of an action, and how
the speaker sees it (Eastwood, 2002, p. 82). It
seems complicated and caused several
problems for Indonesian learners to learn
English tense. Widagsa, et.al (2017) stated the
study of English as foreign language for
Indonesian regional language is still
underrated. It possibly can be caused by tense
because the Indonesian language itself does
not recognize the tense. Commonly, the
students have problem in understanding some
tenses such as students hard to distinguish
between Simple Present Tense, Present
Continuous Tense and gerund because the
form ―V + ing‖. Sometime, they are confused
when they should use Simple Present Tense
and Present Continuous Tense. Tense
problem is one thing that commonly occur in
students‘ English learning in all aspects
beside grammatical, spelling, vocabulary and
so on (Sari, 2017, p.19). So, teacher has to be
creative in teaching this material and make
the students totally understand it.
As a teacher, it is necessary to find the
new teaching media to overcome the
problems and not to forget to motivate the
students. Teachers have used games, pictures,
songs, real object, cartoon and movie as their
teaching media to grow the student creativity
in learning process. However, in teaching
process, the using of media and teaching
material should be suitable. There are many
media can be used in teaching Present
Continuous Tense such as two and three
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
dimensions media. Mackey (2005) mentioned
media likes picture, movies or song lyric are
usually most often used as a tool to learn. It
means tool that teacher used in classroom can
be able to manipulate to seen, to hear and to
read in order to facilitate teaching in the class.
According to Sabri (2010) the kinds of two
and three dimension media are draft, graph,
poster, picture, flat map and relief map. There
are several benefits of using media in teaching
process. First, clarified the instruction so that
not to verbalize. Second, Superintend limited
of room, time and senses. Third, using
appropriate and have variations media can
decrease students passive. The last, teacher
will be able to give equal motivation,
experience and perception.
In this research, picture is chosen as a
media in teaching present continuous tense.
Picture is a number of pictures, photos, and
painting from book, newspaper or another
source that can be used as teaching aids
(Sabri, 2010, p. 110). Using picture in
teaching present continuous tense is one of
the way how alternative teaching aids in
teaching English, because most of students
like to read comics that has interest picture.
Students are practiced to use their imagination
by the picture and able to describe the picture
everywhere. Then, student will remember
about the material.
There are some similar research has
been conducted by another researchers.
Kateřina Joklová (2009) observed about using
pictures in teaching vocabulary. In her
research, she found the main goal of this
thesis was to show how pictures can be put to
use in English classes in a few ways and to
answer the questions how and why this works
and in what way exactly they help the learner
remember the words he or she studies. The
similar Joklova research with this research is
the using picture media. In Joklova research
picture used in teaching vocabulary, but in
this research researcher using picture media in
teaching present continuous tense.
Second, the research was observed by
Gallis Nawang Ginusti (2014). She observed
about improving the speaking skills of grade
VIII students of SMP Negeri 2 Godean
through pictures. The result of her research
that the implementation of pictures in the
teaching and learning process of speaking is
believed to be effective to improve the
students‘ speaking skills. The similar Gallis
research with this research is the using picture
media. In Gallis research picture used to
improve students speaking skill, but in this
research researcher using picture media in
teaching present continuous tense.
The last, the research was observed by
Arum Wahyuningsih (2011). She describes
about Students‘ Writing Skill through Picture
Media in Grade X of office Administration 2
of SMK Negeri 1 Tempel. The result of her
study indicated that the process of teaching
and learning accompanied with pictures could
lead the students‘ motivation in writing and
their skill improvement. The similar
Wahyuningsih research with this research is
the using picture media. In Wahyuningsih
research picture used to Improving Students‘
Writing Skill, but in this research researcher
using picture media in teaching present
continuous tense.
Related to the review of related finding
above, this research is more focus in using
picture media in order to know the
implementation of the media in teaching
continuous tense. Even though, There are
number of studies discuss on some using
picture media in teaching, but the researcher
consider conducting a research, especially on
the implementation of using picture media in
teaching present continuous tense at VIII
grade students of MTs Muhammadiyah
Padangpanjang.
METHODOLOGY
The study is pre-experimental as one of
models experimental research. Sukardi (2007)
stated that pre-experimental research was the
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
simple research that used singular variable
used individual or group as object of study.
This research is used to know the
implementation of using picture media in
teaching present continuous tense.
Population is the students of VIII grade
students of MTs Muhammadiyah
Padangpanjang which consist of Class A and
B. In this research, the researcher take the
sample by using purposive sampling
technique and the sample taken is VIII.A
class which has 21 students.
