THE EFFECT OF QUANTUM LEARNING

THE EFFECT OF QUANTUM LEARNING METHOD IN TEACHING SIMPLE PAST TENSE AND PAST PERFECT TENSE

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CHAPTER I

INTRODUCTION

1.1. The Background of the study

Language is our central tool of communication. In communication, there is interaction between people, that is, from one person to another. People learn things they want to know through communication. In this case, they interact with one another by using language.

There are many languages all over the world, and every language has its own rules as many linguists have agree. Each nation has one or more than one language, one of the languages that are used internationally is English. Nowadays, English has been thaught everywhere, since Junior High School level, Senior High School level, up to University level. Even in some grade schools in Indonesia, for this time English has become one of the most important subjects. According to Harmer (1991:2) states that people want to study English or another (foreign language) because they think it offers, in some general ways a chance for advancement in their daily lives. It is possible that a good knowledge of a foreign language will help you to get than if you only know your native language.

This is particularly of studying English means to study some skills such as reading, speaking, writing, and listening. In speaking and writing, people must know grammar, one aspect the grammar deals with that words are ordered in sentences.

Grammar consists of the rules that make the use of language acceptable. Without the grammatical rules, any language will be inconsistent and confusing. Learners should know and master grammar that is applied in using the language. By mastering grammar, the learners can formulate and fix the rules of the correct usage of language or understand how to use the language correctly.

English grammar has many subsystems. One of them is tense. Tense refers to the indication of time by the form of verb or verb phrase, that is wheter an action is present, past or future one. From the beginning of learning process, tenses have been introduced for the students of  Junior High School. However, there are many students of  Senior High School who have studied tenses since they were in  Junior High School do not understand the correct usage of tenses. They say that tense is the most difficult to be mastered in English grammar. There are two main factors that cause it. The first is, they do not find tenses in their native language that is Indonesian language it is an usual problem faced by the students who study English as a second language. The second main factor is the teaching method used by the teacher in teaching tenses is not functionally.

The writer chooses the title “The Effect of Quantum Learning Method in Teaching Simple Past Tense and Past Perfect Tense” because the writer sees that students have many difficulties in learning tenses especially simple past tense and past perfect tense. According to the context, simple past tense has specific time whereas past perfect tense has not specific time. But, students always exchanging the use of simple past tense and past perfect tense.

Therefore, Quantum Learning Method is proposed to one method, which might be able to solve the tenses grammar especially simple past tense and past perfect tense. Quantum Learning Method is an integrated method of teaching and learning that creates passionate teachers, engaging classroom and meaningful content resulting in accelerated student achievement. Quantum Learning Method is about bringing joy to teaching and learning in order to develop student’s interest and motivate them to understand tenses especially simple past tense and past perfect tense. It helps teachers to present their content in a way that engages and energizer student.

1.2. The Problem of the study

The problem of the study is formulated in the following question: “Does Quantum Learning Method give a significant effect in teaching simple past tense and past perfect tense?”

1.3. The objective of the study

Based on the problem of the study previously, the objective of this study is formulated to find out the effect Quantum Learning Method in teaching simple past tense and past perfect tense.
1.4. The Scope of the study
To conduct the study, it is important to make the limitation, the writer focuses this study to know the effect of Quantum Learning Method in teaching simple past tense and past perfect tense.

1.5. The Significance of the study

It is important for teacher especially English teacher who give their time in teaching English grammar especially simple past tense and past perfect tense. It is hope that it will give contribution for English teacher in understanding the ways of teaching English grammar by using Quantum Learning Method. For the students, it will be very useful for them in learning grammar especially simple past tense and past perfect tense.

CHAPTER II

REVIEW OF LITERATURE

2.1. Theoretical Framework

In conducting a research, theories of certain field of science are needed to explain some concepts applied research. It is important to set certain features to the terms so that other research can see the limits or scope to provide us with useful technique to increase the students’ interest to study simple past tense and past perfect tense. In this proposal, first will be discussed about effect, tense, simple past tense, past perfect tense and Quantum Learning Method.

2.2. Effect
Based on the Oxford Dictionary (1995), the term “effect” generally means:

1. Anything brought about a clause or agent
2. The power or ability to bring out result
3. Influence or action on something, and
4. The impression product or mind.

