CHAPTER I

INTRODUCTION

A. Background of the Study

Learning foreign languages is such a difficult thing for students and they will
face some problems during the lesson. It takes the appropriate approaches and
methods in the process of foreign language learning, especially English. As the
foreign language, English can bring some difficulties for students in Indonesia
which in the daily life are mostly using the mother tongue in every occasion. The
main problem is in the grammatical form which is totally different with Bahasa
Indonesia. Many teachers try new breakthroughs that can be used as teaching
methods in the classroom through a scientific approach. Teaching process using
scientific learning is now being applied in Indonesia. Observing, questioning,
experimenting, associating, and communicating are the elements in scientific
learning that need to be considered in its implementation. These elements are
effective to use as teaching methods which are applied in the learning process. A
well-atmosphere classroom and the material understanding are the keys of a
teaching method.
A few years ago, English teaching was very standard, formal, and boring in
grammar class. Mastery of grammar material is an important base in English
learning which theoretical processes are more widely used, especially in the
present perfect tense material. There are many strategies that we can use to be
applied in teaching grammar. The teachers and practitioners nowadays are
massively discovering any kind of learning media that can be applied in the
learning process by using movies, songs, novels, short stories, or games which the
learners can enjoy the learning process and the teachers can create the
communicative teaching. Media that can be used to teach English is by using
movies to teach grammar mastery because a video is the most liked and interesting
media to create a well-atmosphere class.
There are many methods that we can apply in language learning, in this case
the author uses BBC Series: Sherlock to help teachers to attract students to enjoy

1
the grammar teaching. By experimenting and using a video in the learning process,
the teachers or some practitioners can be helped in grammar learning especially
the present perfect tense material.

B. Statements of the Problem

The problems that will be discussed in this study are:

1. How is the result of using BBC Series: Sherlock as the media of teaching
present perfect tense?
2. Is BBC Series: Sherlock effective as the media of teaching present perfect
tense?

C. Objectives of the Study

The objectives of the study can be stated as follows:

1. To identify the effectiveness of BBC Series: Sherlock as the media of teaching
present perfect tense.
2. To find out whether there is any significant difference in the improvement of
students’ grammar mastery in present perfect tense using BBC Series:
Sherlock.

D. Significance of the Study

The result of this study can contribute some benefits to students and teachers.
The benefits can be seen as follow.
1. Theoretical Benefits
a. For Student
The writer hopes this result of the study can enrich the students’
knowledge about the present perfect tense material.
b. For Teacher
The result of the research hopefully can be useful input for the teacher to
teach the students about the present perfect tense material in the different
way.

2
 2. Practical Benefits
a. For teacher
The writer hopes that this research can give valuable contribution to
improve the teaching English. The information of this research can help
the English teachers in designing the process of teaching English,
especially in using appropriate technique in teaching English at senior
high school.
b. For the other researcher
This research hopefully will be useful for the other researchers who are
interested in research using the same theory.

E. Definition of the Key Terms

The Audio-lingual Method (also known as the army method, the aural-oral
method, or the new key), is a method of foreign language teaching in which the
students learn language by repeating/imitating the recurring patterns/dialogues of
everyday situations by succession of drills.

F. The Outline of the Study

Chapter I is introduction. It consists of background of the study, for the research

problem the writer formulates the following problem: 1) How is the result of using
BBC Series: Sherlock as the media of teaching present perfect tense? 2) Is BBC
Series: Sherlock effective as the media of teaching present perfect tense? , the
objective of the study are : to identify the effectiveness of BBC Series: Sherlock as
the media of teaching present perfect tense and find out whether there is any
significant difference in the improvement of students’ grammar mastery in present
perfect tense using BBC Series: Sherlock., benefit of the study, and also the
definition of key terms.

Chapter II is review of related literature which deals with some theory that
related to the research. There are about teaching methods, teaching grammar, the
Audio-Lingual Method, teaching media, and a brief explanation about
experimental research which support the research to conduct.

