Wednesday, March 10, 2010


Eka Yuli Andriani
Semester 5 B


English is one of the main subjects in the school. The students are expected to master language skills such as listening, speaking, reading, and writing. The primary goal of learning English for this level as the expectation of the Competency Based Curriculum for students is to make students have knowledge and capability to use English in four language skills. The students hope to be able to change singular noun to be plural form. There are two kinds of noun if we see form the form of the noun; they are singular and plural nouns. Singular nouns which refer to one in number, for example: book, car, lamp, etc. plural noun is noun which refers to more than one in number which usually signed by adding “s” or “es” at the end of the word, for example: books, cars, lamps, etc.
Then, Plural noun is divided into two kinds; they are regular and irregular plural noun.
In English, nouns heading noun phrases are typically either countable or uncountable (also called count and mass). Knowledge of countability is important when translating from a source language without obligatory countability distinctions to a target language that does make number distinctions. Nouns is a word that refers to thing, place or people. First, according to Elaine and Darcy Jack (1985: 64) nouns is a kind of class word which refers to living or unloving thing and person, for example cat, book, John, etc. they classify nouns into singular nouns, plural nounsm countable nouns, uncountable nouns, masculine nouns, feminime nouns and neuter nouns. Second, Patricia K. Werner and Mary Mitchel Church (1951: 48) say that nouns is a word which refers to thing, idea, quantity and emotion, for example home, love, students, etc. they classify nouns into two main categories, they are abstract and concrete nouns.
Nouns is a word that refers to thing, place or thing. According to Betty (1985: 23) noun can be classified based on the way we see it. If we see from the way see it, noun can classify into two; they are concrete and abstract noun. Then, if we see from the form, noun can be classified into two they are singular and plural noun. If we see from the way to count, we can classify into two; they are countable and uncountable noun.

A noun can be countable or uncountable. Countable nouns can be "counted", they have a singular and plural form. A Countable Noun is a noun that has both a singular and a plural form. The plural is normally made by the addition of '-s'.
eg: A horse Two horses
Nouns that do not have plural forms are called uncountable nouns or mass nouns.
For example:
• A book, two books, three books .....
• An apple, two apples, three apples ....
Uncountable nouns (also called mass nouns or non count nouns) cannot be counted, they are not separate objects. This means you cannot make them plural by adding -s, because they only have a singular form. It also means that they do not take a/an or a number in front of them.
For example:
• Water
• Work
• Information
• Coffee
• Sand
(use a/an or a number in front of countable nouns) Uncountable
(there is no a/an or number with uncountable nouns)
An Apple / 1 Apple Rice
I eat an apple every day. I eat rice every day. (not I eat a rice every day.)

Add (s) to make a countable noun plural There is no plural form for an uncountable noun
apples rice
I eat an apple every day. Apples are good for you. I eat rice every day. Rice is good for you.
A computer= Computers are fun. To make uncountable nouns countable add a counting word, such as a unit of measurement, or the general word piece. We use the form "a ....... of ......."
An elephant=Elephants are large. Rice=a grain of rice
Water=a glass of water
Rain=a drop of rain
Music=a piece of music
You can use some and any with countable nouns.

Some dogs can be dangerous.
I don't use any computers at work. You can use some and any with uncountable nouns.

I usually drink some wine with my meal.
I don't usually drink any water with my wine.
You only use many and few with plural countable nouns

So many elephants have been hunted that they are an endangered species.
There are few elephants in England.

You only use much and little with uncountable nouns.

I don't usually drink much coffee.
Little wine is undrinkable though.

You can use a lot of and no with plural countable nouns.

No computers were bought last week.
A lot of computers were reported broken the week before. You can use a lot of and no with uncountable nouns.

A lot of wine is drunk in France.
No wine is drunk in Iran.

Making uncountable nouns countable
You can make most uncountable noun countable by putting a countable expression in front of the noun.
For example:
• A piece of information.
• 2 glasses of water.
• 10 litres of coffee.
• Three grains of sand.
• A pane of glass.