Based on the purpose of the research to the product of action rather than the process in doing something, so effect can be defined as the condition has some power to influence its object in an operational a measureable manner.
2.3. Tense
Tense means times. It refers to the indication of time by the form of the verb phrase. According to Velt (1986;149) tense is frequently described as the property that relates to the time a verb’s action is performed. Kon T.S (1991) stated that there are four fundamental  tense: the present tense, the past tense, the future tense and the past future tense. Another form is derived from these fundamental tenses. According to Pardiyono (2005) tense is divided into three classification; present tense, past tense and future tense.
2.4. The Description of Simple Past Tense
2.4.1. The Definition of Simple Past Tense
The writer takes some definitions from the English and Indonesian sources as follows:

1. Advanced Business Contacs say, that simple past tense: this tense is used to talk about activities which clearly happen in the past. (Nick & Jeremy; 1978).
2. Practical English Usage, we use the simple past tense is used for a past action when we know the time it happened. (Swan, Michael: 1982).
3. High School English Grammar and Composition, Past Tense is used to represent an act as done or as regularly or habitually done, or as going on in time wholly past at the present before although it many have been performed only a few seconds before (Wren & Martin; 1990)
4. Cliffs Toefl Preparation Guide, The Simple Past is used for a completed action that happened at one specific time in the past. (Pyle & Page;1995).

2.4.2. Adverb of Time
The adverb of time is usually used in simple past tense, such as:

Yesterday	Last	Ago
Yesterday morning Yesterday afternoon	Last night Last week Last month Last year Last Saturday Last summer Last winter Last January	Five days ago Three days ago Six month ago Three years ago a/ one week ago a/ one month ago a few minutes ago

Further more, in order the simple past tense, must be based following formulation:

Positive           : S + V2 + O + Adv Negative         : S + Did + Not (didn’t) + V1 + O + Adv Interrogative  : Did + S + V1 + O + Adv

Example:
Positive           : I saw him last night
S  V2   O       Adv
Negative         :  I did not see him last night
S             V1   O       Adv
Interrogative      : Did I see him last night?

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S  V1  O       Adv
2.4.3. The classification of the Simple Past Tense
Here, the writer classifies the simple past tense into three classifications and they are:
a). The simple past tense in affirmative statement
To form the simple past tense in affirmative statement, the infinitive verb has to be changed to be second form, and place it after subject.
Examples:
1). – Rose goes to Sydney.
- Rose went to Sydney last year.
2). – They eat breakfast.
- They ate breakfast this morning.
3). – I sleep in the room.
- I slept in the room a few minutes ago.
4). – The farmer sells his cows.
- The farmer sold his cows yesterday morning.
5). – I send two postcard to my village.
- I sent two postcard to my village five days ago.

b). The simple past tense in negative statement
To form the simple past tense in negative statement, the verb is returned to the infinitive and the auxiliary verb did and not are added after the subject.
Examples:
1). – Rose went to Sydney last year
- Rose did not go to Sydney last year
2). – They ate breakfast this morning
- They did not eat breakfast this morning
3). – I slept in the room a few minutes ago
- I did not sleep in the room a few minutes ago
4). – The farmer sold his cows yesterday morning
- The farmer did not sell his cows yesterday morning
5). – I sent two postcard to my village five days ago
- I did not send two postcard to my village five days ago
c). The simple past tense in interrogative statement
To form the simple past tense in interrogative statement, the auxiliary verb has to be placed in front and the verb must infinitive verb form.
Examples:
1). – Rose went to Sydney last year
- Did Rose go to Sydney last year?
2). – They ate breakfast this morning
- Did they eat breakfast this morning?
3). – I slept in the room a few minutes ago
- Did I sleep in the room a few minutes ago?
4). – The farmer sold his cows yesterday morning
- Did the farmer sell his cows yesterday morning?
5). – I sent two postcard to my village five days ago
- Did I send two postcard to my village five days ago?

