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CHAPTER I
INTRODUCTION

A. Background

Vocabulary is an inseparable part of any language learning process which

consists of the total number of words. It plays important roles. In accordance with

the importance of vocabulary, Harmer (1991:149) beliefs that in teaching foreign

language, including speaking, writing, reading and listening skills, it is impossible

to use those skills without vocabulary because vocabularies are really important to

build those skills.

In relation to vocabulary, verb plays the most important role. It is the heart

of the sentence because without a verb, the listener or the reader will be difficult

to understand the meaning of sentence. Besides, a complete sentence must have

verb. Therefore, mastery of this part of speech is a must if we want to speak any

language.

In English teaching, verb is the most crucial since English verbs do not

resemblance with the other languages. Verbs forms vary according to the tense in

which they are use. Moreover, the variations and forms of verbs especially

irregular verbs are difficult to memorize.

In our daily life, we often find many students get difficulty in mastering

and memorizing irregular verb because it consists of many verbs, which have

different changes in their forms (principal parts). That makes students can not use

the irregular verbs in sentences correctly. Based on my field observation result in

SMA Negeri 1 Alla on 14th November 2015, the writer found some factors
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causing those problems. The first factor was the teachers’ way of teaching

irregular verbs that was usually based on alphabetical list. The students were just

asked to memorize the irregular verbs based on alphabetical list without knowing

the spelling, pronunciation, use, usage and conjugation of them. Moreover, the

order of irregular verbs in alphabetical list did not support the learning of them

because it did not reflect of systemic way which could help students easily to

master irregular verbs. And the second factor was the students assumed that

English, especially on irregular verbs was a very difficult subject. It made them

have lack of motivation to study.

Dealing with those problems, the writer realized that irregular verbs must

be taught as better as possible and the teachers have to be innovative in designing

a teaching approach. The students need a new approach that can make them easy

to remember and master the irregular verb easily.

Many strategies (approaches) had been implemented, but the problems still

unsolved. Therefore, the writer was interested to implement systemic approach

that used lot and alternative solution.

Systemic approach is one of the modern approaches applied by

educational researchers to understand the phenomena with all its various and

interconnected aspects. Akil (2015) declares that’s systemic approach is the

approach affects the system as a whole that emphasize the regularity and holistic

point of view in identifying and categorizing irregular verbs.

The importance of systemic approach is providing the students with

knowledge, facts and concepts in an integrated way because in this approach, the
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students are taught all inter-related elements of irregular verbs namely spelling,

pronunciation, meaning, use, usage, and conjugations. So, the students would not

only have a better spelling and pronunciation but also had a better knowledge of

meaning, use, usage and conjugation of the words to make them understand when

and how to use the words in the sentences.

Based on the explanation above the writer was interested in applying

systemic approach in teaching irregular verbs. In this case, the writer was going to

conduct a research on “The Effectiveness of Systemic Approach in Teaching

Irregular Verbs at the Second Grade Students of Sma Negeri 1 Alla”

B. Problem Statement

The writer would investigate the effectiveness of systemic approach in

teaching irregular verbs. Based on the previous description, the writer would

answer the research question as follow:

Is the use of systemic approach effective in teaching irregular verbs?

C. Objective of the Research

Based on the problem statement above, the main objective of the research

was to find out whether or not teaching irregular verbs using systemic approach is

effective.

D. Significance of the Research

The result of the research was expected to be a piece of useful

information for teachers and students in teaching and learning verbs, especially

irregular verbs. Furthermore, the writer could make meaningful contributions in

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teaching irregular verbs by using systemic approach to facilitate and motivate

students to study English.

E. The Scope of the Research

The scope of the research was restricted to find out the effectiveness of

systemic approach in teaching irregular verbs.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the literature review, which deals with the previous

related research findings, some pertinent ideas, resume, theoretical framework and

hypothesis

A. Previous Related Findings

Lisrotun Nofifah (2011) in her research on the retaining students’ memory

on irregular verb through songs at the eighth grade of SMPIT Raflesia

Cimanggis, found that the students’ achievement in pre-test and post-test was

significantly improved. In the pre-test the students’ average score was 42.91

while in the post-test the students’ average score was 76.66. So, it could be

concluded that song was effective to improve students’ ability in retaining their

memory on irregular verb. The similarity of Nofifah’s research and this research

was both of them focused on teaching irregular verbs but the difference is the

objective of the research and the method use in teaching irregular. Nofifah’s

research wanted to retain students’ memory on irregular verbs though while this

research wanted to know the effectiveness systemic approach in teaching

irregular verbs.

Then, Edisam (2010) in his research on using word patterns in teaching

irregular verbs to second year students of SMA PGRI Mamuju, found that the

use of word pattern enhanced students’ irregular verbs mastery. The

improvement could be seen through the statistical analysis that was shown the

value of t-test was higher than the value of t-table at the level significance 0.05.
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The similarity of Edisam’s research and this research is both of them focusing on

teaching irregular verbs but the difference is the method used. Edisam’s research

used word pattern method while this research used systemic approach in teaching

irregular verbs.

Akib (2012) in her research on using systemic approach to improve the

vocabulary mastery of the eleventh grade students of SMA Negeri 1

Bontomarannu, found that using systemic approach improved students’

vocabulary mastery. The result could be seen through the statistical analysis that

showed vocabulary mastery of the students in experimental class who were

taught by using systemic approach improved more significantly than the students

in control class who were taught by using traditional approach. The similarity of

Akib’s research and this research was both of them using systemic approach. The

difference was the substance of research where Akib’s research focused on

teaching vocabulary while this research focused on teaching irregular verbs.

