THE EFFECTIVENESS OF FOUR IN ROW VERB GAME IN TEACHING PAST VERBS
(An Experimental Research at Eighth Grade of SMP Nurul Islam Semarang in the Academic Year of 2011 / 2012)
Thesis
Submitted in partial fulfillment of the requirement For the degree of Bachelor of Islamic Education
In English Language Education
By Fani Riyana
073411038
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
THESIS PROJECT STATEMENT
I am, the student with the following identity:
Name : Fani Riyana
Student Number : 073411038
Department : English Language Education
certify that this is definitely my own work. I am completely responsible for the content of this thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.
Semarang, December 2011 The Writer ,
Fani Riyana
ADVISOR NOTE
Semarang, December , 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title
Name of Student NIM
Department Field of Study
:
: : : :
Teaching Past Verbs Using Four in Row Verb Game (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the academic year of 2011/2012)
Fani Riyana 073411038 Tadris
English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqosyah session.
Wassalamualaikum Wr. Wb.
Advisor II
ADVISOR NOTE
Semarang, December , 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title
Name of Student NIM
Department Field of Study
:
: : : :
Teaching Past Verbs Using Four in Row Verb Game (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the academic year of 2011/2012)
Fani Riyana 073411038 Tadris
English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqosyah session.
Wassalamualaikum Wr. Wb.
Advisor I
Siti Tarwiyah, S.S, M.Hum.
ABSTRACT
Title : Teaching Past Verbs Using Four in Row Verb Game (An Experiment Research at Eight Grade of SMP Nurul Islam Semarang in the Academic Year of 2011/2012)
Writer : Fani Riyana
Student Number : 073411038
The objective of this study is to identify the effectiveness of Four in Row Verb Game to teach past verbs. This study uses quantitative research approach, by using true experimental design. Sample of this research are 2 classes. Each class consists of 28 students.
Before conducting the research, the researcher held previous Research at SMP Nurul Islam Semarang. Based on the researcher’s observation, the English teacher of SMP Nurul Islam Semarang still applied traditional technique in teaching english. Especially, he taught past verbs in Simple Past Tense. So, the researcher used Four in Row Verb Game.
The researcher collected the data by using documentation and test. The data was analyzed using descriptive quantitative analysis technique and the hypothesis was tested using t-test formula. In this research, the researcher used speaking test (make a dialog using past verbs) given in pre test and post test. Before post test, the researcher gave treatment to the experimental class using Four in Row Verb Game and the control class using conventional method. Then, the researcher gave post test to both classes.
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim
The first of all, the writer would like to express his sincere thanks to Allah SWT who has given health, blessing, inspirations, and guidance to the writer in finishing this thesis with the title: “The Effectiveness of using Four in Row Verb Game in Teaching Past Verbs (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the Academic Year of 2011/2012)”
This thesis is arranged or made to fulfill one of requirements to get the degree of Bachelor of Islamic Education in English Language Department of State Institute for Islamic Studies Walisongo Semarang (IAIN Walisongo). The aim of this study to identify the effectiveness of Four in Row Verb Game to teach past verbs at the eight grade of SMP Nurul Islam Semarang..
The writer realizes that she cannot complete this thesis the guidance, advice, suggestion, and encouragement for many people during the writing on thesis. In occasion, the writer would like to thank to:
1) The Dean of Tarbiyah Faculty of IAIN Walisongo Semarang Prof. Dr. Suja’i, M. Ag.
2) Siti Tarwiyah, S.S., M. Hum as the first advisor who always gives attention and good guidance in arranging this thesis.
3) Dr. Fatah Syukur, M. Ag as the second advisor who also gives attention and good guidance in arranging this thesis.
4) The lectures of the English Department of Tarbiyah Faculty IAIN Walisongo Semarang that have given knowledge and experiences to the writer.
5) The headmaster of SMP Nurul Islam Semarang who permits the writer to do research in the school.
6) The English teacher of SMP Nurul Islam Semarang who helps the writer during the research.
8) My family who give spirit and motivation to the writer to finish this thesis and everyone who helps the writer finishing this thesis.
9) Someone who has offered me moral support, encouragement and patient companionship (Zha-Ch@).
10)My friends in TBI B 07(Mawar, Sicha, Hanani, Sokhi, Mb Ainu etc.) I really thanks to God for being with you all guys.
11)My friends in Pandana Boarding House (Mb. Nur, Mb. Yaya, Mb. Nisa, Ainy, Roil, Mimi, and Isma) who support me in any situation.
12)All of my friends in IAIN Walisongo who can’t mention one by one. Thanks for your support in any situation.
Finally, the writer realizes that this thesis is still less perfect. The writer hopes any suggestions and criticisms to make it perfect. The writer hopes this thesis can be useful for the improvement of English teaching learning, especially for the writer herself and for the readers generally.
