THESIS
Submitted As Partial Fulfillment Of Requirements To Obtain Strata 1 Degree In English Education Departement
BY :
DINA RAHMATIKA 2314.121
ENGLISH EDUCATION DEPARTEMENT
THE FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC INSTITUTE OF BUKITTINGGI
BUKITTINGGI 2017/2018
opportunities and his blessing to the researcher in finishing this thesis entitled “Designing And Developing Grammar Interactive Media Using Adobe Flash Cs 6.
Then, the researcher would like to express the deepest gratitude to those who have given great constributions in finishing this thesis, the deepest gratitude for :
1. Dr. Ridha Ahida, M.Hum as the Rector of IAIN Bukittinggi .
2. Dr. H. Nunu Burhanuddin, Lc, M.Ag as the dean of Faculty of Tarbiyah IAIN Bukittinggi.
3. Dr.Veni Roza,S.S,M.Pd as the head of English Education Departement
4. Dr.Veni Roza,S.S,M.Pd and Loli Safitri, M.Pd as the advisors for their care, time, attention, guidance, valuable advices and patience in accomplishing this thesis. Their suggestions and contributions are highly appreciated.
5. The Librarians of IAIN Bukittinggi who have sincerely helped and allowed the writer in collecting the references.
6. All of the lecturers who have given their knowledge, ideas, and contributions to the completion of this thesis and educated his precious things in many field during the study.
7. Mhd Syafei as headmaster of MTS Muhammadiyah Lawang Tigo Balai, then all of administration staffs, also all of the teachers, especially for Ms Rumiati,S.Pd as an English teacher who kindly facilitated and helped to do this research.
Bukittinggi, August 2018
The Researcher
Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Bukittinggi.
Based on the researcher’s observation, the students still have problems in learning grammar. Students have difficulties in understanding grammar. One of the causes of the students’ problem in grammar mastery was there was no current media in teaching grammar. So that, the aim of this research was to design and develop grammar interactive media using Adobe Flash Cs 6 in learning process at the second grade of MTS Muhammadiyah Lawang Tigo Balai.
This research was R&D, with ADDIE procedure. The population of this research was the second grade of MTS Muhammadiyah Lawang Tigo Balai. There were some instrumentation used in this research ; questionnaire and test. The questionnaire of validation was filled and validated by English teacher of MTS 11 Agam, namely Mr. Ridwan Arief, S.Pd , English Lecturers in IAIN Bukittinggi Mr.
Dr. Arifmiboy,S.Ag,M.Pd and Mr. Syahrul, M.Pd also as validator of guide book.
The questionnaire of practicality was filled by the English teacher of MTS Muhammadiyah Lawang Tigo Balai namely Ms.Rumiati S.Pd. After that, to see the effectivity of the media, it was done by pre test and post test at second grade of MTS Muhammadiyah Lawang Tigo Balai.
After analyzed the data by using quantitave and qualitative data analysis, it was found that the grammar interactive media was the current media in teaching grammar. The display of the media was effective, practical, and improve students grammar mastery. This media was valid with the means score of validity product was 80.73 % with belonged to valid criteria. This media was practical with the mean score of practicality product was 93% with belonged to very practical criteria. Then, this media was effective with the test of Two Means Score proved that tobserved >ttable
(17.90 >2.064) and One Means Score proved that tobserved > ttable (3.071>1.711). it means Ha was accepted. Then the students’ means score on post test was higher that 80, that was 83.68. So the product was effective.
Keyword : Designing, Development, Grammar, Interactive Media, Adobe Flash Cs 6.
(IAIN) Bukittinggi.
Berdasarkan hasil pengamatan peneliti di lapangan, siswa masih memiliki masalah dalam pembelajaran grammar. Siswa kesulitan dalam memahami grammar.
Salah satu penyebab masalah kemampuan grammar siswa yaitu tidak adanya media yang baru dalam mengajar grammar. Oleh karena itu, tujuan dari penelitian ini yaitu untuk merancang dan mengembangkan media interaktif grammar menggunakan Adobe Flash Cs 6 dalam proses belajar mengajar di kelas dua MTS Muhammadiyah Lawang Tigo Balai.
Jenis penelitian ini yaitu penelitian R&D, dengan prosedur ADDIE.