The instrument of this research is test
sheet. A test or exam (short for examination)
is a tool or technique intended to measure
students' expression of knowledge, skills
and/or abilities. In completing this study the
test should be based on an achievement test
which was the result later use as data. In order
to get an enough data researcher will divide
the test into two: pre-test and post-test. The
purpose of giving the classroom tests was
to measuring the skills, knowledge of
intelligence, ability or talent possessed by
individuals or groups (Arikunto, 2010,
p.193). The media is a picture which consists
of daily activities that are familiar and it will
be given during the treatment.
Technique of data collections is
preparation and doing pre-test, treatment and
post-test. After all completed, then data
analysis is conducted and describe it in order
to get the purpose of this research based on
the three indicators of Present Continuous
Tense, they are: Subject, to be and V+ing.
According to Malla (in Copland and
Garton, 2012: 8), the procedure of using
picture in teaching Present Continuous Tense,
as follows. First, divide the class into groups
of two or three. Each group decides who will
mime and who will guess. Decide which
group will go first and say that each group
will have two minutes to guess as many
actions as they can. Second, bring the first
group to the front of the class. Ask the child
who mime to stand so all the children in the
class can see. Give the child the first card.
They mime the action on the card. The group
has to guess what the mime by calling out.
Third, after two minutes, the group counts the
number of cards it has collected and records
the number on the board. The cards are given
back to the teacher and the second group
comes to the front to guess. Last, the winning
group is the one with most points recorded on
the board.
RESULTS AND DISCUSSION
These are the main results as the finding of
this research explained in several tables based
on their categories.
Pre-Test and Post-Test Distribution Score
based on Indicator
The following is the pre-test and post-test
distribution score based on the three
indicators that conducted in this research
about Present Continuous Tense. The results
are in tables and figure form.
Indicator 1 (‘Subject’ of Present Continuous Tense)
Table 1 The Students‘ Score of Indicator (1)
No
Pre-Test
Post-Test
Item
Correct
(%)
Incorrect
(%)
Total
Correct
(%)
Incorrect
(%)
Total
1
1
10 (47.6)
11 (52.4)
17 (80.9)
4 (19.1)
2
2
14 (66.6)
7 (33.4)
12 (57.1)
9 (42.9)
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
3
3
16 (76.1)
5 (23.9)
35.34 %
16 (76.1)
5 (23.9)
62.54 %
4
4
6 (28.5)
15 (71.5)
12 (57.1)
9 (42.9)
5
5
11 (52.3)
10 (47.7)
13 (61.9)
8 (38.1)
6
6
12 (57.1)
9 (42.9)
13 (61.9)
8 (38.1)
7
7
9 (42.8)
12 (57.2)
9 (42.8)
12 (57.2)
Based on the table above, it can be seen
the percentage of students‘ pre-test score in
indicator 1 (Subject) is still low in the pre-
test. Total percentage of the indicator is
53.34%. The students still not comprehend
yet about the uses of ‗Subject‘ in present
continuous tense. But, in the post-test, it can
be seen that there is increasing score after the
students receive the treatment. The percentage
is 62.54%.It means there is an improving here
although not too significant. It seems, the
‗Subject‘ problems still become a confusing
thing for students and make it match and
suitable with the present continuous tense
requirements in sentence.
Indicator 2 (‘To be’ of Present Continuous Tense)
Table 2 The Students‘ Score of Indicator (2)
No
Item
Pre-Test
Post-Test
Correct
(%)
Incorrect
(%)
Total
Correct
(%)
Incorrect
(%)
Total
1
8
11 (52.3)
10 (47.7)
55.06 %
12 (57.1)
9 (42.9)
71.39 %
2
9
9 (42.8)
12 (57.2)
14 (66.6)
7 (33.4)
3
10
7 (33.3)
14 (66.7)
13 (61.9)
8 (38.1)
4
11
13 (61.9)
8 (38.1)
15 (71.4)
6 (28.6)
5
12
14 (66.6)
7 (33.4)
17 (80.9)
4 (19.1)
6
13
12 (57.1)
9 (42.9)
16 (76.1)
5 (23.9)
7
14
15 (71.4)
6 (28.6)
18 (85.7)
3(14.3)
Based on the description above, it can
be seen the percentage of students‘ score in
indicator two is still low. Total percentage
this indicator is 55.06 %. The students still
not understood yet about the use of ‗to be‘ in
present continuous tense. But in the post-test,
it can be seen that there is the effectiveness of
using picture media teaching present
continuous tense in this indicator. The total
percentage of this indicator is increase from
55.06 % to 71. 39 %.