Referring to the findings above, the researcher concludes that irregular

verbs can be improved by some techniques and systemic approach as a modern

approach also can be use to improve students’ vocabulary. That was why the

researcher wanted to use systemic approach in the different context. In this case,

the researcher used systemic approach as an approach to improve students’

irregular verbs mastery.

B. Some Pertinent Ideas

1. The Concept of Verb

a. Definition of Verb
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Verbs are important features of English language learning. The

writer presents some definitions of verbs as follows:

Collin and Herman (1961: 128) explain that a verb is word

express actions of states of being. Verb are action word, the more

actions can notes, the more powerful they are the verb “to be”.

Frank (1972: 47) states that verb is the most complex part of

speech. It is varying arrangement with nouns determine the different

kinds of sentences (statement, questions, commands, and

exclamations.

Hornby (1995: 1323) defines verb as a word or phrase

indicating an action, an event, or a state, e.g. bring, happen, exist.

Based on the definition above the writer concludes that verb is

a word or phrase expressing action, condition, or state of being

subject.

b. Kinds of Verb

There had been many researcher distinguished verbs into

several kinds based on their different point of view, such as based on

the sentence structure, principal parts, forms, and syntaxes and

semantics.

Ba’dulu (2004) distinguishes verb into active and passive. It is

active if the subject does something or merely exists. It is passive if the

subject is the receiver of the action (acted upon). Further, he also stated

that a verb is either intransitive (it requires no words to complete its

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meaning); transitive (it requires a direct object as a completer); or

linking (it links the subject to a nominal or an adjective in the

predicate).

Rasyid et al (2013: 1-77) classifies English verbs based on their

form into six categories as follows:

1. Finite verbs (FV) is a verb which is form can be change based on

three condition, that are changing in number, person, and tenses in

the sentences.

2. A non-finite verb (NFV) is a verb that the form cannot be

changing, even though there are changes in number, person, and

tenses in the sentence.

3. Regular verbs (RV) are verbs that have the same rule or

uniformity on its change.

4. Irregular verbs (IV) are verbs that have not uniformity of rule on

its change.

5. Derivative verbs (DV) can be called by “form verb” is a verb that

formed from nouns, adjectives, or other verb trough affixation,

that is by adding prefixes, suffixes on nouns, adjectives, or verbs

itself.

6. Non-derivative verbs (NDF) is also called “pure verb”. Non-

derivative verb is a verb which does not contain derivative affixes.

These non-derivative verbs can be in the form of regular verbs and

also can be found in the form of irregular verbs.

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Based on syntaxes and semantics point of view, Rasyid et al

(2013:101) divide verbs into main types, they are:

I. Lexical verbs (full verbs) means that the verbs that have opened

characteristic or the number of these verbs can increase

continuously because of the development of knowledge and

technology. These verbs can be classified into dynamic verbs,

stative verbs, transitive verbs, intransitive verbs, and copulative or

linking verbs.

II. Special verbs means that the verbs that has its own unique or

special feature which is different from lexical verbs. These verbs

can be classified into anomalous finite verbs and auxiliary verbs.

Based on the explanation above, the writer concludes that there are

many kinds of verb. Verb is distinguished from a lot of point of view and

aspects.

2. Concept of Irregular verbs

It is very important for students to know whether a verb is regular

or irregular. In other words, being able to distinguish them easily can be

noticed from its form where regular verbs have the same form of past tense

(preterit) and past participle while irregular verbs have unpredictable

forms of past tense (preterit) and past participle. Sometimes the forms are

different, but in other times they are same. Thus, people need extra

attention to master it.

a. Definition of Irregular Verb

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Azar (1989) claims that irregular verb is the verb which is not

ended by -ed at the end. Almost all verbs which come to the irregular

verb totally change from the basic from. However, there are also many

irregular verbs which have the same form on their three principal parts.

Mun.Fika states in her book Complete English Grammar

“Irregular verb is a form of simple past tense and past participle verb

that change irregularly because it has its own rule”.

There are more than 200 main verbs in English that are

irregular (Leech & Svartvik, 2002).Unlike the regular verbs which are

added by -ed at the end, the past tense and past participle form of

irregular verbs cannot be predicted. The irregular verbs totally change

from their basic form. However, there are some irregular verbs which

have the same form on their three principal parts.

From the explanation above, it can be concluded that irregular

verb is a kind of verb which has unpredictable form on its three

principal parts. Sometimes it has the same form, but sometimes it is

different.

b. Types of Irregular Verb

In order to master irregular verb, first, the English learners

must know about is principal parts. There are mainly three parts of

irregular verb that must be considered, and they are the simple or base

form (or verb 1), the simple past tense form (or verb 2), and the past

participle form (or verb 3).

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According to Geoffrey Leech and Jan Svartvik in their book A

Communicative Grammar of English, there are three main types of

irregular verb that can be distinguished:

I. Irregular verb which has the same or identical form in all three

principal parts (the base form, the past tense form, and the past

participle form).

Example:

Base form Past tense Past participle

cut cut cut

put put put
read read read
shut shut shut
II. Irregular verb in which two parts are exactly the same.

Example:

Base form Past tense Past participle

spend spent spent

come came come
bring brought brought
tell told told
III. Irregular verb which is totally different on its tree-forms.

Example:

Base form Past tense Past participle

eat ate eaten

see saw seen
write wrote written
give gave given
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c. List of Irregular Verb

There are many lists of irregular verbs which are based on

alphabetical list. These well-known alphabetical list usually range from

ABIDE to WRITE (Quick et al, 1985), from ARISE to WRITE (Quirk

& Greenbaum, 1973), from ABEAR to YIELD (Pasttenses.com,

2014), from BE to WRITHE (Wikipedia, 2015), or from BE To

WRITE (Murphy, 1998:240).