The writer,
TABLE OF CONTENT
Title ... i
Thesis Statement ... ii
Ratification Note …... iii
Advisor Note ... iv
Motto ... v
Acknowledgement ... vi
Abstract ... vii
Table of Content ... viii
Chapter I : Introduction ... 1
A. Background of The Research ... 1
B. Reason for Chosing The Topic ... 4
C. Research Question ... 4
D. Objective of The Study ... 4
E. Pedagogical Significance ... 5
Chapter II : Review of Related Literature ... 6
A. Previous Research ... 6
B. Theoritical Framework ... 7
1. Grammar ... 7
2. Simple Past Tense ... 8
3. Verb ... 9
4. Concepts of The Game ... 13
5. Four in Row Verb Game ... 18
C. Hypothesis ... 19
Chapter III : Research Method ... 20
A. Research Design ... 20
B. Research Setting ... 21
C. Population and Sample... 21
D. Source of Data ... 22
F. Data Collection Technique ... 23
G. Data Analysis Technique ... 26
Chapter IV : Research Finding and Discussion ... 34
A. Description of Research Findi... 34
B. Discussion of Research Finding ... 50
C. Limitation of The Research ... 53
Chapter V : Conclusion and Suggestion ... 54
A. Conclusion ... 54
B. Suggestions ... 54 Bibliography
LIST OF TABLE Table 3.1 Observation Scheme, 24
Table 3.2 Proficiency Description Elements of Speaking, 26 Table 3.3 Weighting Table, 28
Table 3.4 Conversion Table, 28
Table 4.1 The number students of SMP Nurul Islam Semarang,34
Table 4.2 The list of pre-test value of the experimental and the control classes,36 Table 4.3 Normality test of experimental class,38
Table 4.4 Distribution frequency of experimental group, 39 Table 4.5 Normality test of pre test of control class, 39 Table 4.6 Distribution frequency of control group, 40
Table 4.7 Homogeneity test of pre test of experimental and control classes, 41 Table 4.8 Bartlett Test, 42
Table 4.9 The average similarity test of pre test of the experimental and control classes, 42 Table 4.10 The normality test table of post test of experimental group, 43
Table 4.11 Distribution frequency of experimental group, 44 Table 4.12 The Normality test of post test of control class, 45 Table 4.13 Distribution frequency of control class, 46
Table 4.14 Homogenity of post test of experimental and control classes, 47 Table 4.15 Bartlett test, 47
Table 4.16 The average similarity of post test of experimental class and control classes, 48 Table 4.17 Summary of Variance Analysis Result, 49
CHAPTER I INTRODUCTION
A. Background of the Research
Language is one of the most important things in our life. Language is a means of communication in society. Language as a tool of communication is used among human beings in order to establish social relationship. By using language, they can interact with others through language in both written and spoken. Language can be regarded as human criterion, because only human being can speak language. It is also as a system of vocal conventional signs characteristics of the interaction of one or more communities of human beings.1
English has important role in communication among various parts of the world. English is used as means of international communication. On the other hand, English has a function as a tool to access information in the daily life, to maintain an interpersonal relationship, to exchange the information, and to learn culture in English.
Teaching English as foreign language is introduced in curriculum of Indonesian school. It is taught in Elementary school (SD), Junior High School (SMP), Senior High School (SMA), and University. Learning English in the school, especially in t’he Junior High School is one of the subjects in the curriculum that students have to learn because it has important role and as a measurement of students’ graduation in National Examination. Indonesian government always improves education in order have equal level with the world education standard such as chancing the curriculum and introducing new approaches (methods) of teaching to the English teacher based on the KTSP (Lever Curriculum of Education Unit).
1
Teaching is an activity to guide and facilitate the learning process, to enable the learners, and to set the conditions for learning.2 Learning and teaching English is not easy, because it is not our mother tongue and has many differences are about grammar, phonology, spelling, and vocabulary. Learning English involves the mastery of four language skills. There are reading, writing, listening, and speaking. Beside of that, there are other materials in English, such as vocabulary, pronunciation, and grammar.
Grammar is important part to study, grammatical competence is concerned with communicative competence. Grammar may be roughly defined as the way a language manipulates and combines words in order to form longer unit of meaning. Grammar has function to create good and understable sentences. One of the best ways of reinforce grammar is taught by using game. The difficulties of learning English are mainly caused by the grammatical systems which are different from Indonesian language. In this case, the researcher wants to be emphasizing in teaching learning process on grammar, especially past verb in tenses.
Hotben D. Lingga states that “Tense is verb from which determine time and situation of action and happen for this time, previous, and future time.3” From the definition above, the researcher concludes that each word from must be mastered in order to distinguish the verb form based on their speech purpose. Past tense is used to indicate past activities.
Moreover in learning grammar, especially changing verb form from present to past in tenses, learners are still confused how to use the verb and change the verbs from present form to past form. It seems to be clear that teaching grammar is difficult and boring for the learners.
The researcher’s consideration in carrying out the research is based on the view that grammar is an essential component of language. So, it is important to find and apply a method to teach it effectively. As stated in
2
Brown H. Douglas. Principles of Language Learning and Teaching. (New York : Pearson). 2nd, P.7
3
verse 25 of Surah Abraham that learning grammar is very important aspect
Actually, this verse can be put in language teaching context which states that learning grammar is important. “A goodly word” can be inferred by producing the language accurately and appropriately. The place of grammar is considered as functional factors; parable with the root of the tree, which is trimly fixed in the ground it means that are should prose’s the basic knowledge of grammar in order to be able to communicate grammatically.
As a part of language skills, speaking is considered as the most presenting what we want to, expressing our ideas or thought spontaneously for instance. This means that speaking is regarded as the important skill that should be mastered by students.
In teaching process, teacher play more important role. They should be creative to select teaching media and techniques to get students’ interest and motivation in English learning. The teacher are demanded to choose the appropriate ones to make class fresh and interest for students. Teacher can use methods and teaching aids in teaching grammar to design an interesting and highly effective teaching. The usage of teaching aids in learning process can provoke interesting, motivation, and learning stimulus even give psychology effect to the learners.
There are many media, which can help the teacher to make the students attracted to follow the lesson for example using game. The teachers’ creativity in teaching past verb using game can make the students
4
will not be bored and learn English with full of motivation. Using game will also increase the probability that students learn more and the knowledge will retain better in mind. One of game to teach past verb is using four in row verb game.
Based on the background of the study above, the researcher wants to improve the teaching learning process to teach past verb using Four in Row Verb Game. The use of Four in Row Verb Game in teaching verb may help in teaching when the teacher realize the students’ weakness in understanding the language, especially in mastering English verb. It is expected to improve student’s mastery of past verb.
B. Reasons for choosing the topic
The researcher chooses the topic, because of the following reasons such as:
1. Grammar is one of important components in English.
2. The researcher wants to know the students’ mastery of past verb especially in oral use.
3. Teaching past verb needs media to make the lesson better. Four in Row Verb Game may be a medium to facilitate students’ understanding on Past Tense.
C. Research Question
How is the effectiveness of Four in Row Verb Game in teaching past verbs at 8th Grade of SMP Nurul Islam Semarang in the Academic Year of 2011 / 2012?
D. Objective of the study
E. Pedagogical Significance
This study of using Four in Row Verb Game is important for: 1. Students.
The students will develop their speaking skill. Four in Row Verb Game can help them to improve their memory in studying past verb.