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2.5. The Description of Past Perfect Tense
2.5.1. The Definition of Past Perfect Tense
a. The past perfect tense expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.
Examples:

1. I did not have any money because I had lost my wallet.
2. She only understood the movie because she had read the  book.

b. Past perfect tense is used to indicate that one action occurred before another action in the past. In other words, past perfect tense indicates the first of the two actions.
Examples:

1. Before I arrived at the theater, the movie had already begun.
2. After I had eaten my dinner, I went to see a movie.

c. In English grammar, the word “perfect” means “past”. Whenever we see the word “perfect” reffering to English grammar, just say past. Therefore, the “past perfect” means “past past”. This is exactly what the past perfect means: the past past. In other words, it is an action that happened (and finished) before another action in the past.
Examples:
- First               : I ate breakfast.
- Second          : I went to school.
→ Before I went to school, I had eaten a big breakfast.
→ After I had eaten breakfast, I went to school.
2.5.2. Adverb of time
Common time expressions (time adverbials) in the past perfect are:
-          after
-          before
-          already
-          as soon as
-          just
-          yet
-          until
-          till
-          by the time that.
2.5.3. The form of past perfect tense
a. In Positive sentences

Subject + Auxiliary Verb/ HAD + Past Participle

Examples:

1. When we arrived, the concert had already finished.
2. By the time I watched my favorite program, I had drunk a cup of beer.

b. In Negative sentences

Subject + Auxiliary Verb + not/ Had not/ hadn’t + Past Participle

Examples:

1. Her plane had not landed before Brenda did call me.
2. I hadn’t seen George before I went to cinema.

c. In Interrogative sentences.

Auxiliary Verb/ HAD + Subject + Past Participle

Examples:
1.Had he known some words before he started learning English?
2. Had they had any pet before they bought the giraffe?

d. Past Perfect is used in reported speech (= saying someone else said)
Examples:
1. Ann             : I have searched all the rooms.
George         : Ann said she had searched all the rooms.
2. Kein                        : I was in the United States 12 months ago.
Jose             : Kein said he had been in the United States 12 months earlier.
2.6. Quantum Learning Method
Quantum Learning Method was formerly  introduced in 1982 by Bobbie De Porter who was the student of Lazanov. Lazanov was an educator from Bulgaria and develop suggestopedia or suggestology or known as accelerated learning. He developed it by seeing the physical surrounding and atmosphere of the classroom as the important part. By ensuring that the students are comfortable, confident and relax, it will enhance the teaching and learning process.
This method is the combination of suggestology, accelerated learning and neurolinguistics with the learning theory, where in neurolinguistics is about how the brain control the achieved information while learning. It means that in learning the students and the teacher can increase motivation, increase the score in the learning and strengthen confidence and positive attitude (Sagala 2005:105).

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Quantum Learning is a comprehensive method that covers both educational theory and immediate classroom implementation. It integrates research based on practices in education into a unified whole, making content more meaningful and relevant to the student’s lives. This method also integrates learning and life skills, resulting in students who become effective lifelong learners and responsible to their own education. (http: // home. Blarg. Net/ ~ building/ strategies/ accelerated/ deporter 2 html/).
The environment and learning sources of Quantum Learning concern  about the positive, safe, relaxed, and happy situation. Quantum Learning creates a supportive physical environment that enhances and reinforces learning. Ideal learning environment include proper lighting, purposeful color, positive affirmation posters, plants, props, and music.
Music is an essential part in Quantum Learning, because listening to music can help the students work better and remember more. Music encourages, refreshes and empowers learning consciously or unconsciously. Lazanov says that melody, rhythm and beat influence the human physiology, especially for the waves of the brain and hearth beart (DePorter, 2003:73).
Music also stimulates the brain prefrontal lobes that coordinate thinking patterns. This stimulation, in turn, energizes the emotional centers of the brain. So the function of music can be concluded to increase the spirit, to stimulate the experience, to grow the relaxation, to increase focus, to increase relationship between the teacher and the students, to express today theme, to give inspiration and to increase happiness. All these functions can support the learning process and can stimulate student’s willingness in learning simple past tense and past perfect tense.
The implementation of Quantum Learning in the classroom does not give bad effect to the students. The outcome of learning process is to make the students apply the material in their real lives. It has relationship with Quantum Learning,where the students can get the point  or the idea of the lesson and it could be applied in their societies.
2.6.1.The Quantum Learning framework for the students learning is expressed in five tenets of learning.

1.Everything speaks
Everything from surroundings and tone of voice to distribution of materials conveys an important message about learning.So,all the things give the effect towards students’ learning process.
2.Everything is on purpose.
Everything that the teacher does has an intended purpose.It shows that the
Teacher asking the students to do something has an intended purpose or meaningful purpose,not useless.
3.Experience before Label
Students make meaning and transfer new content into long term memory by connecting to existing schema.Learning is best facilitated when students experience the information in some aspects before they acquire labels for what is being learned.
4.Acknowledge Every Efforts.