3. Concept of Systemic Approach

a. Definition of Systemic Approach

Systemic approach is one of the most effective approaches in

teaching irregular verbs. Here are some definitions of systemic

approach based on many sources:

1. Akil (2015) defines that systemic approach is an approach

considers to the holistic point of view that covers the entire

elements of a system. All elements of the system should

intersect, interrelate, and interact one another. If any element

misses any of these systemic features, the element should be

excluded from the system, and otherwise, it will jeopardize the

system.
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2. Kaufman (2012) declares that systemic approach is an

approach affects everything in the system.

3. Fogarty (2015) believes that systemic approach is the approach

that describes something that happens or exists throughout a

whole system.

4. Al- Bhery at al (2010:407) declares that systemic approach

depended on the concept of the system that meant a set of

things that accumulated in a certain field and had several

interrelations that aim at achieving specific goals.

Based on the definition above, the writer conclude that systemic

approach is an approach depended on the concept of system that

emphasize the regularity and holistic point of view in identifying and

categorizing irregular verbs to make the learners easily to master them.

b. List of Irregular Verb Based on Systemic Approach

In systemic approach, the irregular verb is divided systemically

into five categories as Frank (1972:61) classified the types of irregular

verbs according to its irregularity. The classifications are explained as

follows:

1. All three principal parts are different

a. Change the last vowel letter of the base form into vowel letter

‘a’ to form the past form, then change the vowel letter ‘a’ of

the base form to vowel letter ‘u’ to form past participle form.

For examples:
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1) begin began begun

2) countersink countersank countersunk

3) drink drank drunk

4) ring rang rung

5) shrink shrank, shrunk shrunk

6) sing sang sung

7) sink sank sunk

8) spring sprang, sprung sprung

9) stink stank, stunk stunk

10) swim swam swum

b. Change the vowels (except in the initial and final position) in

the base form into vowel letter ‘o’ to form the past form, and

then add consonant letter ‘n’ in the end of past form to form

the past participle form. For examples:

1) awake awoke awoken

2) beget begot begotten

3) bespeak bespoke bespoken

4) break broke broken

5) choose chose chosen

6) cleave clove cloven

7) forget forgot forgotten

8) freeze froze frozen

9) get got gotten

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10) interweave interwove interwoven

11) steal stole stolen

12) speak spoke spoken

13) tread trod trodden

14) unfreeze unfroze unfrozen

15) wake woke woken

16) weave wove woven

c. Change the vowel letter ‘o’ (except in the initial position) of

the base form into vowel letter ‘e’ to form past form, then add

consonant letter ‘n’ in the base form to form past participle.

For examples:

1) blow blew blown

2) grow grew grown

3) know knew known

4) outgrow outgrew outgrown

5) overthrow overthrew overthrown

6) throw threw thrown

d. Change the vowel letter ‘a’ in the base form into vowel letter

‘e’ to form past form, then add consonant letter ‘n’ in the base

form to form past participle form. For examples:

1) draw drew drawn

2) overdraw overdrew overdrawn

3) withdraw withdrew withdrawn

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e. Change the consonant letter ‘y’ in the base form into ‘ew’ to

form past form, then change ‘ew’ in the past form into ‘own’

to form past participle form. For example:

1) fly flew flown

2) overfly overflew overflown

f. Change the vowel ‘i’ in the base form into vowel letter ‘o’ to

form past form, then add consonant letter ‘n’ in the base form

to form past participle form. For example:

1) arise arose arisen

2) bide bode bidden

3) bestride bestrode bestridden

4) drive drove driven

5) override overrode overridden

6) overwrite overwrote overwritten

7) ride rode ridden

8) rise rose risen

9) shrive shrove, shrived shriven, shrived

10) smite smote smitten

11) stride strode stridden

12) strive strove, strived striven, strived

13) thrive throve, thrived thriven, thrived

14) underwrite underwrote underwritten

15) write wrote written

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g. Change ‘ear’ in the base form into ‘ore’ to form past form,

then change ‘ore’ into ‘orn’ in the past form to form past

participle form. For examples:

1) bear bore born

2) forbear forbore forborn

3) forswear forswore forsworn

4) swear swore sworn

5) tear tore torn

6) wear wore worn

h. Remove vowel letter ‘e’ in the base form to form the past

form, then double consonants ‘t’ or ‘d’ and add ‘en’ in the end

to form the past participle form. For examples:

1) backbite backbit backbitten

2) bite bit bitten

3) chide chid, chided chidden, chided, chid

4) hide hid hidden

i. Change ‘ake’ in the base form into ‘ook’ to form the past

form, then add consonant letter ‘n’ in the end to form the past

participle form. For examples:

1) forsake forsook forsaken

2) mistake mistook mistaken

3) overtake overtook overtaken

4) partake partook partaken

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5) shake shook shaken

6) take took taken

j. Change vowel letter ‘i’ in the base form into vowel letter ‘a’

to form the past form, then double consonants ‘d’ and add ‘en’

in the end to form the past participle form. For example:

1) bad bade bidden

2) forbid forbad(e) forbidden

k. Change vowel letter ‘i’ in the base form into vowel letter ‘a’

to form the past form, then add consonant letter ‘n’ in the end

to form the past participle form. For examples:

1) forgive forgave forgiven

2) give gave given

l. Add ‘ed’ in the end of the base form to form the participle

form, then add consonant letter ‘n’ in the end to form the past

participle form. For examples:

1) hew hewed hewn

2) mow mowed mown

3) sew sewed sewn

4) show showed shown, showed

5) saw sawed sawn, sawed

6) strew strewed strewn

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m. Add ‘en’ in the end of base form to form past participle form.