Sources of confusion with countable and uncountable nouns
The notion of countable and uncountable can be confusing. Some nouns can be countable or uncountable depending on their meaning. Usually a noun is uncountable when used in a general, abstract meaning (when you don't think of it as a separate object) and countable when used in a particular meaning (when you can think of it as a separate object).
For example:
- glass : A glass of water. (Countable) | A window made of glass. (Uncountable)
Some supposedly uncountable nouns can behave like countable nouns if we think of them as being in containers, or one of several types.
This is because 'containers' and 'types' can be counted.
Believe it or not each of these sentences is correct:-
Doctors recommend limiting consumption to two coffees a day. (Here coffees refers to the number of cups of coffee) You could write; "Doctors recommend limiting consumption to two cups of coffee a day."
The coffees I prefer are Arabica and Brazilian. (Here coffees refers to different types of coffee)
You could write; "The types of coffee I prefer are Arabica and Brazilian."

Rules For Using Singular
Countable Nouns Rules For Using Plural
Countable Nouns
1. A determiner must be used before noun(or adverb if adjectives are used, such as a, the, this, one, ours, his etc. 1.A determiner is optional before noun(or adverb if adjectives are used.
2. The article "a" or :an" can be used. 2. The articles "a" or "an" can't be used.
3.Only the number one can be used to state the amount. 3. Any number bigger then two can be used to state an amount.
4. Possessive adjectives my be used such as my, his, our etc. 4.Possessive adjectives my be used such as his, our, etc.
5. Quantifiers can't be used.
5. Quantifiers can be used, such as some, any, many, a lot etc.

6. A demonstrative adjectives can be used such as this, those etc. 6. A demonstrative adjectives can be used such as this, those etc.
Examples of Countable Nouns:
Nouns Nouns In The Singular Form Nouns In The Plural Form Nouns Represented By A Number
dog The dog is big. The dogs are big. There are six dogs in the room.
boy The boy is tall. The boys are tall. There are three tall boys in my class.
car Our car is green. All the cars at work are white. There are six cars parked on my street.
window The window is big. The windows are clean. The room has three window.


When we speak of nouns as being countable or uncountable, it is mean that some things can be counted while others cannot. Countable nouns name individual items that can add up, there can be one or more of them. Other things can not be counted, they are considered collective rather than individual items. In many cases this distinction is easy to understand. We all recognize that we can count items like books, tables, eggs, or mountains. We can easily imagine one or more of such items. And most of us recognize that it is not impossible to count other things like water, dust, air, or ice cream. These things can not easily be separated into individual items.
But many nouns are uncountable for less obvious like peace, happiness, wealth and knowledge are countable. So are many activities such as swimming, eating, and debauchery, and some conditions such as confusion, frustration, satisfaction, and certainly. These nouns are considered uncountable because they are not easily identified as single things, the idea of happiness can consist of many different things and can be different for different people or because they refer to general activities rather than specific instances, eating refers to the activity in general, not any particular example.
The name of most disciplines are also uncountable, for example, sociology, medicine, anthropology. Nouns ending in –ism are also usually uncountable, for example feminism, optimism and patriotism. Some uncountable nouns like money, homework, work and gossip very confusing for learners. Of English because they seem to refer to particular items, yet they are treated as general.
Noun can be classified basically into two categories, they are singular and plural noun. Singular noun is noun which refers to one in number, for example: book, car, lamp, etc. plural noun is noun which refers to more than one in number which usually signed by adding “s” or “es” at the end of the word, for example: book, cars, lamps, etc. then, Plural noun is divided into two kinds; they are regular and irregular plural noun.
Regular plural noun is noun which denotes more than one that has rules, for example: book --- books, car ---- cars, lamp --- lamps, etc. singular with end “y” and there is a consonant before it, so “y” is changed into “I” and added by “es”. Singular with end “y” and there is a vowel before it, so “y” is not changed but only added “s”. Irregular plural noun is noun which denotes more than one that has special rules, for example: child --- children, mouse --- mice, fish --- fish, etc. so we should know the in forming regular plural noun there are some rules whether by adding “s” or “es” at the end of the singular noun.
Then, in forming irregular nouns, there are several rules that different from regular noun such as noun that have vowels’ changes, the noun that end in – f or – fe only added with –s to form their plural, the noun that end in – f or – fe must be changed to –ves, etc. The students also using plural nouns in their writing, plural nouns is one aspects of the sentence, so the students must mastering how to form plural nouns with correct grammar in their writing.
The plural nouns are taught for increasing ability of the students in forming plural nouns, differentiating plural nouns, and using plural nouns in the sentence.
Senior high school students have already studied about nouns; like using singular noun and plural nouns but sometimes most of them still make mistakes in form plural nouns. This happened because the students might not be able to form what the regular plural nouns and irregular plural nouns. When the writer did teaching practice before, the teacher said that the students do not know all the rules to form plural noun. Then, while doing teaching practice the writer found some students made mistakes in using plural noun.

