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A RESEARCH PROPOSAL
THE EFFECTIVENESS OF USING CIRCLE CHAIN GAME
IN TEACHING SIMPLE PAST TENSE
A. RESEARH BACKGROUND
Language is very important and crucial among human being.
Language is human and non instinctive method of communicating ideas,
feeling, and desires by means of a system of sound symbol.1 We know
that English as international language and a tool to communicate oral and
written has been taught at almost every level of education as the second
language or foreign language. The purpose of teaching English covers
four language skill; listening, speaking, reading and writing. In mastering
those skills, students also have to know the language component;
grammar, vocabulary, and pronunciation.
As one of language component, grammar is important to be learnt
by student. Grammar is the system of rules governing the conventional and
relationship of words in a sentence. Grammar may be roughly defined as
the way a language manipulates and combines words ( in a bit words ) in
order to form longer unit of meaning. There is a set of rules which govern
how units of meaning may be constructed in any language.2 Victoria
Fromkin states that every grammar is complex, logical, and capable of
producing an infinite set of sentences to express any thought.3 In fact,
English grammar has many different and difficult rules of the language.
The simple past tense is one of English grammar topics that is
given to eigth grade students of junior high school. As we know that, the
students still have difficulty in mastering simple past tense since it also has
the rule of th changing of verb. For that reason, the teacher need a good
1 Hornby, Oxford Advance Learner’s Dictionary of Current English, (New York: Oxford University Press, 1987),p.473
2 Penny Ur, Grammar Practice Activities; a Practical Guide for Teachers,(UK: Cambridge University Press,1988),p.4
3 Victoria Fromkin, an Introduction to Language, ( US: Thomson Heine, 2003)p.15
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media in helping their students understand and master grammar especially
simple past tense since teaching structure is not easy.
There are many media which can help the teacher to make the
students attracted to follow the lesson. Game are kinds of subtances that
are used by a teacher during teaching process to support the presentation
of the lesson and became a learning aid that make easier. The writer
intends to prove that circle chain game can be applied to teach simple past
tense. The writer hoped that by using such kind of teaching aid, the
students will not be bored and learn English with full of motivation
because language learning is hard work, games help and encourage many
learners to sustain their interest work. Games also help the teacher to
create context in which the language is useful and meaningful.4 Game play
an important role in teaching and learning process and can be alternative
media of language teaching. They can often help the students understand
something presented better than telling verbally.
Based on the background above, the writer want to research to
know how is the effectiveness of teaching simple past tense using circle
chain game in eight grader students in SMP N 1 Mejobo Kudus in The
Academic Year 2010/2011.
B. REASON FOR CHOOSING THE TOPIC
The reason for choosing the topic are as follow:
1) Every language has its own characteristics. We should understand each
system of language in order we could understand the language itself
2) Students usually have problem in understanding tenses especially
simple past tense
3) It is important to teach grammar effectively, beneficial and interesting
in the classroom
4) The English teacher still uses conventional methods who has never
used the media in teaching process4 Andrew Wright,et,al., Games for Language Learning, (USA: Cambridge University Press,
1984),p.1
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5) Circle Chain is one of interesting game in teaching to activate the
students in learning process
6) Most of Junior High School students think that English especially
grammar is one of the difficult and boring subject.
C. RESEARCH QUESTION
The research question on this study can be formulated as follow:
1) How is the effectiveness of using circle chain game in teaching simple
past tense with the eight graders of SMP N 1 Kudus in the academic
year of 2010/2011?
D. HYPOTHESIS
In conducting my study, I propose the working hypothesis of the
study can be formulated as follow:
(H1) Using circle chain game is more effective in the teaching simple past
tense to the eight grade students of SMP N 1 Mejobo Kudus in the
academic year of 2010/2011 than using conventional method.
(H0) Using circle chain game is not more effective in the teaching simple
past tense to the eight grade students of SMP N 1 Mejobo Kudus in
the academic year of 2010/2011 than using conventional method.