2. Teacher.
CHAPTER II
Review of Related Literature
A. Previous Research
1. Thesis written by Arisa Setyaningsih (Student number: 063411057), Tarbiyah Faculty of Walisongo State Institute for Islamic Studies, entitled “The Use of Matching Game to Improve Students‟ Understanding On Irregular Verb of Simple Past Tense (An Experimental Research at Eight Grade of SMPN 01 Mlonggo Jepara in the Academic Year 2010/2011).
The similarity with the thesis is both of them using media,especially game to teach material of past verbs. But the game is used is different. The thesis used Matching Game to teach material of irregular verbs in Simple Past Tense.
2. Thesis written by Margono ( Student number: 053411284), Tarbiyah Faculty of Walisongo State Institute for Islamic Studies, entitled “The Effectiveness of Teaching English Verbs by Using Cartoon Film (An Experimental Research at The Second Grade Students of SMPN 18 Semarang in the Academic Year 2010/2011).
The similarity with the thesis is both of them is the material in teaching english verbs. But the skill focus and using media is different. The Research used Four in Row Verb game to teach past verbs, focus on speaking skill.
B. Theoritical Framework 1. Grammar
Grammar is a description of the structure of language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functions these sentences have in the overall system of the language. It may or may not include the description of the sounds of language.1
Rather grammar is validated by its usefulness in describing and explaining the phenomenon called language.2 Furthermore, grammar is conventionally seen as the study of the syntax and morphology of sentences. As can be known that, the syntax and morphology are the study of word order, rules of how words arranged become a paragraph that under stable.3
There are three types of grammar, as follows:4 a. Traditional Grammar
Traditional Grammar aims to describe the grammar of standard English by comparing it with Latin, it focuses on rules for producing correct sentences.
b. Formal Grammar
Formal grammar is concerned to describe the structure of individual sentences.
c. Functional Grammar.
Functional grammar is views language as a resource for making meaning. This grammar attempt to describe language in actual use and so focuses on texts and its contexts.
1 Jack Richard, John Platt, Herdi Weber. Longman Dictionary of applied Linguistics. (UK: Longman, 1985)
2
Gerot at all, Making Sense of Functional Grammar, (Australia: Antipodean Educational Limited, 1995), p. 4
3 Scott Thorn burry, How to teach Grammar, (England: Pearson Education Limited, 1999), p.2
From the explanation above, the researcher concludes that grammar of English consist of the rules that governs formation of English sentence. Grammar divides into three kinds, there are: Traditional Grammar, Formal Grammar, and Functional Grammar. 2. Simple Past Tense
Tense is a form of a verb which determines: Time of action and the complete action at the time or something happened, past is beyond in time after.5
Simple Past tense is a tense which use past form or past verb in previous time. Besides that, Simple past tense has any functions, as follows:
a. To indicate that something happened at as specific time in the past. b. To indicate the situations that exists for a period of time in the past. c. To indicate past habit.
The purpose of Simple Past Tense verbs within the English language to express activity, action, state, or being in the past. There are two kinds of Simple Past Tense. The formula are follow:
1) Verbal Sentence :
( +) S + Verb II + O + Adverb
( - ) S + Did + not + Verb I + O +Adverb ( ? ) Did + S + Verb I + O + Adverb
e.g. (+) Ana and her family went to Bali last week. ( - ) Ana and her family did not go to Bali last week. (?) Did Ana and her family go to Bali last week? 2) Nominal Sentence :
( +) S + to be II (was ,were) + Adj./ Noun/ Adv. ( - ) S + to be II (was, were) + not + Adj./ Noun/ Adv. ( ? ) To be II + S + Adj./ Noun/ Adv.
e.g. (+) I was a student (- ) I was not a student. (?) Was I a student?
The time signals of Simple Past Tense are:
- Yesterday - Last night
- Last Week - Last month
- Last Year - The Day Before
- Ago - At the Time
- In the past - In 1945
- When6
From the explanation above, the researcher concludes that Simple Past Tense has function to express a past activity or event, or to indicate something what happened in the past time. There are two kinds of Simple Past Tense; Verbal form and Nominal form. Verbal form in past tense is followed by past verb, and nominal form is followed by to be II (was, were).
3. Verb
In studying language, verb is part of word classes in learning vocabulary. It is included into important component. It is not available in Indonesian language especially in tenses system.
There are definitions of verb such as follow:
a. Verb is an a word which occurs as part of the predicate of a sentence carries markers of grammatical categories, such as tense, aspect, person, number, and mood, and action or state.7
b. Verb is word that expresses an action or state of being and the time of when it is.
To study of verb, we need to learn the types of verb. Luckily for us, most verbs in English are regular verbs. It means that we can be
6
Alexander Mongot Jaya and Agus Siswanto AF., English Revolution, (Jepara: MawasPress,2008), 2nd Ed.,p.153
7
confident with the forms of verb because it follows predictable pattern. These verbs that do not follow the basic rules are called Irregular verb. Verb consists of two parts, there are:
1) Regular Verb.
One types of verb is regular verb. Taken the book entitle
“Dictionary and Language Teaching and Applied Linguistic” mention that Regular Verb is a verb which has the most typical forms in its language from grammatical categories, such as tense or person. 8
Regular verbs are forming the past tense (verb II) and the past participle (verb III) by adding – ed from the present infinitive (Verb I). There are characteristics of regular verbs; it is divides into six parts of regular verb, such as:
a) Verbs are formed by adding –ed from the basic form (infinitive).
e.g. - ask => asked - open => opened
b) Verbs are formed by ending –e so the form of past tense (verb II) and past participle (verb III) will be added by –d.
e.g. - Change => changed - Dance => danced
c) Verbs are formed by ending –y and the first alphabet is consonant, so the form of past tense (verb II) and past participle (verb III) will be changed by –I and then will be added by -ed. e.g. - reply => replied
- cry => cried - fry => fried
d) Verbs are formed by ending –y and the first alphabet is vowel, so the form of past tense (verb II) and past participle (verb III)
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will be added by -ed.
e.g. - destroy => destroyed - play => played - display => displayed
e) Verbs are formed by consonant in the last alphabet and vowel in the first alphabet, so the form of past tense (verb II) and past participle (verb III) will be folded then will be added by –ed. e.g. - rob => robbed
- stop => stopped
f) Verbs are formed by ending –c and the first alphabet is vowel, so the form of past tense (verb II) and past participle (verb III) will be added by –c then –k and –ed.
e.g. - picnic => picnicked - mimic => mimicked. 2) Irregular verb.