Here are some rules we came across:
1. Countability comes with a determiner such as, a or an.
What quickly became clear to us was that most uncountable nouns can easily be made into countable ones with a few adjustments.
Let's take milk; this can become a glass of milk. Coffee can become a cup of coffee, some would argue that a coffee is also correct. Is it therefore correct to say "I'd like a water"? Probably, yes. Sand can become a grain of sand, luggage becomes a piece of luggage, and so can courage become an example of courage? Impatience, a moment of impatience? It would seem so. What about chicken? We can say a chicken or some chicken. So some nouns can be both, depending on your meaning. Wood, can be for making a table or a wood can be a forest.
Let's get back to chicken, if we can take a piece of chicken and say I have some chicken, can we also take a chair, detach the leg from it, hold it up and proudly declare you have some chair? It seems not. And can we not saw away at a table, take a chunk of wood from it, walk into work and say, "Look, I have some table?" It seems not. Why? Well, the reason seems to lie in boundaries. When you have a table leg, it is no longer recognizable as a table, the definition of "table" has been lost, the boundary has been broken. However, getting back to chickens, when you rip a leg off a chicken (preferably a dead one), it is still recognizable as chicken, its boundary hasn't been broken. Similarly if I take a cup of sugar and pour some on the table it is still sugar, uncountable. So a rule is formed;
2. When a noun is separated and the boundary isn't broken it is uncountable.
This rule was nicely backed up by Woody Allen running around in one of his films, seemingly at last a proud landowner, dirt scooped up into his hands declaring, "I have some land!"
Or is it?
What became clear to us, as we began drawing on our instinct as native speakers and English teachers, is that there were often no right or wrong sentences. It's just a case of different sentences can conjure up different images in the mind of the listener. We also quickly drew the conclusion that some of this could well confuse a learner. And it was just there that Scott Thornbury came to the rescue. Scott, by the way, is the author of "How to Teach Grammar" (Longman), a recommended book from this session. He says that different level learners need to know different things, especially about grammar. One of the mistakes of some teachers is to tell students the wrong information about a grammatical point, information they may not yet need to know.
Take a simple example. When you teach beginners the use of "some" and "any", you would tell them that "some" is for positive sentences and "any" for negatives or questions. You would not need to tell them that you can use "some" in questions if you expect the other person to say yes, and "any" if you want them to say no. As in, "do you want some more wine?" or "do you want any more wine?" This is knowledge overload and the same is true for countable nouns. For a beginner you may teach that a person is countable and the plural is people. You may not want to say at this stage that people can also be countable if you are talking about a race, as in China has 56 peoples. At this point in our session we looked at handout 2 COMMON QUESTIONS. This is a list of common questions that students ask about this topic. If you open that now then the comments below will make more sense.
1. "Fish" is the singular and plural form. In more formal and old English you may have seen "fishes" for the plural, this is however, rare nowadays. Whilst some of us felt fishes was correct to describe different species, others felt saying 2 types/species of fish was the correct usage. Referring back to boundaries, if a fish farmer were to say to you "Would you like some fish?", is he offering to sell you a batch of trout, or is he inviting you to taste his dinner?
2. One people, two peoples. How many peoples are there in China, by the way?
3. A would be the normal answer. D is correct if you are referring to a specific fire.
4. B. is more common.
5. 1. ia A, 2. should be "The science".
6. 1. Fruit. 2. Fruits or fruit.
7. Knowledge is uncountable.
8. "Do" can be used as a noun, as in "the do's and the don'ts". While we say that's a don't, we wouldn't say that's a do, we'd say that's a must or a must-do. However, if we say a do, we could be referring to a party (as in "what a dry do!"...a party with little alcohol). Alternatively, it could refer to a hair do!
9. Time is countable. One time, two times. How many times? However, when we say how much time do you need? it is uncountable, the units of time (minutes, seconds or hours etc...) could be countable. This was a tricky one for the philosophers of the group who insisted that time doesn't exist, therefore how can you count it? If time is just an abstract concept and the only moment is now, how can you measure time?
10. Sheep and deer are like fish, in the sense they are both singular and plural countable nouns. Cattle, though is uncountable. You could say a head of cattle, to refer to one. There are many unusual collective nouns in English, such as a herd of cows, a school of fish, a flock of seagulls, an army of ants, does anybody know what a group of starlings are called?
12. Countable and more colloquially uncountable.
13. A. a paper is often used to refer to a thesis or a newspaper.
14. Experience can be either countable or uncountable, and the meaning doesn't change. I have a lot of experience, or many experiences. Character, can be either but the meaning changes. He has a lot of character, means he has a strong personality, however, many characters in a play refers to the people of the play.
15. "in good condition" is for inanimate objects, "in good health" for people.
16. Consult a good grammar book for the correct usage! Good ways of teaching it maybe through using collocations (e.g. there's plenty of time), set phrases (e.g. there's little time to waste), humor (e.g. "there are little people in the class today." "Really and where is Snow White?") or physical realia (e.g. use glasses or bowls with a lot or a little water).
17. See first handout on UNCOUNTABLE NOUNS. We also agreed that, "the" is specifying or identifying, and "a" is classifying.
Also, consider the phrase "Save the Whale!" Why is it "the" whale? It's not one particular one we have seen, is it? Apparently not. This is an example of a culturally identified stereotype. We are referring to all whales. If we said, "Save whales!" it may only refer to some whales, somewhere, in a vague kind of way. However, why do we say, "we must save time" not "we must save the time"? And as some people argued, can we save time anyway? Can you put it in a box and keep for when you are older? Doesn't everyone get the same amount of time? And before philosophy takes over, as it certainly did with us in this session, this seems a good moment to stop.