E. OBJECTIVE OF THE STUDY
1) To find out the effectiveness of using circle chain game in teaching
simple past tense with the eight grader students of SMP N 1 Mejobo
Kudus in the academic year of 2010/2011.
F. PEDAGOGICAL SIGNIFICANCE
The significance of the study are:
a) For the students
To motivate students to be more careful in understanding
English grammar as we know that English grammar has different rule
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to Indonesian grammar that make us usually have difficulty in
applying it even in written and spoken.
b) For the teacher
To motivate teacher in finding a new or good media to teach
English grammar and useful to give contribution of developing English
teaching
c) For the reader
To give readers a reference in conducting a research about
media of teaching simple past tense. Develop their knowledge and get
many experiences
d) For the writer
To motivate the writer in doing some research as the
contribution in developing English teaching. As a research and an
English teacher, the writer is supposed to conduct some activities or
research that can make a development in educational field especially in
English teaching.
G. LITERATUR REVIEW
1) Grammar
a. The meanings of grammar
Grammar has various meanings. Harmer states that grammar
is the description of the ways in which words can change in that
language. In addition, Thornburry asserts that grammar is the study of
the way words are chained together in a particular order, and also of
what kinds of words can slot into any one link in the chain.
The writer also gives her definition of grammar. According to
the writer, grammar is the study of words into a large order
( morphology and syntax) that relate each other so that the large order
can give information to the reader and listener. We must aware of
grammar since it deals with not only words but also the formation of
words into a large order and also its meaning.
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b. The Importance of Grammar
The importance of grammar are as follows:
1) Grammar is important to be taught because it affect students
performance in all four skill reading, listening, reading and writing.
2) Students are expected in comprehending English either written or
spoken, for that reason, they must know the system rule of
grammar of a target language fluently and acceptably since
grammar is a tool for making meaning as represented by
Thornburry.
2) Simple Past Tense
a. The Definition of Simple Past Tense
We use tense to show when the activity happen. We obviously
know that simple past tense is used to show an activity that is done in a
certain time in past.
Parrot gives more clear information of the use of past tense.
According to him, we can use simple past tense are as follows:
1) Finished periods of time.
Parrott assert that “The past simple is one of the tenses we
use to refer to completed events, states, or action. We choose the
past simple when we consider that the event, state or action took
place within a finished period of time.
2) Precise detail.
We also use the simple past tense when we provide precise
circumstantial detail about an event (e.g. we can say I’ve had my
appendix out but we have to use the simple past tense as soon as
we specify, for example, where or how do not say I’ve had my
appendix out in Warsawa but I had my appendix out in Warsawa).
3) Time anchor
In telling stories and describing what happened in the past
we use the past simple as a “time anchor” to establish the key “time
frame” of events. We also use the simple past to describe the key
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events that move the story forward. We use other tenses ( notably
the past perfect and the past continuous) to show the relationship of
other events to this “time frame”
b. The Pattern of Simple Past Tense
The simple past tense uses the form of past tense verb
(usually added by ed in regular verb).
Sentence Pattern
Affirmative Subject + past tense + object
Negative Subject + did not + infinitive +
object
Question Did + subject + infinitive + object
For example:
Affirmative
I walked to school yesterday
I bought a new car three days ago
Negative
I did not walk to school yesterday
I did not buy a new car three days ago
Interrogative
Did I walk to school yesterday?
Did I buy a new car three days ago?
The simple past tense also uses be; was and were
Sentence Pattern
Affirmative Subject + was/were + Complement
Negative Subject + was/were + not +
Complement
Question Was/were + Subject+ Complement
For example:
Affirmative
Sinta was sick yesterday.
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They were absent a week ago
Negative
Sinta was not sick yesterday
They were not absent a week ago.
Interrogative
Was sinta sick yesterday?
Were they absent a week ago?