The other type is irregular verbs. The difference between a regular and irregular verb is formation of the simple past and past participle. Regular verbs are dependably consistent the simple past ends by –ed as does the past participle. Irregular verbs are a verb which does not have regular forms for tense, person, etc.9
Irregular verbs also has characteristics, it is supported each other. It consists of four characteristics, such as:
a) Irregular verbs are all of verbs which have similar forms. It means the present tense, past tense, and past participle are similar.
e.g. - cut cut cut
- hit hit hit
- let let let
b)The following verbs have two similar forms. It means the past
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tense and past participle are similar. e.g. - Bring brought brought
- Hear heard heard
- Sleep slept slept
- Say said said
c) The following verbs have three different forms.10It means are the present tense, past tense, and past participle are different each other.
e.g. - Do did done
- Give gave given
- Go went gone
- Drink drank drunk
d)The following verbs have two similar form ( Verb I and Verb III are similar)
e.g. - Come came come
- Run ran run
From the explanation above, the researcher concludes that Verb consists of Regular Verb and Irregular Verb. Regular Verbs are forming the past tense (verb II) and the past participle (verb III) by adding – ed from the present infinitive (Verb I). Irregular Verbs are a verb which does not have regular forms for tense. So, we have to memorize the irregular verbs one by one.
4. Concepts of Game
a. Definition of the game
A game is (in language teaching) an organized activity that usually has the following properties:11
1) A particular task or objective 2) A set of rules
10
Mun.Fika and S.Warrib, Complete English Grammar, (Surabaya: Apollo,t.th), pp.20-22 11
3) Competition between players
4) Communication between players by spoken or written language From definition above, the researcher concludes that playing game is a important and natural part of growing and learning. Through the game, the students can learn things in fun way. As they enjoy the activities of a game, the children will not be afraid to speak English.
b. Benefits of using game.
Playing games allows students to explore and become familiar with words and phrases. Among the many specific benefits of using games to teach English are following:12
1) Games help the teacher create contexts in which the language is useful and meaningful.
2) Games help the teacher build better class relationship and encourage class participation.
3) Games provide language practice, review, and consolidation in the various skills; speaking, writing, listening, and reading. 4) Through games, students can interact with others.
5) Games encourage the creative and spontaneous use of language and promote real communication.
6) Games help the students overcome shyness about using the language.
Based on the explanation above, we concludes that many important things using the game. Game can make easy the children to study in fun way, so that the students have not bored when they study in the class..
c. Tips for using games.
Games can be used in a variety of learning situations. These situations are; when the teacher wants to introduce new vocabulary, when the teacher energize the class, and when the students need to
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practice or review the language points they have learned.
Before using games to teach or reinforce the language, the teacher should consider the objective of the language lesson and choose a game that helps teach or reinforce the language in lesson. The following tips will help teachers select and conduct games appropriately, they are:13
1) The teacher should prepare the game ahead of time and make sure the game is appropriate for the available space in the classroom.
2) Students need to understand the instructions and rules of the game. Teacher may need to simplify the instructions, repeat them in several times.
3) Games must be suitable to the students‟ language level and must have a learning objective, such as to learn, practice, or review specific language points.
4) Games should encourage students to focus on the use of language rather than on the language itself.
5) Games should keep all of the students involved and interested and any competition should be positive and friendly.
Based on the explanation above, researcher concludes that the teachers have to pay more attention if use game in teaching learning activity. The teachers have to select game is appropriate to lesson which will be taught to the students in the class.
d. Types of game.
There are many types of game:14 1) Collaborative games.
Collaborative games are those in which the students cooperate with one another rather than compete with each other 2) Board games
13
Diptoadi, Becoming a Creative Teacher, p.72 14
Each group has a game board, a die, and small objects to indicate steps and positions. Examples of the game are Snakes and Ladders, Forfeit, and Tell Us About.
3) Card games
Card games are consist of a pack of cards and can be bought or made by the teacher.
4) Movement games
Movement games require students to move around the class and talk to friend. An example is the Find Someone Who…game.
5) Role Play game
Role Play can be done in pairs, small group, with the whole class. Each student is given a role in order to take part in the game. For example, students can be assigned to play a role in family; one student as the father, another is the mother, and others are children.
Based on the description above, the researcher concludes that game has many types, such as Collaborative games, Board games, Card games, Movement games, and Role Play games. The teachers can use one of types of game to help them to teach the students in fun way.
e. Role Play Game
To build up the student‟s motivation, especially in speaking,
the researcher uses one of teaching technique to make teaching speaking become pleasing and interesting for te students. Role play is used in English Foreign Language to stimulate to stimulate real life situations and to encourage meaningful communication in the classroom.
1) Definition Role Play Game
themselves or taking on the role of a character different from themselves or with thoughts and feeling they do not necessary share.15
In a role play, participants assume the roles of fictional characters and collaboratively create stones. Participants determine the action of their characters based on their characterization and the actions succeed or failed according to a formally system of rules. Role play is an excellent way in which to stimulate students in the classroom. Real role play give students many chances to try to speak up in some different roles.
2) Advantages using Role Play
Role play game can motivate the children to speak and act every conversation part by part and they can understand what the conversation is.
There are advantages using role play:
a) Children have always learned from mimicking or duplicating the actions of the others. Role playing is simply a continuation of the learning already done by students. b) People enjoy playing, especially young people, if students
are already motivated to play, learning through play would become even easier.
c) Role playing encourages the use of critical thinking because it involves analyzing in problem solving. Therefore, role play is cognitive learning method.
d) Role play teaches many lesson: some of the most important lesson; some of the most important lessons it teaches are lessons that are needed in society, competition, and cooperation.
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e) Participation in role play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can learn how more to adjust his words to produce more likeable results.
f) Role play allows for the interaction between classmates, and peers. It also allows introverted students to speak out. g) Role play allows for the exchange of knowledge between
students. The teacher is also able to see the various capabilities of students at the same time.