Populasi dari penelitian yaitu kelas dua dari MTS Muhammadiyah Lawang Tigo Balai. Adapun instrument dari penelitian ini yaitu angket dan tes. Angket validasi diisi dan divalidasi oleh guru bahasa inggris dari MTSN 11 Agam, Mr Ridwan Arief,S.Pd, dosen bahasa inggris di IAIN Bukittinggi, Mr. Dr.Arifmiboy,S.Ag,M.Pd dan Mr. Syahrul, M.Pd yang juga sebagai validator dari buku pedoman pemakaian media. Angket praktikalitas diisi oleh guru bahasa inggris dari MTS Muhammadiyah Lawang Tigo Balai, Ms Rumiati, S.Pd. Setelah itu untuk melihat efektifitas dari media, telah dilakukan dengan pre-test dan post-test di kelas dua MTS Muhammadiyah Lawang Tigo Balai.
Setelah menganalisis data menggunakan analisis kuantitatif dan kualitatif, telah ditemukan bahwa media interaktif grammar merupakn adalah media terbaru dalam mengajar grammatr. Tampilan dari media ini efektif, praktis dan mampu meningkatkan kemampuan grammar siswa. Media ini valid dengan skor rata-rata dari validitas produk yaitu 80.73% dengan criteria valid. Media ini praktis dengan rata- rata skor 93% dengan criteria sangat valid. Kemudian, media ini efektif dengan tes uji beda dua rata-rata membuktikan bahwa thitung>ttabel (17.90 >2.064) dan uji satu rata- rata bahwa thitung>ttabel (3.071>1.711), yang artinta Ha diterima. Lalu, nilai rata-rata post test siswa lebih tinggi dari 80, yaitu 83.68. Jadi produk ini efektif.
Kata kunci : Perancangan, Pengembangan, Grammar, Media Interaktif, Adobe Flash Cs 6.
iv
TABLE OF CONTENT………iv
LIST OF FIGURES……….vii
LIST OF TABLES………..…………viii
LIST OF APPENDICES……….…….ix
CHAPTER I INTRODUCTION A. Background of the Problem……….1
B. Identification of the Problem………...5
C. Limitation of the Problem………....6
D. Formulation of the Problem……….6
E. Purpose of the Research………...6
F. Significance of the Research………6
G. Specification of the Product……….………7
H. Definition of the Key Term……….…….7
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Related Theory………..………….9
1. The Nature of Grammar………..…...9
a. Definition of Grammar………...………...…9
b. Aspect of Grammar...………...………...11
c. The Principle ofTeachingGrammar………16
d. Testing Grammar………...………...18
2. The Nature of Instructional Media………...21
a. Definition of Instructional Media………21
b. Significant of Instructional Media………...23
c. Interactive Media ………25 3. Adobe Flash Cs 6
v
d. The Technical Terms In Adobe Flash Cs 6………32
B. Review of Relevant Studies………...33
C. The Conceptual Framework………...35
CHAPTER III DEVELOPMENT METHODOLOGY A. Development Designs………37
B. Development Procedure……….38
C. Population and Sample………...41
D. Subject Testing………...41
E. Instrument of The Research………...42
F. The Technique of Data Collection……….…45
G. The Technique of Data Analysis………46
CHAPTER IV FINDING AND DISCUSSION A. FINDING………...50
1. Analysis………50
2. Design………..51
3. Development………56
4. Implementation………66
5. Evaluation………75
B. DISCUSSION………75
BAB V CONCLUSIONS AND SUGGESTIONS A. CONCLUSIONS………...…………..78
B. SUGGESTIONS………..…………75 BIBLIOGRAPHY
APPENDICES
vi
Figure 4.1 The Design of intro and menu...50
Figure 4.2 The Design of KI/KD...51
Figure 4.3 The Design of Learning Activity...51
Figure 4.4 The Design Content of Learning Activity Button...52
Figure 4.5 The Design of Nominal Button...53
Figure 4.6 The Design of Verbal Button...53
Figure 4.7 The Design of List of Vocabulary...54
Figure 4.8 The Design of Evaluation Button...54
Figure 4.9 The Design of Creator Button...54
Figure 4.10 The Display of Intro...56
Figure 4.11 The Display of Home...56
Figure 4.12 The Display of KI/KD...57
Figure 4.13 The Display of Learning Activity Menu...57
Figure 4.14 The Display of Material 1...58
Figure 4.15 The Display of Material 2...58
Figure 4.16 The Display of Material 3...59
Figure 4.17 The Display of Evaluation 1...59
Figure 4.18 The Display of Evaluation ...60
Figure 4.19 The Display of Evaluation 3...60
Figure 4.18 The Display of Creator 1...61
Figure 4.19The Display of Creator 2...61
Figure 4.20 The Display of Creator 3...61
vii
Table 4.3 Analysis of Practicality of the Product………..66
Table 4.4 Pre-test Score……….……….67
Table 4.5 Post-test Score……….69
Table 4.6 Two Means Score………..……….70
viii