The past form varies, so the students have to memorize or find

them in the dictionary. For examples:

1) be was, were been

2) befall befell befallen

3) eat ate eaten

4) fall fell fallen

5) see saw seen

n. Changes in vowels and consonants varies. There are not

regulations for these following irregular verbs, so the students

have to memorize or find them in the dictionary.

1) dive dove, dived dived

2) do did done

3) forego forewent foregone

4) go went gone

5) lie lay lain

6) slay slew slain

2. Second and third principal parts are alike

a. Change the vowel letter ‘a’ in the base form into vowel letter ‘u’

to form past form and past participle form. For examples:

1) hang hung hung

2) overhang overhung overhung

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b. Change the vowel letter ‘i’ in the base form into vowel letter ‘u’

to form past form and past participle form. For examples:

1) cling clung clung

2) dig dug dug

3) fling flung flung

4) hamstring hamstrung hamstrung

5) shrink shrunk shrunk

6) sling slung slung

7) slink slunk slunk

8) spin spun spun

9) stick stuck stuck

10) sting stung stung

11) stink stunk, stank stunk

12) strike struck struck

13) string strung strung

14) swing swung swung

15) wring wrung wrung

c. Remove one the vowel letter ‘e’ of base form to form the past

form and past participle form. For examples:

1) bleed bled bled

2) breed bred bred

3) feed fed fed

4) flee fled fled

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5) meet met met

6) speed sped sped

d. Remove one the vowel letter ‘e’ of base form and add consonant

letter ‘t’ in the end to form the past form and past participle

form. For examples:

1) creep crept crept

2) feel felt felt

3) keep kept kept

4) kneel knelt, kneeled knelt, kneeled

5) oversleep overslept overslept

6) sleep slept slept

7) sweep swept swept

8) weep wept wept

e. Remove one consonant letter in the end of the base form then

add consonant letter ‘t’ in the end to form the past form and past

participle form. For examples:

1) burn burnt, burned burnt, burned

2) dwell dwelt, dwelled dwelt, dwelled

3) smell smelt, smelled smelt, smelled

4) spell spelt, spelled spelt, spelled

5) spill spilt, spilled spilt, spilled

f. Add consonant letter ‘t’ in the end to form the past form and

past participle form. For examples:

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1) deal dealt dealt

2) dream dreamt, dreamed dreamt, dreamed

3) lean leant, leaned leant, leaned

4) leap leapt, leaped leapt, leaped

5) learn learnt, learned learnt, learned

6) mean meant meant

7) misdeal misdealt misdealt

g. Change ‘ea’ in the base form into vowel letter ‘e’ to form the

past form and past participle form. For example:

1) lead led led

2) plead pled pled

h. Change ‘ave’ in the base form into ‘ft’ to form the past form and

past participle form. For example:

leave left left

i. Change the last vowels in the base form into ‘ought’ to form the

past form and past participle form. For examples:

1) beseech besought, beseeched besought, beseeched

2) bring brought brought

3) buy bought bought

4) catch caught caught

5) fight fought fought

6) outfight outfought outfought

7) seek sought sought

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8) teach taught taught

9) think thought thought

j. Change the last consonant ‘d’ in the base form into consonant

letter ‘t’ to form past form and past participle form. For

examples:

1) bend bent bent

2) lend lent lent

3) misspend misspent misspent

4) rend rent rent

5) send sent sent

6) spend spent spent

k. Change the last consonant ‘d’ in the end of base form into

consonant letter ‘t’ to form past form and past participle form.

For examples:

1) build built built

2) gild gilt gilt

3) gird girt girt

4) rebuild rebuilt rebuilt

l. Change ‘ind’ in the base form into ‘ound’ to form past form and

past participle form. For examples:

1) bind bound bound

2) find found found

3) grind ground ground

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4) rebind rebound rebound

5) rewind rewound rewound

6) unwind unwound unwound

7) wind wound wound

m. Change the last consonant ‘y’ in the base form into ‘id’ to form

past form and past participle form. For examples:

1) inlay inlaid inlaid

2) gainsay gainsaid gainsaid

3) lay laid laid

4) mislay mislaid mislaid

5) overlay overlaid overlaid

6) overpay overpaid overpaid

7) pay paid paid

8) repay repaid repaid

9) say said said

10) underpay underpaid underpaid

11) unsay unsaid unsaid

12) waylay waylaid waylaid

n. Change the vowel letter ‘e’ in the base form into ‘o’ to form past

form and past participle form. For examples:

1) foretell foretold foretold

2) outsell outsold outsold

3) resell resold resold

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4) retell retold retold

5) sell sold sold

6) tell told told

o. Change the vowel letter ‘o’ in the base form into vowel letter ‘e’

to form past form and past participle form. For example:

1) behold beheld beheld

2) hold held held

3) uphold upheld upheld

4) withhold withheld withheld

p. Change the vowel letter ‘i’ in the base form into vowel letter ‘o’

to form past form and past participle form. For example:

abide abode abode

q. Change the last vowels in the base form into ‘o’ to form the past

form and past participle form. For examples:

1) forget forgot forgot, forgotten

2) get got got, gotten

3) shine shone shone

4) shoe shod shod

5) shoot shot shot

6) win won won

r. Change ‘an’ in the base form into ‘oo’ to form the past form and

past participle form. For examples:

1) stand stood stood

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2) understand understood understood

3) withstand withstood withstood

s. Changes the vowels and consonants varies in the past form and

past participle, so the students have to memorize or find them in

the dictionary. For examples:

1) tread trod trod, trodden

2) clothe clad, clothed clad, clothed

3) have, has had had

4) hear heard heard

5) light lit lit

6) lose lost lost

7) make made made

8) sit sat sat

9) slide slid slid

3. All three principal parts are alike

There is not changing in the spelling of base form. For examples:

1) beset beset beset

2) bet bet bet

3) bid bid bid

4) broadcast broadcast broadcast

5) burst burst burst

6) bust bust bust

7) cast cast cast

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8) cost cost cost

9) cut cut cut

10) forecast forecast forecast

11) hit hit hit

12) hurt hurt hurt

13) input input, inputted input, inputted

14) inset inset inset

15) knit knit knit

16) let let let

17) miscast miscast miscast

18) mishit mishit mishit

19) misread misread misread

20) outbid outbid outbid

21) output output output

22) overbid overbid overbid

23) put put put

24) quit quit quit

25) read read read

26) recast recast recast

27) reset reset reset

28) rid rid rid

29) set set set

30) shed shed shed

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31) shut shut shut

32) slit slit slit

33) spit spit spit

34) split split split

35) spread spread spread

36) sublet sublet sublet

37) thrust thrust thrust

38) underbid underbid underbid

39) undercut undercut undercut

40) upset upset upset

41) wed wed wed

42) wet wet wet

4. First and third principal parts are alike

a. Change the vowel letter ‘o’ in the base form into vowel letter

‘a’ to form past form. For examples:

1) come came come

2) become became become

3) overcome overcame overcome

b. Change the vowel letter ‘u’ in the base form into vowel letter

‘a’ to form past form. For examples:

1) outrun outran outrun

2) overrun overran overrun

3) run ran run

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5. First and second principal parts are alike.

Add ‘en’ in the end of base form to form past participle form. For

example:

Beat beat beaten, beat

c. Teaching Irregular Verb by Using Systemic Approach

Systemic approach is the approach that emphasizes the

regularity and holistic point of view in doing or learning something.

This approach consists of three main points, namely intersection,

interaction, and interrelation (Akil, 2015). Intersection means all

elements of a system (everything) present at the same time.

Interaction means all elements of a system interacts one another

(functional) and interrelation means all interactions of the elements

support the achievement of the goal of the system (relevant). The

following figure describes the concept of systemic approach related to

irregular verbs:
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Figure 1
The concept of systemic approach (Akil, 2015)

In relation to teaching verb especially irregular verbs by using

systemic approach, Akil (2015) presents some steps as follows:

1. Explain verbs generally. It includes definitions, functions and types

of verb.

2. Explain one types of verb (that is irregular verb). In this step, the

teacher explains irregular verbs generally (definitions, functions and

types of irregular verb) then divide them into five categories that are

all three principal parts are different, second and third principal parts

are alike, all three principal parts are alike, first and third principal

parts are alike, first and second principal parts are alike.

3. Select some words of each category and explain them. Each word

must be explained with their inter-related elements namely spelling,

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pronunciation, meaning, use, usage and conjugation (base form,

present, past, past participle and present participle).

It aims to help the students to understand all elements that affect the

irregular verbs and also to make the students having full

understanding about the intersection, interaction and interrelation of

the word system.

4. Evaluate the students understanding by using dictation and diction

technique. Dictation technique will help the teacher to know the

students listening skill while diction technique will help the teacher

to know the students understanding of the word meaning, use and

usage.

Based on the explanation above the writer concludes that teaching

verb especially irregular verb by using systemic approach is very good

because the teacher teaches all inter-related elements of the word

systemically, so the students will be easy to comprehend the spelling,

pronunciation, meaning, use, usage and conjugation of the words.

Furthermore, the students will be easy to identify whether the word is

regular or irregular verb.

C. Resume

Irregular verb is a kind of verb which does not have common pattern on its

change (three principal parts). Sometimes it has the same form, but sometimes it

is different. Systemic approach is an approach affects the system as a whole that

 32

emphasize the regularity and holistic point of view in identifying and categorizing

irregular verbs to make the students easily to master them.

In addition, systemic approach would help the students to have new

vocabularies because in this approach the teacher explained all inter-related

elements of irregular verbs namely spelling, pronunciation, meaning, use, usage

and conjugation of the words. So, the students not only had a better spelling and

pronunciation but also had a better knowledge about the meaning, use, usage and

conjugation of the words to make them understand how to use the words in the

sentences. In this research, the writer would apply systemic approach to teach

irregular verbs.

D. Theoretical Framework

Learning is the process to know and acquire knowledge and skills. There

are a lot of theories of learning namely holistic learning theory, sensory

stimulation theory, reinforcement theory, facilitation theory, experiential learning,

action learning, behavioral theory, cognitive load theory, constructivism, and dual

coding theory.

In relation to this research, holistic learning theory was one of the theories

that supported and related to systemic approach. It proposed the intersection,

interaction, and interrelation between all elements in a system. Using systemic

way would make the students easily to comprehend the materials. The thing that is

done orderly and systemically will produce better things. The same thing when the

students are taught irregular verbs by using systemic approach, they will be easy
 33

to master irregular verbs because they were taught all inter-related elements of

them.

Theoretical framework underlying this research was presented in the

following diagram:

Systemic
approach

T1 T2 T3 T4 T5 T6

Student’smastery of
irregular verbs

The diagram above explains:

Systemic approach : refers to the technique use in teaching

and learning to enhance students’

irregular verbs mastery.

T : refers to the process (application of

systemic approach) in teaching and

learning irregular verbs.

Student’s mastery of irregular verbs: refers to student’s achievement of

irregular verbs as students’ output after

treatment.
 34

E. Hypothesis

This research presents the hypothesis as problem:

Null Hypothesis (H0) : The implementation of systemic approach in

teaching and learning irregular verbs can not

improve the students’ irregular verb mastery of

the second grade students of SMA Negeri 1 Alla

who are registered in the academic year of

2015/2016.