3) Steps in doing role play game.
Steps in doing role play game as stated below:16
a) Students are asked to take on particular role and to imagine themselves in that role in a particular situation.
b) Students have to converse with the teacher in a way that is appropriate the role and situation given.
c) Students play the role with their friends based on each role and situation given by the teacher.
From the explanation above, the researcher use role play
game as teaching technique to motivate the student‟s learning.
Using role play is fun because role play can make interest the students in learning process. So, the researcher uses role play game to teach past verb in supporting Four in Row Verb Game.
5. Four in Row Verb Game
Four in Row Verb Game is a kind of game use grids or squares of paper which there are verbs in each grid. The activity of the game for groups, it consists of five students; one student as referee and four
students as examiner. The game tests the students‟ knowledge of
irregular verb. It is based loosely on the game gets a row of four squares- either vertically, horizontally, or diagonally.
16
The methods of Four in Row Verb Game, there are:17
a. Divide the class into some groups of five. Four students in group will compete in the game and one another will be the referee. Give each group a copy of the handout game and give a copy of the key to the referee.
b. Explain what is to be done , namely that students take it in turns to choose a square and then give three parts of verb in the square or
grid. For example: “freeze” => freeze froze frozen
c. The referee checks and then tells the students whether (s)he is right or wrong. If right, (s)he crosses out the verb and writes his/her name in the square. Play the game continually with the next person choosing a square and give the three parts of that verb.
d. Play continually until the students get a row of four squares – either vertically, horizontally, or diagonally.
From the explanation above, we know that “Four in Row Verb
Game” is one of game to teach past verb. The researcher wants to improve the teaching learning process to teach past verb using Four in Row Verb Game. The use of Four in Row Verb Game in teaching verb
may help in teaching when the teacher realize the students‟ weakness
in understanding the language, especially in mastering English verb. It is expected to improve student‟s mastery of past verb.
The Role of playing “Four in Row Verb Game”, students divided into several groups, it consists of five students: one student a referee and four students as examiner. The students as the players are given worksheets and they have to play based on the role in the worksheets.
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C. Hypothesis.
Based on the title “The effectiveness of Four in Row Verb Game in Teaching Past Verb‟‟, the researcher gives hypothesis that „Four in Row
Verb Game‟ is effective in improving students‟ memory and
CHAPTER III RESEARCH METHOD
A. Research Design
For this study reseacher uses the quantitative approach. Because the result of this study is presented and processed statistifically by using T-test formula. Furthermore, this study conducted the experiment study. Experiment is carry out in order to explore the streght of relationship between variables.1 This study is hoped to know the relation possibility that happen with one after treatment. And find out the effetiveness of „Four in
Row Verb Game‟to improve students‟ understanding on learning Past Verb.
Here, there are two classes experimental and control class which chosen randomly (R). Both of them are given pre test and post test with same question, after giving pre test we give treatment (X) to the experiment class. For the control class we do not need to give treatment. The treatment is teaching without using game. The design can be figure out as follow:2 The design of experimental research
Inwhich:
R : Random sample
O1 : Pest test value of experimental class O2 : Post test value of experimental class O3 : Pre test of control class
O4 : Post test of control class X : Treatment
Experimental research
1
David Nunan, Research Method in Language Learning, (New York: Cambridge University Press, 1992), p. 25.
2
Sugiyono, Statistika untuk Penelitian, p.112
R O1 X O2
From the design above, subject were grouped into an experimental class (top line) and control class (bottom line). The quality of subjects class was first checked by pre testing them (01 and 03). Then the experimental treatment (taught by using „Four in Row Verb Game‟) was applied to the experimental class, while the control class was taught without „Four in Row
Verb Game‟. The test was held in the form of composition. The results of
post-test (02 and 04) were then computed statistically.
B. Research Setting
In the research, the participants are the students of eight grade of SMP Nurul Islam Semarang in the academic year 2011/2012). The research will conducted in second semester. The researcher took two classes. The first class will be a control class and the second class will be an experimental class. The researcher will give pre- test to both classes to know how understand the students in the lesson. In treatment, the researcher will teach the control class by using conventional method and experimental class using „Four in Row Verb Game‟. After doing the treatment, the researcher will give to both classes post-test with the same instruments.
C. Population and Sample 1. Population
Population is an association of all of same elements but can be distinguished each other because of characteristics of each subject which is different.3 The population of this research is all of the Eight graders of SMP Nurul Islam Semarang in the academic year of 2011/2011 that has three classes. There are VIII A, VIII B, VIII C class.
2. Sample
Sample is a part of population and characteristics of population. If the population is big and the researcher is impossible to examine all
3
of the population because of limitation of time and money, the researcher can take sample of the population.4 In this research, the researcher will use random sampling technique, is a sampling which is its elements in population are chosen randomly.5 The samples of this research are two classes from population, first class is VIII B as experimental class and the second class was VIII C as control class. .
D. Source of Data
Source of data is very important for the researcher. In this research, the source data was taken from students‟ oral test in studying past verb. We took two class are Control Class and Experimental Class of Eight Grade of SMP Nurul Islam Semarang in the academic year of 2011/2012. The Control Class was a class which was not given treatment, but the experimental class was given treatment using “Four in Row Verb Game”. At the beginning of the research, both of two groups or two class were given a pre test to know the students‟ capacity and ability before getting treatment. Both of two classes were given a post-test at the end of the research.
E. Variable and Indicators of the Research
According to Sugiyono, research variables are all things that shape what is defined by the researches to be studied in order to obtain information about it, and the conclusion drawn on next.6 In this study there are two variables: independent variable and dependent variable.
1. Independent Variable
It is a variable that influences or causes of change or emergence of the dependent variable.7 Independent variable in this research is the use of Four in Row Verb Game in teaching past verbs.
4
Sugiyono, Statistika untuk Penelitian, (Bandung: CV. Alfabeta, 2008), ed. 13, P. 62 5
Supranto, Statistik Teori dan aplikasi, p. 24 6
Sugiyono, Statistika untuk Penelitian, (Bandung: CV.Alfabeta, 2011), p.4. 7
2. Dependent Variable.
It is variable that is affected resulting, because of the existence of the independent variable.8 Dependent variable in this research is the
students‟ understanding on past verbs.