3) Media
a. Definition of media
Media are necessary in order to have efficiency and
effectiveness in teaching learning. Based on Oxford Learner's
Pocket Dictionary, medium (plural media) is "something which is
used for a particular person."5 Education association defines media
as thing that can be manipulated, can be seen, can be heard, can be
read, and can be talked with instrument which is used well in the
teaching learning process, and can influence effectiveness of
instructional program.6 Audiovisual aids and teaching material are
other terms of media that are generally used in teaching learning
process.
According to writer, media are means that can be used to
deliver or receive something.
b. Types of media
According to Oemar Hamalik (cited from Asnawir, 2002:
29), there are four classifications of teaching media:
a. Visual media, such as filmstrip, transparency, micro projection,
bulletin board, pictures, illustration, chart, graphic, poster, map,
and globe.
5Oxford Universiy, Oxford Learner's Pocket Dictionary, (Oxford: Oxford University Press, 2003), 3rd Ed, p. 268.
6 Asnawir and M. Basyirudin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p. 11.
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b. Audited media, such as phonograph record, electric transcript,
radio, recorder of tape recorder.
c. Audio visual media, such as film, TV, and three dimensions things.
d. Dramatization, role play, socio drama, etc.
Those media can be used in teaching according to the materials
and students' level and interest.
c. The Functions of Teaching Media
Media in the classroom are appropriate for triggering ideas,
making difficult subjects more understandable, and for holding
attention on important ideas. It should lead students to remember ideas
by becoming more involved with them. What is not always obvious is
that students should first know what media is and ways to think about
it. Critical skills in understanding media are extremely important;
without them the film, video, record or slide presented in relation to a
subject is only one dimensional.
According to Levie and Lentz (cited from Arsyad, 2003: 16),
there are four functions of teaching media, especially visual media as
following:
a. Attention Function
Media can attract students’ attention to concentrate on
lesson content related to visual meaning showed. Sometimes in the
first lesson, students are not interested in lesson material. So, they
don’t pay attention to the lesson.
a. Affective Function
This function can be seen from students’ interest when they
learn or read pictured text. Picture or visual sign can endow
students’ attitude and emotion.
a. Cognitive Function
This function can be seen from research finding that states
that visual sign or picture can achieve the aim to understand and
remember information or message contained in picture smoothly.
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a. Compensatory Function
Compensatory function of teaching media are seen from
result of research that visual media, which give context to
understand the text help students who are weak in reading,
organize information of the text and remember it. In other words,
teaching media has function to accommodate students who are
weak and difficult to understand the lesson explained.7
4) Game
a. Definition of game
A Game is structured activity, usually undertaken for
enjoyment and sometimes used as an educational tool. Games are
distinct from work, which is usually carried out for remuneration
and from art, which is more concerned with the expression of
ideas.8
English is different from our language. Therefore it is not
easy to learn it. One must make an effort to understand, to repeat
accurately, to manipulate newly understood language and to use
the whole range of known language in conversation or written
composition. Games help and encourage many learners to sustain
their interest work.
b. Circle Chain Game in Teaching Process
Game is one of media that can be applied in language teaching
and learning. All people are like games either young up to adult.
But different age are group requires various topic material,
competence, and model of game. For example, children like fun
game, then adult more like challenging game. So, as teacher should
choose the appropriate game for all students in order to be fun
learning and active class.
7 Azhar Arsyad, Media Pembelajaran, Jakarta : PT Raja Grafindo Persada, 2003, p. 16-17.8 HTTP://WWW.LINTASBERITA.COM/GO/742531
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Circle chain game is one method which is effective to be used
in foreign language learning especially in teaching grammar. It is
important for the teacher to be creative and innovative. There are
many aspects to be considered in playing this game. The following
steps in teaching simple past tense using circle chain game are:
Preparation:
1. Have students sit in a circle
2. Give students a minute to remember what they did yesterday
3. After giving instruction appoint one student to begin
Direction:
1. You will have one minute to remember what you did
yesterday
2. Then one player will be chosen to tell you what they did
3. The next player will repeat what the previous players
did using and I and add what he or she did
4. Each player will repeat all of the previous players
activities and add their own statement.