3
 Chapter III is research method that presents type of the research: the writer uses
quantitative research, object of the research: The object of the study is the result of
teaching present perfect tense using BBC Series : Sherlock, data collecting
technique: the writer uses written test and observation as the method of collecting
the data in this research, and technique for analysis data.

Chapter IV is research finding and discussion. This chapter deals with the
analysis of the result of the research and explains the factors that influence students
in present perfect tense using BBC Series: Sherlock.

Chapter V is conclusion and suggestion, the writer gives some suggestions to

the person who has relation with this research: 1) For the students, 2) For the teacher,
3) For the other researchers
.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Teaching Methods

1. Teaching Grammar

The one important aspect of grammar teaching according to Azar (2007:

p. 3) is that it helps learners discover the nature of language, i.e. language
consists of predictable patterns that make what we say, read, hear and write
intelligible. Without grammar, we would have only individual words or sounds,
pictures, and body expressions to communicate meaning.
Thornbury (2001) summarizes some rules regarding the teaching of
grammar:
1) The Rule of Context—teaching grammar in the context, i.e. teaching
grammatical forms in association with meanings. The choice of one
grammatical form over another is always determined by the meaning the
speaker or writer wishes to convey;
2) The Rule of Use—teaching grammar in order to facilitate the learners’
comprehension and production of real language, rather than as an end in
itself;
3) The Rule of Economy—to fulfill the rule of use, be economical,
economizing on presentation time in order to provide maximum practice
time;
4) The Rule of Relevance-teach only the grammar that students have
problems with, starting off by finding out what students already know, and
don’t assume that the grammar of English is a wholly different system from
the learners’ mother tongue;
5) The Rule of Nurture—teaching doesn’t necessarily cause learning,
language learning is more often than not a process of gradual
approximation. Instead of teaching grammar, try to provide the right
conditions for grammar learning;

5
6) The Rule of Appropriacy—interpret all the above rules according to the
levels, needs, interests, expectations and learning styles of the students.
Grammar gains its prominence in language teaching, particularly in
English as a foreign language (EFL) and English as a second language
(ESL), inasmuch as without good knowledge of grammar, learners’
language development will be severely constrained. Practically, in
teaching of grammar, learners are taught rules of language commonly
known as sentence patterns.

2. Popular Teaching Methods

According to Broudy & Palmer in 1965, teaching methods is a particular
order imposed upon the teaching activity which can be a style of presentation
of content in the classroom and has certain set steps, follows, and some definite
rules while presentation. There are some teaching methods in language learning
which mentioned by Kumari in 2002 that can be applied in the classroom:
1. The Grammar-Translation Method

This method can be called as the Traditional Method which combines the
formal activities that include translation and grammar between two
languages.

2. The Direct Method

In the direct method the students get more opportunities to listen to the
spoken language than lock their eyes in the text book or the written language.

3. The Reading Method

Reading in this method is the main focus of a teaching which the students’
knowledge of a language can be extended and the vocabulary can be
consolidated.
4. The Army Method
The oral or spoken language is more practiced in this method which trains
fluent speakers in as many languages as they needed in the shortest time
possible with minimum reading and writing.

6
 5. The Audio-Lingual Method
The audio-lingual method is a set of activity to explain that language
learning is the acquisition of a set of correct language habits. The learner
repeats patterns until able to produce them spontaneously.
6. The Structural Approach
This method combines the important features of oral method and the direct
method which classroom material and syllabus designing is based on this
approach. The age of the learner, his ability and the time available for
teaching are the important factors, which guide the selection and grading of
the structures. Selection of structure is done on four principles - usefulness,
productivity, simplicity and teachability. The principle of usefulness
suggests teaching of those structures, which occur more frequently in real
life situations.
7. Communicative Language Teaching
This method stresses the need to teach communicative competence as
opposed to linguistic competence; thus, functions are emphasized over
forms. Students usually work with authentic materials in small groups on
communicative activities.
8. Bilingual Method
Bilingual Method is another method that strikes the balance between the
grammar-translation method and the direct method. In this method, two
languages are used, that is, one that is to be learnt (English) and the mother-
tongue. The basic aim of this method is to help the student speak and write
fluently and accurately in the target language. The use of the mother tongue
makes the students understand quickly.