Azhar, Betty Scramper. 1985. Fundamental of English Grammar. New Jersey: Pretice Hall Regent Englewood Clifts.
Azhar, Betty Scramper. 1989. Understanding and using English
Laycock, Henry, 2005 'Mass nouns, Count nouns and Non-count nouns

Teaching Simple Present Tense through Conversation

Siti Hairani
Semester 5C


The important of conversation in speaking skill
English is an international language that domain the improvement of technology and science. At the moment it includes many aspects of daily activities such as, education, politic, economic, medic, and law. Then it is not be avoided that English has been consumed by the people who wrestle with their own field. There are four kinds of language skill which very important for us in learning English, such as speaking, reading, listening and writing. On the other hand there is one of skills that is usually demands us to master it. That is speaking skill and grammar, because commonly the people who can speak English fluency they will easy to get a job. At least they can understand about English article. The key of mastering speaking skill is practicing more and more and never be forgot its process needs learner self confidence. Speaking without knowing the structural of language also is nothing. Therefore as an English learner we also have to pay attention on grammatical language. It can be easy listener to understand the purpose of our conversation. it is also can increase our confidence in speaking. One of important in grammatical is tenses. Because when we are making conversation with the other one, we are included in a time where the tenses are used and in English there 16 tenses but that usually use in daily activity is four tenses are present tense, past tense, future tense. For this opportunity, in this paper I will tell about simple present tense because this tense more easier to be learned than the other else. And students are going to understand easily because it just uses the verb one. We can relate the uses of simple present by using conversation because the application is very important beside some theories.

Theoretical Background

A. English Teaching Learning Process
Teaching is an activity that is needed in educational world. Teaching consist of contact between two individuals are teacher and students. This process will be effective if the teacher use the appropriate method for different material. The main point in teaching English is communication, especially good communication between students and teacher. Because the problem that commonly happen in teaching learning is lacking of communication.
“One of the greatest student’s problem of acquiring English is the lack of communicative ( N.Domba Benda, 1978: 87)
As student’s interest plays a communication role in their teaching process, by using English communication. Actually English is interesting language if we can make it as an interesting thing. Of course the process of learning English will be going as soon as well if the learners love it very much. The teacher as the facilitator in improving their English learning skill also should have the best strategy of teaching it to help the student success. However, the most effort must be done by the student them selves. Commonly in the case of teaching learning also the teacher should have the role as student’s friend. That purpose only for making the situation of class is more attractive. This thing can improve the student’s motivation in English learning. Especially this chance will give the time for student to speak and give their opinion between the other students. So, appear their encouragement to communicate with the teacher in the classroom.