H. PREVIOUS RESEARCH
In making this thesis, the writer has some relevant previous
research that support her researcher this is:
Thesis entitled “ Stimulating Students Oral Use of Simple Past
Tense Through Story Telling ( An Experimental Research with 8 Grade
students of MTs Sumber Payung Batal Barat Gading Sumenep Madura in
The Academic Year of 2009/2010” written by Siti Fannah 053411204.
The research was quantitative which attempt how to motivate students in
stimulate students oral use of simple past tense. In this research shows that
using story telling can improve student’s motivation in stimulate students
oral use of simple past tense. Through story telling the students felt
interest and tried to speak English.
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Second, the thesis entitled The Teaching of Simple Past Tense For
Junior High School Through Task-Based-Learning by Dina Pratiwi of
English Department Language and Art Faculty Semarang State University
in her study she compared the teaching by using conventional method and
by using task-based-learning. The result of her study show that using task-
based-learning is more effective in teaching simple past tense.
In this research, the writer tries to offer one of teaching media
that is circle chain game to teach simple past tense with experimental
study. The writer need two classes, experiment group and control
group. There is any difference between experimental class and control
class in teaching and learning process. It means that experimental class
were taught using circle chain game and control class were taught
using conventional method. What I mean by using conventional
method is that the teacher explains orally to the students about simple
past tense.
I. RESEARCH APPROACH
In this research, the writer conducted an experimental study. An
experimental is a situation in which one observes the relationship between two
variables by deliberately producing a change in one and looking to see
whether this alteration produces a change in the other.9 In addition to that,
according to Western Michigan University, experimental research is scientific
investigation in which an investigator manipulates and controls one or more
independent variables to determine their effects on the outcome (dependent)
variable.10
Variable is the object of research or something that become the
concern of research.11 In this study there are two variable.
9 Rodgers and Brown, Doing Second Language Research, (Cambridge: Oxford Press 2002) p. 211.
10 Western Michigan University: The Evaluation Centre, “Glossary”, http://ec.wmich.edu/glossary/prog-glossary.htf, 3 August 2009.
11 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta: PT. Rineka Cipta, 2006., p. 118
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1. Independent Variable
It is a variable that influences or causes of change or emergence of the
dependent variable.12 Independent variable in this research is the use of circle
chain game in teaching simple past tense.
2. Dependent Variable
It is variable that is affected resulting, because of the existence of the
independent variable.13 Dependent variable in this research is the achievement
of the eight grade students of SMP N 1 Mejobo Kudus in the academic year of
2010/2011 in simple past tense.
In this study, researcher used pretest-posttest control group design.
Two groups are employed in this design; one group, the experimental group,
receives a treatment (X) while the second group, does not. Both groups are
given a pretest and a posttest.
The pretest-posttest control group design can be diagrammed as shown
below:14
R O1 X O2
R O3 O4
The subjects of this research are divided into two groups: experimental
group, which were taught by using circle chain game and control group, which
were taught without using circle chain game.
In this study, the approach used by writer is quantitative approach. It is
quantitative because the data will be gained are numeric and will be analyzed
by using statistical computation. Quantitative approach is that stressed the
analysis to the numerical data that is processed by statistical method.15 It will
explain the result of pre - test and post – test.
J. SOURCE OF DATA/PARTICIPANT AND SETTING
12 Sugiyono, Statistika Untuk Penelitian, (Bandung : CV Alfabeta, 2005), p.313 Ibid.14 Bruce W. Tuckman, Conducting Educational Research, (USA: Harcourt Brace Jovanovich,
1978), p. 131-132.15 Prasetya Irawan, Logika dan Prosedur Penelitian, (Jakarta: STIA-LAN Press, 1999), p. 92.