B. The Approach of Audio-Lingual Method

1. Theory of language
An important tenet of structural linguistic was primary medium of language
is oral. Speech is language since many languages do not have of written form
and we learn to speak before we learn or write, it was argued that language is

7
 “primarily what is spoken and only secondarily what is written, “(Brook 1964).
Therefore, it was assumed that speech had priority in language teaching. It was
contrary to popular views of the relationship of the spoken and written form of
language, since it has been widely assumed that language existed principally as
symbol written in pepper, and that spoken language was an imperfect
realization of the pure written version. These scientists approach to language
teaching.
2. Theory of learning
Some teaching theoreticians and methodologist who developed audio
lingual not only had a convincing and powerful theory of language to draw
upon but they were also working in a period when prominent school of
American psychology known as behavioral psychology claimed to have tapped
the secret of all human learning including language learning. Reinforcement is
a vital element in the learning process, because it increases the likelihood that
behavioral will occur again and eventually become a habit. The descriptive
practices of structural linguist suggested a number a hypothesis about language
learning, and hence about language teaching as well. For example, since
linguist normally described language beginning with the phonological level and
finishing with the sentence level, it was assumed that this was also the
appropriate sequence for learning and teaching.

C. Principle of Audio-Lingual Method

The principle of the method derives from the aims of learning a foreign
language. The linguistic aims of the Audio-Lingual Method are:

1) Language learner are able to comprehend the foreign language when it is

spoken at normal speed and concerned with ordinary matters,
2) Language learner are able to speak in acceptable pronunciation and
grammatical correctness
3) Language learners have no difficult in comprehending printed materials
4) Language learners are able to write acceptable standards of correctness on
topics within explain.

8
5) Besides the linguistic aims above the method also has cultural aims. The
cultural aims are:
6) Language learners understand daily life of the people, including customs,
works, sports, play, etc.
7) Language learners are able to speak in acceptable pronunciation and
grammatical correctness
8) Language learners have no difficulties in comprehending printed materials
9) Language learners are able to write acceptable standard of correctness on topics
within their explain.

In short, Johnson (1968) states that the principles of the audio-lingual method
are:

1) Language is a system of arbitrary vocal symbol used for oral communication,

the teacher introduces as a new dialogue, language forms don’t occur by
themselves; they occur almost naturally within a context.
2) Writing and printing the graphic representation of the spoken language, the
language teacher uses only the target language in the classroom. Action,
picture, are used to give meaning otherwise.
3) Language can be broken down into three major component parts: the sound
system the structure, and the vocabulary. The language teacher introduces the
dialogue by modeling it two times. The teacher should provide student with a
native speaker like model by listening to how it is supposed to sound.
4) The only authority for correctness is actual use of native speakers. The teacher
says that “very good” when the student answer correctly positive reinforcement
helps the student to develop correct habit.
5) One can learn to speak and understand the language only being exposed to
spoken language and by using the spoken language.
6) Language can be learned inductively far more easily than deductively, and there
is no grammatical except taught by inductive analogy.
7) Grammar should never be taught as an end in itself, but only a means to the end
of learning the language.

9
8) Use of the student’s native language in class should be avoided or kept to a
minimum in second language teaching.
9) The structures to which the students are exposed to should always sound natural
to native speakers.
10) All structural material should be presented and practiced in class before the
student attempt to study it at home.