‘V+ing’ of Present Continuous Tense
Table 3 The Students‘ Scores of Indicator (3)
No
Item
Pre-Test
Post-Test
Cor-rect
(%)
Incorrect
(%)
Total
Correct
(%)
Incorrect
(%)
Total
1
15
9 (42.8)
12 (57.2)
17 (80.9)
4 (19.1)
2
16
7 (33.3)
14 (66.7)
18 (85.7)
3 (14.3)
3
17
10 (47.6)
11 (52.4)
17 (80.9)
4 (19.1)
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
4
18
5 (23.8)
16 (76.2)
35.34 %
15 (71.4)
6 (28.6)
80.23 %
5
19
6 (28.5)
15 (71.5)
15 (71.4)
6 (28.6)
6
20
7 (33.3)
14 (66.7)
17 (80.9)
4 (19.1)
7
21
8 (38.1)
13 (61.9)
19 (90.4)
2
(9.6)
The use of ‗V+ing‘ is the main point in
Present Continuous Tense. It can be constraint
when student forget to use –ing form in their
sentence beside the gerund function. So, in
this indicator, as seen in table 3 above, it can
be seen there is significant improvement of
students‘ score where the pre-test only
35.34%then after treatment improved become
80.23%. This significant improvement is the
implementation of using media in teaching
this tense to the students. The can suddenly
remember if the Present Continuous Tense,
then the ‗-ing‘ form should be conducted and
picture media plays the important role here.
For comparison the percentage of
indicator of Present Continuous Tense, before
and after using picture media on teaching. It
can be seen as follows.
Figure 1 The Comparison Percentage of Each Indicator in Pre-test and Post-test
Based on the figure above, it can be
seen the whole improvement of students‘
score. The difference between pre-test and
post-test mean is 28.38. The difference
between pre-test and post-test in indicator 1
(subject) is 9.54 %. The difference between
pre-test and post-test in indicator 2 (to be) is
16.33 %. The difference between pre-test and
post-test in indicator 3 (V+ing) is 44.89 %.
In order to finding the mean score of
whole pre-test and post-test, it can be
concluded in the table below.
Table 4 The Mean Table of Pre-test and Post-test
No.
Code of Samples
Score
Pre-test
Post-test
1
01
48
84
2
02
60
68
3
03
28
60
53,00
55,06
35,34
62,54
71,39
80,23
10
20
30
40
50
60
70
80
90
subject to be verb+ing
pre- test
post test
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
No.
Code of Samples
Score
Pre-test
Post-test
4
04
52
76
5
05
52
72
6
06
16
80
7
07
28
60
8
08
56
72
9
09
40
68
10
10
28
72
11
11
56
64
12
12
56
72
13
13
48
60
14
14
28
72
15
15
60
84
16
16
28
60
17
17
40
72
18
18
64
68
19
19
56
84
20
20
52
76
21
21
12
80
908
1504
̅
43.24
71.62
It can be seen that total mean of pre-test
is 43.24 and the total mean of post-test is
71.62 which is quite significant and effective.
There is significant implementation that
can be seen in the final sore of students. In
other hand, the using of picture media on
Teaching Present Continuous is effective. It
can be proved on pre-test and post-test.
Picture as the interesting visual thing for
student can stimulate them to remember the
formula of Present Continuous Tense which
consist of Subject, ‗to-be‘ and V+ing that has
been indicators in this research, Picture of
activity that occur in the treatment is succeed
to attract the students become more active and
understand the tense material easily instead of
just remembering the formula. Moreover, they
can easily improve their vocabulary too by
seeing the picture.
On teaching grammar, especially
Present Continuous Tense, teacher must be
creative to choose teaching media. This media
was quite suitable when used on teaching
present continuous tense at VIII grade
students. Teacher can create the picture based
on their students‘ knowledge and
environment. So that, the students quite
understand what the teacher means and
remember the lesson. Based on the result of
research, it showed that the using picture
media on teaching present continuous tense
was effective. For the next lesson teacher can
use this media when teaching Present
Continuous Tense.
CONCLUSIONS
The main concern in this pre-experimental
research is the discussion of any
implementation of using picture media on
teaching Present Continuous Tense at VIII
grade students of MT‘s Muhammadiyah
Padangpanjang.
LANGUAGE CIRCLE: Journal of Language and Literature, 13(1) October 2018
Based on the research findings, it can be
concluded that there is implementation of
using picture as the media in teaching Present
Continuous Tense research at VIII grade
students of MTs Muhammadiyah
Padangpanjang. It can be proved by the
improvement of student‘s score between pre-
test and post-test. The significant increase
occurred mostly in indicator Verb ‗ing‘ form
but the others also show the increasing score.
In general, the total mean of pre-test is 43.24
and the total mean of post-test is 71.62 which
is quite significant and effective.
So, after getting the result of research it
can be emphasized that the using of picture as
media has implementation in teaching Present
Continuous Tense.
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