F. Data Collection Technique
The writer must uses instrument in order to get the better data. The instrument of the research is a tool or facility that is used by researcher for collecting the data in order to get better result, it can be occurred complete and systematic
To make this research successful, the writer uses some instruments to collect data, they are follows:
1. Documentatation
Documentation method is used to look for the data concerning matters or the variable that are taken in the form of the note, transcript, book, newspaper, magazine, inscription, notulen, legger, agenda, etc.9 In this research, this technique was used to get the data that was related to the object research such as students name list included in the population. In this case, the data was gained by the help of the teacher of English subject.
2. Observation
Observation is monitoring, supervision and registration about object of research systematically by using the whole of sense. According to Sutrisno Hadi (1986) that had been quoted by Sugiyono, Observation is one of complex process which is consist of biological and psychological process.10
8
Sugiyono, Statistika Untuk Penelitian, p.4. 9
Suharsimi Arikunto, Dasar – Dasar Pendidikan, (Jakarta: Bumi Aksara), 2007, p. 158 10
In other word, observation is an activity to observe something by using sense toward a particular object. The researcher observes some activities in the preliminary research, the second one is while conducting the experiment process and the last is after the experiment by using check list. Besides that, the researcher also observes the event in both of classes during the lesson and the treatment applied. In the treatment process, the researcher gives different treatment. For the experimental group will be taught by using Four in Row Verb Game in teaching Past Verbs. Here, the control group will be taught without Four in Row Verb Game.
Table 3.1 Observation scheme
NO Activities Check list Grade
1 2 3 4 5
B Process of treatment - Students‟ participation to
attend the classroom. - Students‟ seriousness of the
teachers‟ explanation.
- Student‟s activeness during
The criteria of the interview‟s score11
, as follow: In Which Percentage
1) Poor 0 % - 39 % 2) Fair 40 % - 59 % 3) Average 60 % - 74 % 4) Good 75 % - 84 % 5) Excellent 85% - 100% 3. Test.
Test is a tool or procedure is used to know or measure something in situation, using certain ways and rules. To do the test, it is depend on guideline that have given The researcher concerns on speaking using past verb, so the researcher will give an oral test and also held pre test and post-test to the control and experimental class.
a. Pre test
Before teaching new material (past verb) using Four in Row Verb Game, the researcher gives a test to the students by taking a previous material. The researcher will conduct the test to measure students‟ achievement. The test which will be conducted before the treatment called try out test or pre- test. It will be used to find out the initial condition of students before the treatment.
b. Post test
Post Test is test which will be done after treatment. It is given in order to know the ability of the students after they are taught past verb using Four in Row Verb Game. For the last, the score obtains from the pre-test and post-test.
11
G. Data Analysis Technique
The writer analysis the data through giving test to the students. It needs some steps in analyzing of the data. The following are the steps had been taken by the writer:
1. Technique of scoring test
To analyze the students‟ test in speaking descriptive, the
researcher focused on the items in the elements of speaking as states by Arthur Hughes. The elements of speaking are accent, grammar, vocabulary, fluency, comprehension.
Table 3.2
Proficiency Description Elements of Speaking12
Items Description
Accent 1.Pronunciation frequently intelligible
2. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.
3.“Foreign Accent” requires concentrated
listening, and mispronunciations leads to occasional misunderstanding and apparent errors in grammar or vocabulary.
4. Marked “foreign accent” and occasional
mispronunciations which do interfere with understanding.
5. No conspicuous mispronunciation, but would not be taken for native speaker.
6.Native pronunciation, with no trace of “foreign accent.”
Grammar 1. Grammar almost entirely inaccurate except in stock phrases.
2.Constants errors showing control of very few major patterns and frequently preventing communication.
3.Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
4.Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding.
12
5.Few errors, with no patterns of failure. 6.No more than two errors during the interview Vocabulary 1. Vocabulary inadequate for even the simplest
conversation.
2.Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc)
3.Choice of words sometimes inaccurate, limitation of vocabulary prevents discussion of some common professional and social topics.
4.Professional vocabulary adequate to discuss special interest, general vocabulary permits discussion of any non technical subject with some circumlocutions.
5.Professional vocabulary broad and precise, general vocabulary adequate to cope with complex practical problems and varied social situations.
6.Vocabulary apparently as accurate and extensive as that of an educated native speaker.
Fluency 1. Speech is so halting and fragmentary that conversation is virtually impossible.
2.Speech is very slow and uneven except for short or routine sentences.
3.Speech is frequently hesitant and jerky, sentences may be left uncompleted
4.Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.
5.Speech is effortless and smooth, but perceptively non native in speed and evenness. 6.Speech on all professional and general topics
as effortless and smooth as a native speaker‟s. Comprehension 1.Understands too little for the simplest type of
conversation.
2.Understands only slow, very simple speech on common social and touristic topic, requires constant repetition and rephrasing.
3.Understands careful, somewhat implied speech when engaged in a dialogue, but may require considerable repetition and rephrasing.
5.Understands everything in normal educated conversation except for very colloquial or low frequency items, or exceptionally rapid or slurred speech.
6.Understands everything in both formal and colloquial speech to be expected of an educated native speaker.
Table 3.3 Weighting Table
1 2 3 4 5 6 (A)
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23
Total
The total of the weighted scores is then looked up in the following table, which converts it into a rating on scale 0-4+.
Table 3.4
Conversion Table Score Rating
16-25 0+
26-32 1
33-42 1+
43-52 2
53-62 2+
63-72 3
73-82 3+
83-92 4
93-99 4+
2. Pre-requisites Test
a. Normality Test
Normality test is used to know the distribution data normal or not. To find out the distribution data is used normality test with Chi-square.13
The steps of Chi-square test as follows:
1) Determine of the range (R): the largest data reduced the smallest data.
2) Determine the many class intervals (K) with the formula: K= 1+ (3, 3) log n
3) Determine the length of the class, using the formula:
class
4) Make a frequency distribution table
5) Determine the class boundaries (bk) of each class interval. 6) Calculating of the average Xi (x), with the formula:
7) Calculate variance, with the formula:
)
8) Calculate the value of Z, with the formula:
s
9) Define the board area of each class interval.