Alternative Hypothesis (H1) : The implementation of systemic approach

in teaching and learning irregular verbs can

improve the students’ irregular verb mastery of

the second grade students of SMA Negeri 1 Alla

who are registered in the academic year of

2015/2016.
 35

CHAPTER III

RESEARCH METHOD

This chapter involves research design, research variables and their

operational definition, population and sample, instrument of the research,

procedure of collecting data, treatment and technique of analyzing data.

A. Research Design

The research design was pre-experimental method with Single-subject

experimental research design. Gay (2012:265) states that Single-subject

experimental research designs can be applied when the sample size is one or when

a number of individuals are considered as one group. The design of this research

was one group pretest-posttest design. Treatment (X) was given between pretest

(O1) and posttest (O2). The design was described as follow:

O1 X O2

Where:

O1 : Pretest

X : Treatment by using systemic approach

O2 : Posttest

(Gay,2012:265)

B. Research Variables and Their Operational Definition

1. Variables

The variables were observed in this research consist of independent

and dependent variable.

 36

a) Independent Variable

Nunan (1999) believes that independent variable is variable

that the experimenter expects to influence the other. The independent

variable of this research was the use of systemic approach to enhance

students’ mastery of irregular verbs.

b) Dependent Variable

Nunan (1999) declares dependent variable is the variable upon

which the independent variable in acting. The dependent variable of

this research was the student’s mastery of irregular verbs.

2. The Operational Definition

In this research, there are some essential points defined briefly as

follows:

a) Effectiveness of systemic approach is the degree to know whether

systemic approach is successful in producing a desired result of

learning irregular verbs in term of complete materials for teaching.

b) Systemic approach is an approach that the teacher used in teaching

irregular verbs where all elements related to irregular verbs are

involved namely spelling, pronunciation, meaning, use, usage and

conjugations.

c) Teaching is the process of delivering information, guiding and

managing the students in order to have knowledge, skill, attitude, and

interpersonal.
 37

d) Irregular verb is a kind of verb which is not ended by -ed at the end

and it has unpredictable form on its three principal parts. Sometimes it

has the same form, but sometimes it is different.

C. Population and Sample

1. Population

Fraenkel (2012:92) states that “Population is the group of interest

to the researcher, the group to whom the researcher would like to

generalize the results of the study”. The population of this research was

276 students of the second grade of SMA Negeri 1 Alla who were

registered in the academic year of 2015/2016.

2. Sample

Fraenkel (2012:92) declares “Sample in a research study is the

group on which information is obtained”. The sample was taken by using

purposive random sampling technique. As the total population was large,

the researcher took one class. The class was XI IPA 1 that consisted of 31

students. The experimental class was treated by systemic approach.

D. Research Instrument

In collecting data, the researcher employed grammar test that covered

systemic approach of irregular verbs. It included 35 items that consist of 5

parts. The first part included 10 items of scrambled letters and matching

words. The students had to rearrange the words with the right form and then

matched the words with their meaning in the list. The second part included 10

items of fill-in exercise. The students had to fill-in the blanks in the columns
 38

that consist of forms and meaning of irregular verbs. Next, the third and fourth

parts included 10 items of fill-in exercise. The students had to fill-in the gap in

the sentences with the right form of irregular verbs. The fifth part included 5

items of making relevant sentences based on their experiences by using

irregular verbs in the list.

The test was administrated in pre-test and post-test. Pre-test was given

before treatments and it was intended to find out the student’s prior knowledge

of irregular verb. Meanwhile, post-test was given after treatments and it was

intended to find out the effectiveness of systemic approach in teaching

irregular verbs.

E. Procedures of Collecting Data

The researcher collected the data by using the following procedures:

1. Pre-test

Before doing treatment, the students would be given pre-test that

consist of 30 items of irregular verb. The test was administered for 60

minutes. The procedures of pre-test as follows:

a) The researcher distributed the test to the students.

b) The researcher gave direction of doing the test to the students.

c) The researcher monitored the students when they do the test.

d) The researcher collected worksheet of the students after the test.

2. Post-test

After doing treatment, the researcher employed a post-test to find

out the value of treatment whether the result of the post-test was better
 39

than the result of the pre-test or not. The form of the post-test was same

as the pre-test. The post-test was conducted in the seventh meeting. It

was administered for 60 minutes. The procedures as follows:

a) The researcher distributed the test to the students.

b) The researcher gave direction of doing the test to the students.

c) The researcher monitored the students when they do the test.

d) The researcher collected worksheet of the students after the test.

F. Treatment

The students were given treatment four times before giving the post-

test. Each meeting ran for 90 minutes.

1. The first meeting

1. The researcher introduced and explained materials about verb, regular

and irregular verbs, the use of verbs in the sentence, systemic

approach and its procedures in teaching and learning irregular verb.

2. Then, the researcher told the students that irregular verbs are

categorized into five categories by using systemic approach in

teaching and learning process.

3. After that, the students were grouped into some groups by counting

(from one to five). Then, the researcher gave them an exercise that

consisted of 60 lists of verbs and each group gets 10 lists of verbs.

The students would discuss the meaning of verbs in the list and

identify whether those are regular or irregular verb.

 40

4. Each group’s representative presented their list of verb while other

groups listen carefully for his/her presentation.

5. The next activity was the researcher asked the students to work

individually by making sentences of 5 verbs from the other group and

the sentences must be relevant with their daily life.

6. Invited the students to present their exercise in front of the class

7. Gave students feedback about their exercises.

8. In the end of the meeting, the researcher asked the students to find out

and bring as much as possible lists of regular and irregular verbs with

their meaning in the next meeting to make them easy to differentiate

whether a verb regular or irregular verb .