Acknowledge of each student’s efforts encourages learning.It is important that the teacher as the facilitator and motivator gives acknowledgement to the students to show that he or she appreciates every effort that they have done, not to feel underestimate on them if they make some mistakes in their performance.
5. If it’s Worth Learning. It’s Worth Celebrating
Celebration provides feedback regarding progress and increase positive emotional association with learning.
2.6.2. The Design Frame of Quantum Learning Method
The Quantum Learning Design Frame is showed in several elements:
1. Enroll
In this part, the teacher gives some efforts that capture or increase the students’ interest, curiosity, and attention. For example, the teacher tells about his/ her actions that are happened in the last time.
2. Experience
Create a common experience to which all learners can relate. Experience before label creates scheme in which to build new content. The teacher is hoped that he or she is able to give stimulus that make a simple material taught first, so that the students can relate it to their experience.
3. Learn and Label
Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing scheme. The teacher delivers or transfer the materials  to the students by giving good step to make teaching and learning process run well and also let the students label the taught information to be put into their existing scheme in mind.
4. Demonstrate
Give the students opportunity to demonstrate and to apply their new learning. After explaining the material, the teacher gives the chance to the students to demonstrate what is taught (performance).
5. Review and Reflect
Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection. For example: the teacher will ask the students some questions to know their understanding of the lesson.
6. Celebration
Acknowledge the learning. It cements the content and adds a sense of completion. It is showed, for example: giving some supports to the students, singing together, and saying “YES” together.

2.7. Conceptual Framework
To accomplish a certain goal of teaching a foreign language especially English, a method should be familiar to the teacher. Teaching by using method can help the teacher to improve the students’ skills in mastering the language. In other words, methods are very useful to apply in class so that the teaching process is facilitated.
This study focuses on Quantum Learning Method only. Quantum Learning Method is about bringing joy to teaching and learning in order to develop students’ interest and motivate them to understand tenses especially simple past tense and past perfect tense. It helps teacher to present their content in a way that engages and energizer student.
Based on the theories previously, the writer will find out the effect of Quantum Learning Method in teaching simple past tense and past perfect tense.

2.8. Hypothesis
A hypothesis is a tentative statement about the possible outcome of the research (Hatch and Farhady, 1982:3). The hypothesis of this research is stated as the following:
Ha       : There is a significant effect of Quantum Learning Method in teaching simple past tense and past perfect tense.
Ho       : There is no a significant effect of Quantum Learning Method in teaching simple past tense and past perfect tense.

CHAPTER III

RESEARCH METHOD

3.1. Research Design

This study will be conducted by using an experimental research which means that there is a certain experiment that is applied to the sample.

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To obtain the data, some activities are conducted such as dividing the samples into two groups (the experimental and the control group). The experimental group is group that will receive treatments by using Quantum Learning Method in teaching simple past tense and past perfect tense while the control group is group that will receive treatments without using Quantum Learning Method.

Table 3.1

Research Design for Experimental Group and Control Group

Group		Treatment
Experimental	Pre-test	X	Post-test
Control	Pre-test	Y	Post-test

Where: X: Using Quantum Learning Method
Y: Using Conventional Method

3.2. Population and Sample
3.2.1. Population

Best (1981:8) saya that population is any group of individuals that have one or more characteristics in common that are of interest to the researcher. The population of this research is the first year students of SMA Negeri 1 Pangururan Samosir.
There are eight parallel classes of the first year students. Every class consists of 30 students, and the population is 240 students.

3.2.2. Sample

Sample is a part of the population that gives clear characteristics of population. It will be taken randomly. Gay (1990) says random sampling is the process of selecting of a sample in such a way that all individuals in the defined population have an equal and independent chance of being selected for the sample. It means that in random sampling every individual has the same probability of  being selected and selection of one individual selection in no way effects selection of another individual.
The reason for taking the sample is based on what Arikunto (1998) says that if the population is less than 100, it is better to take all of the population and if the population is more than 100, the sample will be taken out between 10%-15% or 20%-25% or more. For the efficiency and practically of the research, the sample will be taken 60 students consisting of using lottery technique.The sample will be divided into two groups with equal number of the students. 30 students for experimental group and 30 students for control group and it is also selected randomly.