B. Teaching Tense Trough Communication Approach
“Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information “ (Brown, 1994; Burns & Joyce, 1997)
Communicative and whole language instructional approach promote integration of speaking, listening, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning to support language development. Structure is a part of grammar which explains about the uses of tenses and parts of speech in the sentences. It can be a guide in making a good arrangement of sentences either in verbal or non verbal activity. Tenses in English grammar is different from time because time is only expression the action for now, last, and next. Talking about tenses sometimes makes students confused because they only think many patterns which ready comes to be remembered by them. Actually learning tenses is interesting if the teacher know how the way to make it feel simple. One of the ways that can be done is making conversation in the form of asking and answering question using certain tense.
“Conversation is talking between two or more people in which thoughts, feelings and ideas are expressed, question are asked and answered or news and information are exchanged”
So the main point of that definition, conversation is talking to each other. In this context the students are demanded to ask and answer question about how the uses of tense even in affirmative, negative, and interrogative sentence. This direct conversation is done to make students easy in understanding and remembering the uses tenses and exercise student to repeat again their remember skill by oral activity. As we know because the reality learning theory is useless without practicing it soon.

Finding Data

Tense means time. However, it should be pointed out that time in relation to action is a concept that exist in the mind of the speaker, reader or listener. Tense in actual usage refers consistently only to grammatical forms. (America Book Company by George E.Wishon ) Often tense and time do not correspond at all. Based on Linda C.stanley “ways to writing” ( 427) Tense is verb tense indicates the relationships between an action or state of being and the passage of time. The present tense indicates that something is talking place now.
“In general, the simple present express events or situations that exist always, usually, habitually, they exist now, have existed in the pass, and probably will exist in the future”
“ Tense is one of forms which a verb takes by inflection or by adding auxiliary words, so as to indicate the time of the action or even signified; the modification which verbs undergo for the indication of time”
“Tense is a grammatical category of verbs used to express distinctions of time”
W. Stannard Allen explained in his book ( Living English structure for schools) Present tense (simple) this tense is the same as the infinitive ( root form) of the verb. Unlike the continuous form, the simple present tense does not really describe acts that are habitual or usual.
In Robert Khorn of English sentence structure
A. Simple present tense with verbs other than be
Statement: He works
Question with Do, Does: Does he work?
Short answer: yes he does
B. Single-word adverb of frequency: always, usually, often, etc.
“Simple present tense designates action occurring at the time of speaking or writing”
“Simple present tense is tense denoting an action happening in this time “
“The simple present tense is talking something happens all the time or repeatedly or something is true in general “
The Simple Present Tense (also called the Present Simple Tense) is usually the first verb tense ESL students are taught. Perhaps the most difficult thing for ESL learners to remember is that the Third Person (he/she/it) of a regular verb takes an “s.”
Present Simple Function (when to use the Present Simple)
The Present Simple verb tense has two primary functions:
1. To talk about “general truths,” that is, to talk about something that was true in the past, is true now, and will be true in the future (e.g., The sun rises in the East. Nurses work hard. Water boils at 100 °C.)
2. To talk about habits or rituals (e.g., I pay income taxes every year. She drinks coffee. We watch T.V. all the time. The Giants always lose.)
There is more to teach about the Simple Present verb tense (such as the use of the “helping” or auxiliary verb “do,” irregular verb conjugation, and the use of words such as always, never, often, etc.), but the above are the basics that must be taught.
Speaking skill analysis is a comprehensive look at both the public speaker and the delivery. Our analysis will cover three areas of the speech. Use these to grade your self or be graded to attain constant and never ending improvement.
A conversation is communication between multiple people. It is a social skill that is not difficult for most individuals. Conversations are the ideal form of communication in some respects, since they allow people with different views on a topic to learn from each other. A speech, on the other hand, is an oral presentation by one person directed at a group.
Conversation is indispensable for the successful accomplishment of almost all activities between people, especially the coordination of work, the formation of friendship and for learning.
Classification of conversation
The majority of conversations can be divided into four categories according to their major subject content:
• Conversations about subjective ideas, which often serve to extend understanding and awareness.
• Conversations about objective facts, which may serve to consolidate a widely-held view.
• Conversations about other people (usually absent), which may be critical, competitive, or supportive. This includes gossip
• Conversations about oneself, which sometimes indicate attention-seeking behavior.
In the real world, few conversations fall exclusively into one category. Nevertheless, the proportional distribution of any given conversation between the categories can offer useful psychological insights into the mind set of the participants.
Each type of conversation has its own cluster of purposes and expectations attached.
• Functional conversation is designed to convey information in order to help achieve an individual or group goal.
• Small talk is a type of conversation where the topic is less important than the social purpose of achieving bonding between people or managing personal distance
• Banter is non-serious conversation, usually between friends, which may rely on humor in-jokes at the expense of those taking part. The purpose of banter may at first appear to be an offensive affront to the other person's face. However, people engaging in such a conversation are often signaling that they are comfortable enough in each others' company to be able to say such things without causing offense. Banter is particularly difficult for those on the autism spectrum, or those with semantic pragmatic distorter (
“Conversation is general course of conduct; behavior “
“Conversation is the use of speech for informal exchange of views or ideas or information etc:”
“Conversation is expression and exchange of individual ideas; talking with other people”