10)Calculate of the frequency expository (fh), with the formula: fh = n x wide area with the n number of sample.
13
11)Make a list of the frequency of observation (fo), with the frequency expository as follow:
Class Bk Z P L Ei (0 - Ei)
Ei
12) Calculate the Chi-square ( 2
x ), the formula: data is arranged in the list of frequency distribution consisting of k pieces so that the interval to determine the criteria test used formula df = k-3, where k is the number of class intervals and the real extent α = 0.05
14)Determine the value of x2 table.
15)Determine the distribution normality with test criteria:
If Xcount> Xtable so the data is not normal distribution and other way if the Xcount< Xtable so the data is normal distribution. b. Homogeneity Test
It is used to know whether the data are homogeneous or not. The formula is:14
The hypothesis in homogeneity test are: Ho: homogeny variance = 12 22 Ha: non homogeny variance = 12 22
14
If the calculation result of Fcount is lower that Ftable (Fcount<
table
F ) by 5% degree of significant so Ho is accepted, it means the data is homogeneous or both of groups have the same variance. c. Test of the Average
It is used to examine average whether experiment group and control group that has been decided having significant different average.
Ho: 12 Ha: 1 2
The formula that is used in the t-test as follows:15
s
X : average of experimental group 2
X : average of control group n1 : number of experiment group n2 : number of control group
S12 : standard deviation of experiment group S22 : standard deviation of both groups
Criteria test is Ho is accepted if
3. Analysis Phase End
Analysis Phase End to examine the hypothesis that have been stated, these following steps are used.
a. Normality Test
Steps normality second step is the same as the normality test on the initial data.
b. Homogeneity Test
Steps homogeneity second step is the same as the homogeneity test on the initial data.
c. Hypothesis Test
Proposed hypothetical test in average similarity with the right test is as follows:
Ho = 1 = 2 Ha = 1 > 2
1 : average data of experiment group 2: average data of control group The t-test formula is used.
X : average of experimental group 2
X : average of control group n1 : number of experiment group n2 : number of control group
S12 : standard deviation of experiment group
S22 : standard deviation of control group
Testing criteria that apply Ho is accepted if tcountttable with determinate
df = (n1 n2 2) and the significant α = 5% (1- α).Technique of scoring test:
To analyze the students‟ test in speaking Simple Past Tense, the
researcher focused on the items in the elements of speaking as states by Arthur Hughes. The elements of speaking are accent, grammar,
CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS
A. Description of Research Finding 1. Profile of The Research
This research was conducted in MTs Miftahussalam Wonasalam Demak which is located in street Pangeran Diponegoro No.57 Wonosalam Demak. The profile of the school is as follow.
a. Name of school : SMP Nurul Islam Semarang.
b. Address : Jl. Siliwangi 574 Purwoyoso Ngaliyan Kota Semarang.
c. School Category : Swasta, Accredited B in 2009. d. Year of Existence : 1977
e. Year of Operational: 1977
f. Ownership Land : Ownership institution 1) Wide Area : 615 m²/ property. 2) Building Area: 450 m²
g. The number of Students
The number of student of SMP Nurul Islam Semarang since three years latest is 1121. It can be seen on the table bellow.
Table 4.1 The Number Students of SMP Nurul Islam Semarang
Class Number of Student
2009/2010 2010/2011 2011/2012
VII 62 107 93
VIII 84 62 105
IX 65 78 63
Sum 211 247 261
h. Data of Room
1) Data Classroom : 9 classrooms 2) Data Other Rooms :
c) UKS Room : 1 d) Toilet
i. The Number of Teachers and Official Employees.
The number of teacher and employee in SMP Nurul Islam Semarang is 20. It consists of 16 teachers, 2 administration staffs and 1 librarian, and 1 laboratorian.
2. The Implementation of Learning
Having gained the whole needed data, the researcher then did analysis which refers to the statistical data analysis to find out whether or not there is a difference of students’ achievement on past verbs between students taught using Four in Row Verb Game and students taught without using Four in Row Verb Game.
The implementation of this research was divided into two classes. They were experimental class (VIII C) and control class (VIII B). Before the activities were conducted, the researcher determined the material and the lesson plan of learning.
In this research, there were two tests; pre-test and post-test. The pre-test was given before the students follow the learning process that was provided by the researcher. The researcher will give pre- test to both classes to know how understand the students in the lesson. The test was given to the students was spoken test. The teacher asked students to make a dialog using past verbs and practiced it in front of the class.
In treatment, the researcher will teach the control class by using conventional method and experimental class by using ‘Four in Row Verb Game’. After doing the treatment, the researcher will give to both classes post-test that the students had to revise their dialog using correct past verbs. The post test obtained the data that will be analyzed.
3. Analysis of Pre requisite test
VIII C (experimental class) as the sample, This test conducted to determine whether the sample are homogenous or not. After conducted the test, data analysis was carried out to find out the homogeneity of the sample.
a. The Data Analysis of Pre-test Value of the Experimental and the Control Class
Table 4.2
The list of pre-test value of the experimental and the control classes No Code Control Class Code Experimental Class
Pre test Post test Pre test Post test
Average 62.0714 70.92857 63.6071 74.07143
Standard
Deviation 5.570615 5.715013 6.897876 7.487909 Minimum
score 52 60 55 62
Maximum
score 72 80 78 85
Range 20 20 23 23
Length of the
class 4 4 4 4
From the table above, we know that there were 28 students in both experimental class and control class. So, there were 56 students from two classes. The minimum and maximum score of pre test in control class were 52 and 72. And The minimum and maximum score of post test in control class were 60 and 80.
In experimental class, the minimum score both of pre test and post test were 55 and 62. And the maximum score, both of pre test and post test were 78 and 85. The average of control class in pre test and post test were 62,07 and 70,93. And the average of experimental class in pre test and post test were 63,60 and 74,07. We conclude that there were different student’s achievement score in pre test and post test, both of experimental and control class were increasing score.
b. Search for the normality of initial data in the control class and the experimental class.
The normality test is used to know whether the data obtained is normally distributed or not. Test data of this research to find out the distribution data is used normality test with chi –square.