D. Teaching Technique of Audio-Lingual Method

The Audio-Lingual Method has a relatively complete procedure of presenting

language materials. The method has a set of procedures of teaching each language
skill. The following is the first produce of teaching the target language. This
procedure is a set of the typical steps in teaching the target language through the
ALM. Since the listening and speaking ability is the first skill to consider, the first
procedure of teaching is more related to listening and speaking ability (Huebener,
1969: 17). The procedure can be as follows:

1. The language teacher gives a brief summary of the content of the dialogue.
The dialogue is not translated but equivalent translation of key phrases
should be given in order for the language learners to comprehend the
dialogue.
2. The language learners listen attentively while the teacher reads or recites the
dialogue at normal speed several times. Gestures and facial expressions or
dramatized actions should accompany the presentation.
3. Repetition of each line by the language learners in chorus is the next step.
Each sentence may be repeated a half dozens of times, depending on its
length and on the alertness of the language learners. If the teacher detects an
error, the offending learner is corrected and is asked to repeat the sentence.
If many learners make the same errors, chorus repetition and drill will be
necessary.
4. Repetition is continued with groups decreasing in size, that is, first the two
halves of the class, then thirds, and then single rows or smaller groups.
Groups can assume the speaker’s roles.

10
 5. Pairs of individual learners now go to the front of the classroom to act out
of the dialogue. By this time, they should have memorized the text.

E. Media

Media is one of the teaching components which should be involved in teaching

learning process. It is strongly suggested that the teacher makes teaching medium to
help the delivering material in the classroom. By using media during the teaching
learning process, hopefully the teacher will be able to motivate the students to learn
and understand to the material presents. Media would help to make the condition for
the learners to identify or describe someone or something. There are some experts
giving their opinions dealing with media:

Harmer (2001:134) states that “Media or teaching aid is used by language

teachers to explain language meaning and construction, engage students in topic, or
as the basis of a whole activity.” I also added the definition of media as stated by
Depdiknas (2004: 13), Using a variety of the media can overcome students’
boredom. So, the students will learn enthusiastically, they will enjoy the teaching
learning activities and they can understand the lesson easily. In addition, according
to Murcia (2001: 461), “Media can serve as an important motivator in the language
teaching processes.”

From the definition above, it can be concluded that the use of media is
significant as it would help the students in understanding and learning the lesson.
For instance, if teachers want to explain about animal, media like dolls, pictures,
and so on might help the students in visualizing the shape of those animals easily.
In addition, media have a purpose that is to capture and sustain the students' interest
and attention and they can give more impression conveying and explaining
information, messages, ideas, etc. However, it will enrich the foreign language
teaching if the teacher notices basic things as follow: media should be inexpensive,
media should be appropriate with the instructional, media should be appropriate
with the material will be taught, media should be appropriate with the learners'
characteristics, and media should interest the students' attention.

11
F. Experimental Research

In this research, the author used a kind of experimental research. According to

Best (1995:133), “An experimental research involves the comparison of the effects
of a particular treatment with that of a different treatment and no treatment.” In other
words, an experimental research tries to observe the relation of the cause and the
effect which is made by a treatment. Comparing one or more experimental group
which get a treatment with one or more control group which do not get the treatment
is the way of conducting an experimental research.
Best (1995: 146-151) also stated that “There are three kinds of experimental
research: (1) pre-experimental design, (2) quasi experimental design, and (3) true
experimental design.” Pre-experimental research design is an experimental design
that has no control group as a comparison. Quasi experimental research design is an
experimental design that the subject of the research is not randomly chosen and there
are two groups included. True experimental research design is an experimental
design that is taken randomly and there are also two groups compared.