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a. Population
The population of this study is All of the eight grade students
of SMPN 1 Mejobo Kudus in the academic year of 2010/2011 has
seven classes.
b. Sample
The writer will take two classes from the eight grade students
of SMPN 1 Mejobo Kudus in the academic year of 2010/2011 as a
sample the writer uses V IIIA as an experimental class and VIII B as
control class.
K. TECHNIQUE OF DATA COLLECTING
In gaining the data, the researcher attempts to employ these
following methods.
a) Documentation
The documentation method is used to look for the data
concerning matters or the variable that took the form of the note,
transcript, book, newspaper, magazine, inscription, ledger, agenda,
etc.16 It refers to the archival data that helps the researcher to collect
the data needed. In this research, this method was used to get the data
of students’ name list that become respondents, syllabus, lesson plan,
etc. The data was gained by the help of the English teacher.
b) Test
It is a set of questions and exercises used to measure the
achievement or capability of the individual or group.17 In this
research, the post-test will be given to the students as participant after
being taught and will be given to both groups, either experiment
group or control one. It is aimed to assess their achievement on the
grammar mastery. The test which is used to assess will be examined
16 Ibid., p. 158.17 Suharsimi Arikunto, Op.Cit., p. 158
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in advance to know the validity, reliability, degree of test difficulty,
and degree of question distinction.
Instrument Test
Measurement is said well if it has good validity, reliability,
degree of test difficult, and degree of question distinctive.
a) Validity
Is measurement that shows the validity of instrument. It
is counted using product moment formula.18
Notice:
Rxy : question correlation coefficient
N : number of students
X : number of each item score
Y : number of total score
Calculation result of rxy is compared with r table of product
moment by 5% degree of significance. If rxy is higher than r table,
the item of question is valid.
b) Reliability
It means can be believed. Besides having high validity, a
good test should have high reliability too. Alpha formula is used to
know reliability of test.19
R11 : correlation index
R ½ ½ : rxy that has been said as correlation index between
instrument.
c) Degree of test difficulty
18 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2002), p.65
19 Ibid, p. 170.
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A good question is a question that not really difficult and
not really easy. Formula for degree of test difficulty is:20
Notice:
P : difficulty’s index
B : number of students who has right answer
JS: number of students
The criteria are:
P = 0,00 too difficult question
0,00 < P ≤ 0,03 difficult question
0,00 < P ≤ 0,70 average question
0,70 < P ≤ 1,00 easy question
P = 1 too easy question
d) Degree of question distinctive
It is used to know how accurate the question differ higher
subject and lower subject is. The formula is:21
D = PH – PL
Notice
D : degree of question
PH : degree of difficulty from higher group
PL : degree of difficulty from lower group
The criteria are:
0,00 < D ≤ 0,20 bad degree of distinctive
0,21 < D ≤ 0,40 average degree of distinctive
0,41 < D ≤ 0,70 good degree of distinctive
0,71 < D ≤ 1,00 very good degree of distinctive
D < 0 question is not good and should be deleted
L. TECHNIQUE OF DATA ANALYSIS
20 Ibid., p. 20821 Ibid., p. 213
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a) Normality Test
It is used to know the normality of the data that is going to be
analyzed whether both groups have normal distribution or not.
Chi square is used here22
Notice:
: chi square
: frequency from observation
: expected frequency
Calculation result of is compared with x table by 5%
degree of significance. If is lower than x table so the distribution
list is normal.
b) Homogeneity Test
Is used to know whether experimental group and control
group, that are decided, come from population that has relatively
same variant or not. The formula is:23
Notice:
Vb : bigger varian
Vk : smaller varian
The hypotheses in homogeneity test are:
Ho : homogeny variant:
Ha : non homogeny variant:
If calculation result of F is lower than F table by 5% degree of
significance so HO is accepted, it means both groups have same
variant.
22 Sujana, Metode Statistika, (Bandung: Tarsito, 1996), p. 273. 23 Ibid., p. 250.
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c) Test of the average
Is used to examine average whether experimental and control
group that has been decided having significant different average from
the mark grammar in previous time before the treatment.