3.3. The Instrument for Collecting Data

The instrument for collecting data in this research is objective test. The test will be used to measure the student’s ability in using  simple past tense and past perfect tense. The test will be constructed in multiple choice tests which consists of 30 items.

3.4. The procedure for collecting data

3.4.1. Pre-test

A pre-test is administrated to the sample before doing the treatment. The test will be given to the experimental and control group. It is used to measure student’s ability before applying the treatment, Quantum Learning Method. The pre-test are 30 items multiple-choice test.

3.4.2. Treatment

After administrate the pre-test, both experimental and control group are treated. Experimental group will be taught by Quantum Learning Method in teaching simple past tense and past perfect tense while control group will be taught without Quantum Learning Method. The treatments of experimental group are:

1. A. Simple Past Tense
   1. The teacher tells her/ his actions in the past time as the examples of the simple past tense. For example: Yesterday, I taught passive voice in the class.
   2. The teacher asks the students to mention and to write what their action in the past time.
   3. The teacher explains the characteristics of simple past tense:
      1. The classification of simple past tense
      2. The form of simple past tense
      3. Adverb of time in simple past tense
      4. The  students are asked to do the exercises.
2. B. Past Perfect Tense
   1. The teacher explains the meaning of Past Perfect Tense
   2. The teacher explains the characteristics of Past Perfect Tense:
      1. The classification of the Past Perfect Tense
      2. The form of Past Perfect Tense
      3. Adverb of time in Past Perfect Tense
      4. The students are asked to do exercises.

For the control group, Simple Past Tense and Past Perfect Tense without Quantum Learning Method is taught (conventional procedures).                         The teacher teaches the formula of  simple past tense and past perfect tense directly and then gives some examples. The procedures of teaching in control group in the following:

1. Some exercises are distributed to the students in a piece paper
2. The teacher gives the pattern of simple past tense and past perfect tense directly
3. The teacher gives some examples based on the formula that have been given
4. The students are asked to do the exercises.

3.4.3. Post-test

After conducting the teaching of simple past tense and past perfect tense of the experimental group and control group, a post-test is administered. The administering of the post-test is meant to find out the differences scores of both experimental and control group before and after treatment.

3.5. Scoring of the test

Researcher determines the cumulative score ranging from 0 – 100 by counting the correct answer by applying this formula:
S =
Where:
S = Score of the test
R = Number of the correct answer
N = Number of the question

3.6. The Validity and the Reliability of the test

3.6.1. The Validity of the test

Validity is the quality of data-gathering instrument on procedure that is enable it to determine what it is designed to determine (Best 1981:153). According to Best there are several types of validity: Content validity, Construct validity and Criterion-Related validity. Based on types of validity this study concerns with content validity refers to the extent to which a test measures a reprentative sample of the subject matter or the behavioral changes under consideration.
Before administering the test to the experimental and control group, the test is tried out to the students in the population that are not included in the sample. The administration of the try out is meant to test the validity and reliability of the test.

3.6.2. The Reliability of the test

Reliability of a measuring instrument is the degree of consistency which it measures whatever it is measuring (Ary, 1979:206). It is the degree to which an instrument will give the similar result to same individuals at different times. Reliability is concerned with how consistently we are measuring whatever we are measuring. Therefore, if the score of the students are consistent, the test is considered reliable. To obtain the reliability of the test, Kurder Richardson ( KR 21 ) is applied as follows:
R =
Where:
R = Reliability
K = Number of question
M = Mean of the test
S = Standard deviation
To obtain the reliability of the test, firstly the mean (M) and the standard deviation (S) should be conducted. According to Aruan (1983:132) the value of the reliability as the following:
0.0 – 0.40 = the reliability is low
0.41 – 0.70 = the reliability is fair
0.71 – 1.00 = the reliability is very good

3.7. Technique for Analyzing the data

In order to know the significance the effect of Quantum Learning Method in teaching simple past tense and past perfect tense, the data is calculated by using t-test formula:
t =
Where:
Ma = Mean of  experimental group
Mb = Mean of control group
da = Standard deviation of experimental score
db = Standard deviation of control score
N = Number of students