2. The second meeting

a. Made sure that all students had brought list of irregular verb with their

meaning

b. The researcher explained irregular verbs that all the three parts are

different (the first category of irregular verbs by using systemic

approach).

c. Selected 5 irregular verbs from the first category and explained all

elements related to irregular verb namely spelling (how to spell the

word), pronunciation (how to pronounce the word), meaning (the

meaning of the word), use (the functions of the word), usage (when

and how to use the word in the sentences that cover 3 points of

systemic approach namely intersection, interaction and interrelation)

 41

and conjugations (the form of irregular verb in the base form, simple,

past, past participle and present participle).

d. Asked the students to spell and pronounce the words that have been

explained.

e. After that, the researcher divided the students into several groups and

gave them an exercise that consists of 5 lists of irregular verbs. In the

exercise, the students are asked to find out the spelling, pronunciation,

meaning, use, usage and conjugations of each irregular verb in the

list.

f. Asked groups to present their answer and each member of the group

must speak up while other groups listened carefully for his/her

presentation.

g. After that, the researcher gave the students a game to increase their

motivation in learning irregular verbs.

h. The next activity was the researcher asked students to work

individually by making 5 sentences that covered 3 points of systemic

approach namely intersection, interaction and interrelation using

irregular verbs that have been explained by the researcher. And the

sentences that were made by students must be relevant with their daily

life.

i. The students presented their exercise in front of the class

j. Gave students feedback about their exercises.

 42

3. The procedures of the treatment in the third and fourth meetings were the

same, but the categories of the irregular verbs in each meeting was

different where:

a. In the third meeting researcher explained 5 irregular verbs that preterit

and past participle are same (second category of irregular verb).

b. In the fourth meeting the researcher explained 5 irregular verbs that

all three parts are same (third category of systemic approach), the

stem form and past participle are same (fourth category) and the

irregular verbs that stem form and preterit (fifth category).

G. Technique of Analyzing Data

In this section, the researcher tried to find out the score of each student

and the mean score of the students. To determine the score of each student, the

researcher would use the following formula:

1. Scored the students’ correct answer of pre-test and post-test by using this

following formula :

𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟

Score = 𝑥 100
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

2. Classified the scores of the students’ pre-test and post-test into five levels

as followed:

No Classification Score
1. Very good 91 – 100
2. Good 75 – 90
3. Fair 61 – 74
4. Poor 51 – 60
5. Very poor ≤ 50 (Depdikbud, 2006)
 43

3. Computed the frequency and the rate percentage of the students’ scores by

using the following formula:

𝑓𝑞
P= 𝑥 100%
𝑁

Where: P : Percentage

fq : The number of correct answer/frequency

N : The number of subjects

(Gay et al, 2006)

4. Found out the students’ mean score, standard deviation, significant

difference and t-test of both pre-test and post-test by using Statistical

Product and Service Solution (SPSS) analysis.

 44

CHAPTER IV
FINDINGS AND DISCUSSION

This chapter presents findings of the research and the discussion of the

findings. The findings deals with the data collected and the discussion deals with

the detail of findings. The findings of the research consist of the frequency and

rate percentage of the students score. It also consists of the students’ mean score,

standard deviation, and t-test value. Then, the discussion will convey more

interpretation about the findings.

A. Research Findings

The finding presented here deals with the result of the students’ mastery

of irregular verbs through systemic approach. The data were collected

through grammar test in pre and post-test which involved 32 students.

1. Frequency and Rate Percentage of Pre-test and Post-test

The illustration of the students’ grammar test result in pre-test and

post-test can be drawn as follows:

Table 1. The Percentage of the Pre-test and the Post-test in grammar test

Pre-test Post-test
No Classification Score
Frequency Percent Frequency Percent

1 Very Good 91-100 1 3.1 8 25

2 Good 75-90 6 18.7 16 50

3 Fair 61-74 11 34.4 8 25

4 Poor 51-60 8 25 0 0
 45

5 Very Poor ≤ 50 6 18.7 0 0

Total 32 100 32 100

It can be seen clearly from table 1 that there was a prominent

difference between students’ grammar test result in pre-test and post-test.

Most of the students got higher score in post-test than pre-test. In the pre-

test, there was only one student achieving very good classification, but in

post-test there were 8 students (25 %) got very good classification. Next,

in the good classification there was a sharp increase on the students’

irregular verbs mastery. In the pre-test there were only 6 students belonged

to good classification, but in the post-test the highest percentage went to

good classification where 16 students (50 %) were included in this

classification. For fair classification, in the pre-test there were 11 students

classified in this classification, but in post test, it decreased to 8 students

(25 %). Then, in the poor and very poor classification there was a

significant decrease between pre-test and post-test result, where in the pre-

test of poor classification there were 8 students (25%) listed in this

classification and in the very poor classification there were 6 students

listed in this classification, but in the post-test, there was no students’

included in those two classification.

Based on the analysis, it can be seen that there is significant

improvement that the students had after the treatment.

 46

2. Mean and Standard Deviation

The mean score and standard deviation are presented in the table

below:

Table 2. Mean Score and Standard Deviation of Students’ Pre-test and

Post-test

Pre-test Post-test

Class
Mean Standard Mean Standard

Score Deviation Score Deviation

Experimental 62.59 12.98 81.97 9.77

Table 2 shows the difference of mean score and standard deviation

between pre-test and post-test. From the mean scores above, the researcher

found that the mean score of the students’ pre-test was 62.59 and the

standard deviation of it was 12.98. While in the post-test, the mean score

increased to 81.97 and the standard deviation of it was 9.77.