1) The result of pre request test of experimental class
Based on the result of pre requisite of Class VIII C the highest score achieved is 78 and lowest is 55. It means that the range (R)= 23, the number of class is 6, and the length of the class is 4.
Table 4.3. Normality test of experimental class
The table describe that there are six interval classes of pre test in experimental class. The minimum score is 55 and maximum score is 78. The length of each class is 4. fi is frequency means students’ score of experimental class in pre test of each interval class. Xi is middle score of each interval class..
a) Calculating of the average Xi (x) :
Table 4.4. Distribution frequency of experimental group count= 7.3775 is lower than X²tabel= 7.81, based on the result above the data is the normal distribution.
2) The result of pre request test of control class.
Based on the result of pre requisite of Class VIII B the highest score achieved is 72 and lowest is 52. It means that the range (R)= 20, the number of class is 6, and the length of the class is 4.
The result of the calculation above is, then inputted into the frequency distribution as follow:
Table 4.5. Normality test of pre test of control class.
68 - 71 4 69.5 4830.25 278 19321
72 - 75 2 73.5 5402.25 147 10804.5
Sum 28 1750 110387
The table describe that there are six interval classes of pre test in control class. The minimum score is 52 and maximum score is 72. The length of each class is 4. fi is frequency means students’ score of control class in pre test of each interval class. Xi is middle score of each interval class..
a) Calculating of the average Xi (x) :
c) Calculate standard deviation = 6.1222124
Table 4.6. Distribution frequency of control group
60 - 63 0.1231 3.4 6 1.8932
63.5 0.16 0.0649
64 - 67 0.2281 6.4 7 0.0590
67.5 0.82 0.2929
68 - 71 0.1363 3.8 4 0.0089
71.5 1.47 0.4292
72 - 75 0.0539 1.5 2 0.1593
75.5 2.12 0.4831
#REF! X² = 4.8163
For = 5%, with dk = 6 – 3 = 3 it is obtained X² tabel = 7,81. If X²count < X²table, so the data is in the normal distribution, because of X²count = 4.86183 < X²table = 7,81, so the data is the normal distribution.
Based on the result of the normality test of experiment class and control class, it can be seen that two classes are normal distribution, because X²count < X²table, so the data is in the normal distribution.
c. Search for the homogeneity of initial data in the control class and experimental class.
Homogeneity test is used to find out whether the group is homogeneous or not. The data of this research uses Bartlett test
Hypothesis: Ho : 12 = 22 Ha : 12 22
Table 4.7. Homogeneity test of pre test of experimental and control classes
Variants sources Control class
Experiment class
Sum 1750 1770
N 28 28
62.50 63.21
Variant (S2) 37.48 36.60
Table 4.8 Bartlett Test
1) The merger variant of population group
control and experimental class. To analyze the similarity of average, the researcher uses t-test.
Table4.9
Sampel N S T
1) The result of post test of experimental class
Based on the result of post test of Class VIII C, the highest
score achieved is 85 and lowest is 62. It means that the range (R) = 23,
the number of class is 6, and the length of the class is 4.
The result of the calculation above is, then inputted into the frequency distribution as follow:
a) Calculating of the average Xi (x) :
c) Calculate standard deviation = 6,3345863
Table 4.11. Distribution frequency of experimental group
For = 5%, with dk = 6 - 3= 3 it is obtained X²tabel = 7,81. If
X²count < X²table, so the data is in the normal distribution, because of
X²count = 2,5968 < X²table=7, 81, so the data is the normal distribution.
2) The result of post test of control class
Based on the result of post test of Class VIII B the highest score achieved is 80 and lowest is 60. It means that the range (R)= 20, the number of class is 6, and the length of the class is 4.
The result of the calculation above is, then inputted into the frequency distribution as follow
c) Calculate standard deviation
= 5,8045776
Table 4.13. Distribution frequency of control class
f. Search fo
for the homogeneity of control class and exper le 4.14 Homogenity of post test of experiment
classes
Variants Sources CONTROL EXPERIM
Sum 2010 203
N 28 28
71,79 72,6
Variance (S2) 33,69 40,1
Standart deviation (S) 5,80 6,3
ased on the table above, we know that total sco rimental class are 2010 and 2034. The average o rimental class are 71,79 and 72,64.
Table 4.15. Bartlett test
erger variant of population group
3) X2 value
g. Testing the similarity of average between experimental and control class. To analyze the similarity of average, the researcher uses t-test. The hypothesis:
The average of experimental class The average of control class
Table 4.16
The average similarity of post test of experimental class and control classes
Source of variance Experiment Control T
Mean 74,07 70,93
effective than explanation only in teaching Pasr Verbs.
4. Analysis of Variance. (ANOVA)
In examining ANOVA, the researcher used Walisongo Statistic
(W-Stat) application which was published in 2011 by Ibnu Hadjar. Here is
the result of variance analysis:
Table 4.17
Interaksi (A*B)
73.167 1 73.167 1.655 12.884 Not
Significant
Dalam 4774.587 108 44.209
Total 7302.777 111
From the variance analysis result above, it could be concluded that:
a. Total of quadrate (JK) between group (A) was 153.223, Test (B) was
2301.800, interaction (A*B) was 73.167, in group was 4774.587and
total was 7302.777.
b. Degrees of Freedom (db) between group (A) was 1, Test (B) was 1 and
interaction (A*B) was 1.
c. Quadrate of Average (RK) between group (A) was 153.223, Test (B)
was 2301.800, interaction (A*B) was 73.167 and in group was 44.209.
d. Fratio was group ( A) was 3.466,Test (B) was 52.066 and interaction
(A*B) was 1.655.
e. Ftable at degree of 5 % was 12.884.
f. From the variance analysis result, it could be concluded that the result
of group (A) was not significant, test (B) was significant and interaction
(A*B) was not significant in degree of 5%.
B. Discussion of the Research Findings
The technique of teaching is one of the factors that influence the result
of the study. There are many factors that affect students’ achievement. One of
them is the use of appropriate teaching aids and techniques in learning certain
material.1 So that, as a teacher, she or he has to be able to choose an
appropriate and interesting teaching aid and technique in order students do not
feel bored in learning process.
1