G. Hypothesis
The hypothesis of the research is formulated as follows:
1. H1 : The use of BBC Series : Sherlock Season 2 Episode 2 can enhance the
students’ grammar mastery at the First Grade in Senior High School SMA N 1
Kudus
2. H0 : The use of BBC Series : Sherlock Season 2 Episode 2 cannot enhance the
students’ grammar mastery at the First Grade in Senior High School SMA N 1
Kudus

12
 CHAPTER III
METHOD OF THE STUDY

A. Research Design

In this research the writer used true experimental design, specifically the
pretest-posttest equivalent groups design.
The pretest-posttest groups design figures:

R O1 X O2
R O3 C O4

X gain = O2-O1 O1 O3 = pretest X = experiment

C gain = O4-O3 O2 O4 = posttest C = control

This design is one of the most effective in minimizing the threats to

experimental validity. Pretests are administered before the application of the
experimental and control treatments and posttests at the end of the treatment
period. Gain scores may be compared and subjected to a test of significance of the
difference between two means (Best, 1981:70). Based on this statement, the writer
gave the pretest to both groups. This research can be done by doing a treatment,i.e.
playing the movie (video) week for a month, to the experiment groups as an
alternative way of teaching grammar. Their own English teacher taught the control
group by using formula of grammatical-formed sentences.

B. Population and Sample

Best (1991: 8) states that population is any group of individuals that has one or
more characteristics in common, while according to Johnson (1987: 110),
population is the entire group of entities or persons to which the results of the study
are intended to apply. The population of this study was the 10 th year students of

13
SMA N 1 Kudus in the academic year of 2018/2019. The total number of the
population was 245 students divided into 7 classes. It means that each class had 35
students. The reason for choosing the grade 10 students was because the present
perfect tense is the newly basic material for the students which is important to be
extended for further English skills.
Sometimes, the number of populations is too big so it is out of the reach. In this
case, the research is conducted to a part of the whole population. This part must
have the characteristics that represent the whole population. According to Best
(1981: 8) a sample is a small proportion of a population selected for observation
and analysis.
In selecting sample, the writer used random sampling. According to Arikunto
(1998:120), research may take 1 up to 15 percent or 20 up to 25 percent out of the
population. Therefore, the writer took 13 percent out of 245 students that equals
to 32 students as the sample for this study. The sample was divided into two groups
consisting of 16 students in experiment group and 16 students in control group.

C. Instrument

Instrument is tools that are required to get information. Gay and Airasian (2000:
145) stated that instrument is a tool that is used in collecting data. While, Arikunto
(2000: 134) revealed that instrument in collecting data is a tool that is used by
researchers to help them in collecting data in order to make it more systematical
and easy. Test and observation are used in this research to collect data.
To gather the information about the teaching and learning process, the
researcher conducted classroom observations. Observation can be done by
observing the factors that affect the students’ result. The observation was
conducted during the action and observation steps of the research.
Written tests were also done to obtain the information about the students’
grammar mastery before and after the using a movie BBC Series: Sherlock Season
2 Episode 2 in the teaching and learning process of grammar class. The tests were
done twice, in the forms of pre-test and post-test.

14
D. Data Collection Techniques

There were several techniques used to collect data. They really depend on the
object observed. The data was important for the researcher in carrying out the
research. The most of researcher conducted the technique rightly to get the data
accurately.
Data collection can be done by the observation, test, and questionnaire.
Observation can be done during or after the class. The observation sheets and
checklists were used to collect the data. The research team put marks on the
activities which had been done. The test can be taken twice as pre-test and post-
test. The test this research can be done by doing a treatment, after playing the
movie twice a week for a month to the experiment group as an alternative way of
grammar teaching. Questionnaire can be done after the post-test. The English
teacher teaches the control group by using grammatical-formed sentences. The test
is for the both experiment and control group.

E. Data Analysis Technique

After collecting the data, the writer analyzed them by using statistical analysis.
The writer transcribed the students’ written test on paper and then scored the result.
To differentiate whether the students’ result of English grammar mastery using
BBC Series: Sherlock Season 2 Episode 2 and without using the video, the writer
used the t-test. The t-test can be done by using the statistical formula or the
application called SPSS.

15
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter particularly presents the finding of the research and discussion.
The finding of the research covers the description of the result of the data collected
thorough the test. In the discussion, the writer described the interpretation of the
findings.