Analyzing Data
A conversation is communication between two people or more. It is a social skill that is not difficult for most individuals. Conversations are the ideal form of communication in some respects; it is used by the people to exchange their idea and information. By conversation they can know and learn from the individual character each other. We live in this world as a social community therefore conversation between other is needed. A speech, on the other hand, is an oral presentation by one person directed at a group. “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information”. Its relation to my chapter this is the point that I will explain more is tense, definition of tense
“Tense is a grammatical dictionary of verbs used to express distinctions of time.”
Grammar is a category off the verb or verbal inflections, such as present, past, future. That expresses the temporal relation between what is reported and the time of its utterance. In English there are three types’ differences of using verb based on the time. Whenever speaker talk at that time of speaking, they are use present continuous and also use simple present tense for daily conversation and then, if talking about the event that happen at the last it is used simple past tense, moreover for future it is used future tense. Making easy in learning tenses the best choice it begins from the basic simple part of tense. Simple present is usually given in beginning of teaching tenses because the pattern of this tense is quite easy to be remembered by students.
Simple present tense
Simple present tense is tense denoting an action happening in this time. This tense is used to talk about things in general. We are not only thinking about now, but it is used to say that something happens all the time or repeatedly or that something is true in general. It is not important whether the action is happening at the time of speaking.
For example: We usually go away at weekends (Habitual action)
The pattern is S+V1+O
For the third person singular ( He, She, It) we should notice the verb by adding “S” in the last. She drinks the water everyday. If the verb ending by SS,SH,CH, X,O, are ending by “es” in the last of verb. He catches that ball as soon as possible. If the verb ending by “y” preceded by consonant “y” is changed by “i” and added with “es”. She studies English at the moment. There is also the verbs ending in “y” preceded by vowel, only “s” is added. He plays badminton every morning. For making questions and negative sentences in present simple uses the verb “DO and Does”. Here is the example;
Introgative: Do ( I/we/they/you) work ?
Does ( he/she/it) come ?
Negative: ( I/we/you/they) do not work
( He/she/it) does not come

The uses of simple present tense
1. Simple present tense is used to denote the habitual action; as we know the habitual action is the acts that we always do repeatly. For example :
- We go to school everyday
- They usually get up at four o’clock
The adverbs of time commonly used to express the habitual action, are : usually, generally, often, never, seldom, sometimes, always, everyday ( every week, every month, etc) On Saturday ( Monday, Wednesday and etc) twice a week.
2. Simple present is used to denote the general truth; here the things can not be changed by us because those are have been definite happen. For example ;
- The plane flies in the sky
- Do the fish live in the water?
3. Simple present is used to denote the character of someone or his ability; usually this tense is used to show someone skill or character. For example
- The students study hard
- That girl does not sing beautifully
4. Simple present is used to emphasize the action; to make someone trust us, we can emphasize our action using Do or Does before the ordinary verb. So, simple present tense can be named with “ The present emphatic tense”
- I do speak English everyday
- We do prepare our lesson before examination

