T H E E F F E CT O F US I NG RO UN DT AB L E T E CH NI Q UE I N CO O PE RAT I VE L ANG UA G E L E ARNI NG O N T E NS E ACH I E VE M E NT O F T H E E I G H T H YE AR S T UDE NT S AT S M P N 1 JE N G G AW A H I N T H E 2012/ 2013 ACADE M I C YE A R YE AR S T UDE NT S AT S M P N 1 JE N G G AW A H I N T H E 2012/ 2013 ACADE M I C YE A R YE AR S T UDE NT S AT S M P N 1 JE N G G AW A H I N T H E 2012/ 2013 ACADE M I C YE A R

Abstract

Eng l i s h t e ns e

i s

one

of

t he

l a n g ua g e

c om pone nt s

of

Eng l i s h t ha t

i s

v e r y i m por t a nt

i n l e a r ni ng

E ng l i s h. I t

c a nnot

be

i g n or e d be c a us e

i t

i s

ne e d e d b y

t he s t ude nt s

t o m a s t e r f our

l a ng ua ge

s ki l l s , na m e l y :

l i s t e ni n g , s pe a ki n g , r e a di n g , a nd wr i t i ng . B a s e d on t he

r e s ul t

of

t he

i nt e r vi e w wi t h t he

Eng l i s h t e a c h e r of

S M P N 1 J e ng ga wa h , m a n y

s t ude n t s

ha ve

pr obl e m s

i n l e a r n i ng

En g l i s h t e ns e s . The r e

a r e

m a n y r e a s ons

t h a t

c a us e

t hi s

pr obl e m . One

of

t he

r e a s ons

i s

t he

s t ud e nt s

d o not

ha ve m ot i va t i on i n l e a r ni n g

Eng l i s h, e s p e c i a l l y

t h e

Eng l i s h t e ns e s . M a n y

s t ude nt s

a r e bor e d whe n t he y

l e a r n

Eng l i s h t e ns e s

i n t he

s a m e

s i t ua t i on, b y

us i ng l e c t ur i n g m e t hod. The r e f o r e , t o s ol ve

t hi s

pr obl e m , t h e

En g l i s h t e a c he r

ha s t o f i nd t he a ppr opr i a t e

t e c hni que s

t o r e duc e

t he

s t ude nt s ’

b or e dom

a nd

t o m ot i va t e

t he

s t ude nt s i n l e a r ni ng

En g l i s h t e ns e s . One

of

t he

t e c hni que s

t ha t

c a n be

us e d b y

t he

t e a c he r

i s R oundt a bl e

Te c hni que

i n C oope r a t i ve

L a n g u a g e

L e a r ni n g . L a n a nd R a p m a n

de t e r m i na t i on t o a c hi e ve

a c a de m i c

s u c c e s s . I n a no t he r

r e s e a r c h who c o nduc t e d b y I s t i qom a h The purpose of this research was to know whether or not there was a significant effect of using Roundtable Technique in Cooperative Language Learning on Tense Achievement of the Eighth Year Students at SMPN 1 Jenggawah in the 2012/2013 Academic Year. The area of this research was SMPN 1 Jenggawah which was chosen purposively because the English teacher had never applied Roundtable Technique in teaching English, especially in teaching English tenses. The population of the research was the eighth year students of SMPN 1 Jenggawah in the 2012/2013 academic year which consisted of eight classes There were two kinds of data in this research; they were the supporting data and the primary data. The supporting data were got from the interview to the English teacher of SMPN 1 Jenggawah and from the documentation of the list and the names of the respondents In this research, pre-experimental with non equivalent posttest-only design was applied. In the first step, the researcher gave the homogeneity test to the eighth year students at SMPN 1 Jenggawah. After the results of the homogeneity test were analyzed, the result was homogeneous, the researcher took the respondents as the experimental and the control groups by lottery. After that, the experimental group was taught the English tenses The result of the analysis of t-test showed that the value of significant column of Lavene’s test was 0.013. It was lower than 0.05. Consequently, the row that must be

r e a d wa s

t he

s e c ond r ow of

t t e s t

c ol um n.

I n

t t e s t

c ol um n,

t he

va l ue

of

s i g ni f i c a nt

B a s e d

on t h e

e x pl a na t i on

a bove ,

i t

wa s

c on c l ude d

t ha t

t he r e

w a s a

s i g ni f i c a nt e f f e c t

of

us i ng

R oundt a b l e

Te c hni que

on t he

e i g h t h y e a r

s t ude nt s ’

t e ns e

a c hi e ve m e nt a t S M P N 1 J e n gg a w a h i n t he 2012/ 2013 a c a d e m i c

y e a r .