A. Finding
1. The Test Result of Experimental Class

The findings of the research deal with the rate percentage of the students’ score
obtained through test, mean score, standard deviation, and test of significance.
Table 1
The distribution of frequency and percentage score of
experiment class score in pre-test

No Score Classification Frequency Percentage

1 91 – 100 Excellent 0 0
2 81 – 90 Very good 0 0
3 71 - 80 Good 5 31.25%
4 61 – 70 Average 10 62.5%
5 51 – 60 Poor 1 6.25%
6 0 - 50 Very poor 0 0
Total 16 100%

Table 4.1 above shows that, the rate percentage of score of experiment class
in pre-test from 16 students, 5 (31.25%) students achieved good score, 10 (62.5%)
students achieved average score, and 1 (6.25%) student achieved poor score.

16
 Table 2
The distribution of frequency and percentage of
Experiment class score in post-test

No Score Classification Frequency Percentage

1 91 – 100 Excellent 2 12.5%
2 81 – 90 Very good 8 50%
3 71 - 80 Good 2 12.5%
4 61 – 70 Average 3 18.75%
5 51 – 60 Poor 1 6.25%
6 0 - 50 Very poor 0 0
Total 16 100%

While, the rate percentage of score of experiment class in post-test from 16

students at table 4.2 shows that, the students achieved 2 (12.5%) excellent, 8 (50%)
students achieved very good score, 2 (12.5%) students achieved good score, 3
(18.75%) students achieved average score, and 1 (6.25%) student achieved poor
score.
It means that, the score and percentages of experiment class in the post-test
were better than in pre-test because in the rate percentage in the post-test was
higher than the percentage in pre-test.

2. The Test Result of Control Class

The following table shows that, the distribution of frequency and percentage
of final score of teaching speaking skill at the tenth grade students of SMAN 1
Kudus in pre-test and post-test for control class.
Table 3
The distribution of frequency and percentage score of
Control class score in pre-test

No Score Classification Frequency Percentage

1 91 – 100 Excellent 0 0
2 81 – 90 Very good 0 0
3 71 - 80 Good 5 31.25%
4 61 – 70 Average 5 31.25%
5 51 – 60 Poor 6 37.5%
6 0 - 50 Very poor 0 0
Total 16 100%

Table 4.3 above shows that, the rate percentage and frequency of the
students’ control class in pre-test, none of the students got excellent score There

17
was 5 (31.25%) students got good score, 5 (31.25%) students got good score, and
6 (37.5%) students got poor scor
Table 4
The distribution of frequency and percentage score of
Control class score in Post-test

No Score Classification Frequency Percentage

1 91 – 100 Excellent 0 0
2 81 – 90 Very good 1 6.25%
3 71 - 80 Good 3 18.75%
854 61 – 70 Average 8 50%
5 51 – 60 Poor 4 25%
6 0 - 50 Very poor 0 0
Total 16 100%

Table 4.4 shows that, in post-test, there were 1 (6.25%) students got very
good score. There were 3 (18.75%) students got good score, 8 (50%) students got
average score, and 4 (25%) students got poor score.
Based on the result above, it can be concluded that, the rate percentage in
the post-test was different in the rate percentage in pre-test.

3. The Mean Score and Standard Deviation

After calculating the result of the students score, the mean score standard
deviation or both classes be presented the following table:

Table 5
The mean score and standard deviation of experimental class
and controlled class in pre-test and post-test

Pre-Test Post-Test
Class Standard Standard
Mean Score Mean Score
Deviation Deviation
Experimental 68.188 6.3898 79.938 11.7783
Control 64.375 8.4607 66.375 8.8685

The table above showed that, the mean score of experiment class in pretest
was (68.188) and the standard deviation of experiment class was (6.3898), and
the mean score of control class in pre-test was (64.375) and the standard