(has same variant), the formula is:24
: average of experimental group
: average of control group
N1 : number of experimental group
N2 : number of control group
: standard deviation of experimental group
: standard deviation of both groups
If (has no some variant), the formula is:
The hypotheses are:
: average data of experimental group
: average data of control group
24 Ibid., p.239
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Ho is accepted if calculation result of t is lower than .
Degree of freedom for data t is (n1 + n2-2) with probability . IF
Ho is refused and Ha is accepted, so the average of first group is
better than the second one.
d) Test of Research Result
To examine the hypothesis that have been stated, these
following steps are used.
a. normality test
The steps are same with the steps on data analysis technique.
b. Homogeneity test
The steps are same with the steps on data analysis technique.
c. Hypothesis test
The steps are same with the steps on data analysis
technique that is to prove the researcher hypothesis about the
difference of students’ achievement on the grammar mastery
between the students taught using circle chain game from those
taught using non circle chain game. Here, the t-test formula is
used.
M. PROCEDUR AND TIMELINE
In collecting data, there are some steps was taken by the researcher,
they are as follow:
No Task description Time Schedule week
1st 2nd 3th 4th
1. Asking permission to the headmaster to do
research and getting familiar with the school
situation.
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2. Contact the English teacher
3. Doing pre test
4. Giving treatment for both groups. The
experimental group will taught by using circle
chain game. Otherwise, the control group will
taught by using conventional method.
5. Doing Observation
6. Doing post test
N. OUTLINE OF THE THESIS
In order to make this research comprehends; the researcher will give
the thesis into five chapters as follows:
Chapter I is introduction. In this chapter consist of background of the
study, reason for choosing the topic, the research question, objectives of
the study, and outline of the thesis.
Chapter II is review of the related literature. In this chapter, the writer
discusses about some theories which have relevant and supporting to the
topic.
Chapter III is methodology of the research. In this chapter, the writer
presents subject of the study, technique of data collection, instruments of
the research and technique of data analysis.
Chapter IV is analysis of the research. In this chapter the writer
discuss the research of the study and discussion.
Chapter V is conclusion. In this chapter consist of conclusion of the
research and suggestion for the better future research.
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BIBLIOGRAPHY
Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta: PT. Rineka Cipta, 2006.
Arikunto, Suharsimi, Dasar-dasar Evaluasi Pendidikan, Jakarta: PT. Bumi Aksara, 2002
Arsyad, Azhar, Media Pembelajaran, Jakarta : PT Raja Grafindo Persada, 2003
Asnawir and Usman, Media Pembelajaran, Jakarta: Ciputat Pers, 2002
20
Fromkin,Victoria, an Introduction to Language, US: Thomson Heine, 2003
Hornby, Oxford Advance Learner’s Dictionary of Current English, New York: Oxford University Press, 1987
Irawan, Prasetya, Logika dan Prosedur Penelitian, Jakarta: STIA-LAN Press, 1999
Oxford Universiy, Oxford Learner's Pocket Dictionary, Oxford: Oxford University Press, 2003
Rodgers and Brown, Doing Second Language Research, Cambridge: Oxford Press 2002
Sugiyono, Statistika Untuk Penelitian, Bandung : CV Alfabeta, 2005
Sujana, Metode Statistika, Bandung: Tarsito, 1996
Tuckman, Bruce W, Conducting Educational Research, USA: Harcourt Brace Jovanovich Publisher, 1978, 2nd Edition.
Ur, Penny, Grammar Practice Activities; a Practical Guide for Teachers, UK: Cambridge University Press,1988
Western Michigan University: The Evaluation Centre, “Glossary”, http://ec.wmich.edu/glossary/prog-glossary.htf, 3 August 2009.
Wright, Andrew, et, al. , Games for Language Learning, Cambridge: Cambridge university press, 1993, New Edition.
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