3. Gain Score

Table 3. Gain Score

Mean score
Class Gain Score
Pre-test Post-test

Experimental 62.59 81.97 19.38

 47

Table 3 shows the gain score of pre-test and post-test. The gain

score shows that there was an improvement on students’ irregular verbs

mastery. The mean score in the pre-test was 62.59 while in post-test the

score was 81.97 so it can be stated that the gain was 19.38.

4. Test of Significance

The hypothesisis of this research stated in the previous chapter was

tested through inferential analysis using paired sample t-test. It aims to

find out if there was a significant difference between the students’ score

of pre-test and post-test. The following table presents the test of

significance of the students’ scores of the pre-test and post-test.

Table 4. Test of Significance

Variables Probability Value Level of Significance (α )

Pre-test and Post-test 0.00 0.05

Table 5 above shows the result of the computation of the T-test of

the students’ score of the pre-test and post-test. We can see that the

probability value (0.00) was smaller than the level of significance (0.05).

Therefore, it can be interpreted that there is a significant difference

between the students’ scores of the pre-test and post-test. So, it can be

concluded that null hypothesis (H0) was rejected.

Based on the data above, the alternative hypotheses of this research

(H1) is accepted. It indicates that that there is an improvement in the

students’ irregular verbs mastery. Therefore, it can be concluded that

 48

systemic approach significantly improves the students’ irregular verbs

mastery.

B. Discussion

This part deals with the interpretation of the finding, derived from the

statistical analysis through grammar test. Based on the hypothesis use by the

researcher, that is “using systemic approach significantly improves the

students’ irregular verbs mastery at the second grade students of SMA Negeri

1 Alla.”, this research aims to find out whether or not teaching irregular verbs

using systemic approach is effective to the second grade students of SMA

Negeri 1 Alla.

The result of the research showed that systemic approach is effective to

use in teaching irregular verbs. It was proven by the result of data analysis of

pre-test and post-test that the students’ post-test had higher score than pre-

test, in which the mean score of the post test was 81.97, while in the pretest

only 62.59.

Before giving the treatment, the researcher conducted pre-test. The

content of pre-test and post-test was same. The description of the data

collected in pre-test as explained in the previous section showed that there

was a student gained very good score and some of the students’ gained good

score, fair score, and poor score. Most of the students got difficulties to

comprehend the usage and conjugation of irregular verbs. Besides that, they

were difficult to make sentences by their own words because they had lack of

vocabulary.
 49

Based on the analysis of t-test, there was significant difference in

students’ irregular verbs mastery in pre-test and post-test. The score from

hypothesis testing was smaller than 0.05 which was 0.000<0.05. It means the

null hypothesis (H0) was rejected and the alternative hypothesis (H1) of this

research is accepted because systemic approach improves students’ irregular

verbs mastery.

The improvement of the students’ irregular verbs mastery could be

separated from six-interrelated elements of irregular verbs namely spelling,

meaning, use, usage, and conjugation that were taught in the treatments. The

researcher taught the whole elements related to irregular verbs systemically.

So the students could know how to spell and pronounce the words. Moreover,

they were able to know the meaning of the words and understand when and

how to use the word in the sentence in different context.

Theoretically, this finding proved the theories that related to systemic

approach. Akil (2015) declares that the success of a system to achieve its goal

is determined by the intersection, interrelation and interaction of its elements.

In this approach, all interrelated elements of irregular verbs are intersected,

interrelated and interacted one another to make the subject is totally clear for

students. Al- Bhery (2010:2) also identified systemic as studying concepts or

topics through and integrated system where all relations among any concept

or topic and the rest of topics or concepts are clear. This make the students

can link what has been studied to what is going to be studied. In addition, by

applying systemic approach in teaching and learning process made the

 50

student active, motivated and excited in learning grammar especially irregular

verbs.

There were some obstacles in technical context that make the treatment

did not run as planned before. The problems dealt with time management and

students’ background knowledge.

The first obstacle was time management. In the first treatment, the

researcher took time to explain the approach that would be applied and the

material. The first treatment ran out of time so the students had to finish their

work during the recess time. So in the next treatment, the researcher tried to

manage time well.

The second obstacle was the students’ background knowledge. Some

of students had limited background of English especially on irregular verbs

and vocabularies. It can be seen, when the researcher applied the treatment.

There were a lot of students who always asked about irregular verbs and their

elements. So, the researcher should explain it again and again. In addition, the

researcher must give them more help and lead them in doing their exercises.

After the class, the researcher interviewed the students about their

feelings of learning irregular verbs through systemic approach. Most of them

felt more enthusiastic to study English, especially on irregular verbs. And also

they asked the researcher to teach them in another time.

 51

CHAPTER V
CONCLUSION AND SUGGESTIONS

This chapter presents some conclusions based on the findings and

discussions from the data analysis. It also present the suggestions related to the

conclusions.

A. Conclusions

Based on the result of data analysis, research findings and discussion in

the previous chapter, the researcher has come to the following conclusion:

Systemic approach is effective to use in teaching irregular verbs to the

second grade students of SMA 1 Alla. It is proven by the significant

difference of the students’ score between pre-test and post-test after giving

treatments. It also indicates that the whole elements of irregular verbs should

be taught systemically because the completeness of the materials determine

the effectiveness of learning process.

B. Suggestion

Based on the conclusion above, the researcher proposes some

suggestions as follows:

1. English teachers at SMA Negeri 1 Alla are suggested to use systemic

approach in teaching irregular verbs. Systemic approach can help

students to master and comprehend irregular verbs because they are

taught all interrelated elements related to irregular verbs. In addition, this

approach can make the students’ more active in the classroom and also

can motivate them to study English, especially irregular verbs.

 52

2. For further researchers, who are interested in doing research concerning

the use of systemic approach to teach other grammatical points.

 53

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