18
deviation of control was (8.4607). While the mean score of experiment class in
post-test was (79.938) and the standard deviation of experimental class was
(11.7783), and the mean score of controlled class in post-test was (66.375) and
its standard deviation was (8.8685).
It can be concluded from both of the tests; the experiment class gained
greater mean score in the post test than the control group. The significant score
between experiment and control class can be known by using independent
sample t-test, but the independent sample itself requires the normal distributed
data. So, Mann Whitney test is used as the alternative way to find out whether
the hypotheses are accepted or not. The result of Mann Whitney test can be seen
in table 6 as follows:

Table 6
Distribution the value of Mann Whitney Test

Result
Mann-Whitney U 49.500
Wilcoxon W 185.500
Z -2.968
Asymp. Sig. (2-tailed) .003
Exact Sig. [2*(1-tailed Sig.)] .002b

Table 4.6 above indicates that there was a significant difference between the
result of the students’ pre-test and post-test.
The statistical analysis from the result of the students’ grammar mastery test
of this research shown that, the students’ grammar mastery before doing
treatment through applying a movie was still low. It was proved by the result of
pre-test before treatments that, there were 16 students, 5 (31.25%) students
achieved good score, 10 (62.5%) students achieved average score, and 1 (6.25%)
student achieved poor score.
On the contrary to the result of the students’ pre-test before, there was a
significance improvement on the post-test where there were 2 (12.5%) excellent
and 8 (50%) students achieved very good score. Based on the table of distribution
the value of Mann Whitney Test in post-test previously, the researcher concluded

19
that the Asymp. Sig.( 2-tailed) value is 0.003 < 0.05 . It can be concluded that,
the students’ grammar mastery achievement has improved successfully. It means
that, (H1) was accepted and (H0) was rejected. In contrary, if the Asymp. Sig.( 2-
tailed) was higher than α (0.05), it means that (H1) was rejected and (H0) was
accepted.
From the result above, the researcher can show that the Asymp. Sig. (2-
tailed) value is higher than the α (0.05). It can be concluded that, teaching
grammar mastery by using a movie was proved to be effective in improving the
students’ grammar mastery.

4. Questionnaire Analysis
In the last activity, after doing the post-test, the writer distributed
questionnaire sheets to the students. The purpose of giving questionnaire was to
answer the problem of the study. The writer gave them 12 items to be answered.
There are certain steps to analyze the questionnaire items. They are discussed in
the following sections.

a) Grading the Items of Questionnaire

The questionnaire consisted of twelve questions; each of them had three
options namely: a, b, and c. Each option is given a score that shows the quality
of each indicator. The score ranges from 1 to 3 as shown in the table below.

Table 7
The Point Range

Option Range
A 1
B 2
C 3

The score that ranges from 1 to 3 is explained below:

- If the students choose A, the score is 1
- If the students choose B, the score is 2; and
- If the students choose C, the score is 3

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 b) Tabulating the Data of Questionnaire
The writer tabulated the questionnaire data to make the result of grading
clearly readable. The table consists of these columns; students' code, score per
item, total scores, and the mean of each item.
c) Matching the Mean to a Criterion
To get additional information about the students' response in having the
research program, the mean of each issue was then matched to a criterion. Based
on the range of mean discussed in the previous chapter, the result of the data of
the questionnaire can be analyzed by referring it to the criterion below.

Table 8
Result of the Questionnaire

Issue Mean Category

Students’ interest 2.5 High
The relevancy 2.15 Very relevant
Students’ achievement 2.55 High
Sustainability 2.4 Very necessary

d) Concluding the Questionnaire Result

Based on the result of matching the mean to above criterion, it can be
concluded here that:
1. Watching movie or video is interesting for the students to study English,
especially present perfect tense.
2. The relevancy between the grammatical sentences in subtitle offered in the
movie and the tenses, especially present perfect tense, that often used and
needed in the students’ daily grammatical form is relevant; and
3. The students' achievement after having activity by using a movie was high.
4. The program is very necessary for the students