The relation between conversation and teaching simple present tense
Teaching tenses can bored even for the teacher or especially for student, because in grammar many rules or patterns that we should not forget it all. To make it interesting and simple in order the student feel enjoy and then material can be reminded easily by them. Practice is the best choice in this case. The practicing way is through direct conversation between students ( a fairs) after the teacher told clearly about simple present tense and its uses in reality.
“Conversation is talking between two or more people in which thoughts, feelings, and ideas are expressed questions are asked and answered or news and information are exchanged “
Based on that definition, with conversation the students can share their feeling or thought each other. With this change the teacher can take the pathway to include the teaching material in their activity. Because as usual when the teacher have finished their explanation about tenses, they exactly ask the student to do some exercises at that time and his activity that makes student feel bored. Relation between direct conversation and teaching tense is very close because that have the big feedback in English learning. Should be known teaching needs the role of teacher and students. Then using this method is suitable in English teaching grammar. It can keen the student memorizing and also can fluency English speaking of students. As the explanation before, teaching tenses is felt bored and learning it is quite difficult. But that all will be felt different if the teacher can socialize with something that makes student is challenged with it. Student will feel bored in a teaching because of many factors such as the method of teaching, the material of teaching, the situation of teaching, even the teacher character in teaching. In this case, actually cooperation between student and teacher becomes the main point to apply the material that has been taught. Simple present tense is tense that is used to indicate the action which often happen repeatedly or habitual action. This point makes easy the student to practice it directly through conversation. The content of conversation is talking about daily activity that student always do before going to the school. Using conversation makes teaching learning is more effective. As usual learning tense has related with memorizing of its patterns and the situation of using it. So, by practicing it in the real situation after learning will help learner to memorize the pattern fast. The conversation may be done at that time is talking about learner habitual action before they are going to study in the classroom. Here is the example of small conversation about habitual action of learner.
For example; Student A is Hanna
Student B is David
David : Hi,, good morning ,,Hanna?
Hanna : Good morning,, Dav
David : How are you today ?
Hanna : I am fine and how about you ?
David : I am fine too,, thank you. But you look so tired Hanna. Can you tell me about your daily activity before going to this class?
Hanna : No,,I do not think so. But I will tell u about that. I usually get up at 4.15 am o’clock to pray shubuh. So, I take bath and wash my dress at 05.15 am after that I help my mother to prepare a breakfast for my family. Finally we take a breakfast together, and my father always accompanies me come to this school. Just at all.
David : Oh,,,I see,,but can you give me the solution for getting early ? because I always late for praying subuh..
Hanna : Yes, of course, that is the simple one, you just change your daily time to sleep. Before it what time do you always sleep at night?
David : All right,,it is around 11.00 pm o’clock. Because I always watch my favorite program on television before going to bed.
Hanna : Oh no,,,you have to change your bad habitual activity. That is important for your health beside you can pray subuh on time. Because normally we need the time for sleeping is around eight hours. As the poem said early to bed and early to get up makes people healthy, wealthy, and wise. Do you want it ?
David : Yes,,of course I want it,,I am going to try it.
Thanks you Hanna..
Hanna : You’re welcome,,,Wish you Luck Dav,,


English skill and English component is a unit that can not be separated. Those are having relation each other. That relation seems clear when the English it self is used by native speaker or English learner. Speaking without knowing the structure is laming and structure without practicing is nothing.
Simple present tense is used for habitual action or general truth and making conversation between students in teaching grammar can keen the memorizing pattern and influence their English speaking

Allen, W. stannard.1993.Living English structure for schools. Newyork:Frentice-Hall.
Rost, Michel.1998. Basics in speaking. Hongkong:Longman Asia ELT.
Scharmpfer Azar, Betty.1989.Understanding and using English grammar.New Jersey:Prentice-Hall.
Brown, H.D.1994.Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs,NJ: Prentice Hall Regents.