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B. Discussion

As it was stated in second chapter, that watching a movie is a very enjoyable,

whole-class, free-speaking activities for which students sit in a circle. For this
activity, a teacher starts to play a video, but after a few sentences he or she pause
the video. Then, each student starts to write down the expression in subtitles from
the point where the previous one stopped.
Using video to teach grammar is a technique which is very helpful in
teaching especially in English, a video can make the students more open their
minds to learn English grammar moreover the students also enjoy and fun the
learning process and the students were not bored as long as learning process.
Analysis of the mean score gap in the post-test between the experimental
and controlled ensures if the technique used was effective. The mean score of the
experimental class was 79.938 and 66.375 for controlled class. It means that, the
gap of the students’ score of the experimental and controlled class is 13.563. The
explanation of the gap between the two classes indicates that, the Experimental
class shows high improving than the controlled class.
To sum up, based on the result of this study, which shows the students’
scores were much higher after the treatment in Experimental class using BBC
Series: Sherlock Season 2 Episode 2, the use of BBC Series: Sherlock Season 2
Episode 2 in teaching speaking is surely beneficial improve students’ grammar
mastery in present perfect tense.
The use of BBC Series: Sherlock Season 2 Episode 2 is the most appropriate
technique for learning because the teachers can provide an interesting material
from the environment and English daily expressions. In the use of BBC Series:
Sherlock Season 2 Episode 2 there are advantages as follows:

1. The learning activities more interesting and not makes the students be bored
to sit for hours, so that, the students' motivation will be higher.
2. The activities of students learning more active because all of the students
understand the English expression and make a sentence in the correct
tenses using their own words.

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 From the comparison of the result of post-test score between experimental
and controlled group, the skill of experimental group was getting higher than
control group. It means that, the treatment of using BBC Series: Sherlock Season
2 Episode 2 to the experimental group was successful.

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 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
The main objective of this study was to determine whether there is any
significant difference in improvement of students' grammar mastery: present
perfect tense between the group using BBC Series: Sherlock Season 2 Episode 2
and without using the video.
The result of this study showed that the students in the experiment group got
better development in the average scores than the control group in grammar test.
The difference of the development of the average scores is statistically significant
at the (0.5) alpha level of significance. It was found that there was significant
difference for those who were taught using BBC Series: Sherlock Season 2
Episode 2 and those without the video. The difference is shown by the
development of the average scores. The group that used BBC Series: Sherlock
Season 2 Episode 2 as medium in grammar mastery: present perfect tense got
better improvement in the average scores (79.938) than those without comics
(66.375). The use of BBC Series: Sherlock Season 2 Episode 2 could motivate
and interest the students in improving grammar mastery especially present
perfect tense. The writer concluded that the materials of comics helped the 10th
Year Students of SMA N 1 Kudus to improve their grammar mastery, especially
in present perfect tense.

B. Suggestion
Based on the conclusion above, the researcher proposes the following
suggestions:

1. For the students

The students’ need to be more active in the classroom. A further effort
needs to be made by the students’ to encourage themselves in improving
grammar mastery without worries making mistakes. It gives advantages for

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 the students’ if they can develop their grammar mastery. The students can
easily understand what they listen, tell, read and write.

2. For the teacher

The teacher should make the class be interesting and enjoyable. Here,
the use of BBC Series: Sherlock Season 2 Episode 2, contributed to motivate
and stimulate the students’ to improve their grammar mastery: present perfect
tense. Giving the material about make connecting with situation in daily lives,
so they have the background knowledge can reduce the anxiety to tell about
nice experience because easy to understand. Teacher should pay attention to
the increasing of students’ activities in the class. Let the students explore their
potential and their ability.

3. For the other researchers

It is recommended to the other researcher who are interested in the same
field to continue and develop this action research in order to find out whether
BBC Series: Sherlock Season 2 Episode 2 is effective in teaching grammar.
Finally, the researcher realizes that there are still many shortages in her
thesis, so the researcher really expects the criticism and suggestions for the
improvements. Thus, the researcher also hopes this thesis can be a meaningful
contribution for the teacher of English as well as students and further research.

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