APPENDIX 2 : TEST INSTRUMENT GUIDELINE APPENDIX 3 : TEST VALIDATION SHEET 1 APPENDIX 4: TEST VALIDATION SHEET 2 APPENDIX 5 : TEST VALIDATION SHEET 3 APPENDIX 6 : VALIDATION TEST ITEMS APPENDIX 7: RELIABILITY TEST ITEM APPENDIX 8: STUDENTS PRE TEST SCORE APPENDIX 9: ANALYSIS PRE TEST SCORE
APPENDIX 10: STANDARD DEVIATION OF PRE TEST APPENDIX 11: STUDENTS POST TEST SCORE
APPENDIX 12: ANALYSIS POST TEST SCORE
APPENDIX 13 STANDARD DEVIATION OF POST TEST APPENDIX 14 : TWO MEANS SCORE
APPENDIX 15 : ONE MEANS SCORE (POST TEST) APPENDIX 16 : DESIGN HYPOTHETIC
APPENDIX 17 : VALIDITY OF PRODUCT 1 APPENDIX 18 : VALIDITY OF PRODUCT 2 APPENDIX 19: VALIDITY OF PRODUCT 3 APPENDIX 20: VALIDITY OF GUIDEBOOK
APPENDIX 21: PRACTICALITY OF THE PRODUCT APPENDIX 22 : MANUAL BOOK
APPENDIX 23 : DOCUMENTATION
CHAPTER I
INTRODUCTION
A. Background Of the Problem
Grammar is study about structure of word in English language that must be learned to acquire the language correctly. With grammar the people will understand the system of the language itself. Not only understanding how the language works, but also by studying the grammar of a language, the people will be more confident when doing conversation or writing. By understanding grammar, the people can build conceptual maps of language structure, so the English language that people use in writing and conversation will be more structured.
Grammar understanding in the learning process is very important.
Learning English by understanding grammar will increase the level of knowledge of the students productive and receptive skill. Not only that, grammar understanding also improves students‟ ability to translate the language well and correctly. Therefore, grammar understanding is very influential toward students‟ abilty in English.
In teaching grammar, teachers are required to be creative. It means in teaching English especially grammar, the teacher needs the variety of media to make students become easy and interested in learning English especially grammar. For the reason, media is one of important elements in teaching to make students enjoy in the class. Media is an intermediary or massage channel from sender to receiver. Miarso in I GdeWawan Sudatha
and Made Tegeh states that well designed mediacan stimulate the emergence of internal dialogue within students.1 In other words, there is communication between the students with the media indirectly, or between students with the teacher as message source. Media is one important elementin teaching to make students enjoy in the class . The learning media can stimulating student enthusiasm, and make the studentsmore interested in learning and also the learning process becomes more effective and fun.
According to Arsyad, the media is an insaparable part of the teaching and learning process for the achievement of educational goals in general and the purpose of learning in school in particular.2 Without media in the learning process, the interest of students will be difficult to obtain, so it will be difficult to achieve the purpose of the learning.Learning media itself is useful for conveying massages and content of learning. The media has very large function in learning activities,which are as an intermediary idea or opinions expressed in learning.
Education experts often recommend that in implementing the learning process, the teachers should use the complete media as needed.
Then the use of multimedia as learning media is one of the good alternatives for impressive teaching and effective learning process.
Multimedia is a combination of more than one media in one form.
1IGdeWawanSudatha and Made Tegeh, Desain Multimedia Pembelajaran (Yogyakarta : Media Akademi, 2015) p. 5
2Azhararsyad.Media Pembelajaran(Jakarta : PT RajaGrafindoPersada, 2013) p.2
Multimedia-based learning has many advantages rather than only using whiteboard as a conventional media. Multimedia provides benefits and advantages in some teaching and learning situations. I Gde Wawan Sudatha and Made Tegeh state that there are several advantages in utilizing multimedia in learning, such as; generate motivation to students in learning; colors, music, and animated graphic can add an impression of realism; resulting high reinforcement; useful for students who are slow in learning.3
Multimedia is a combination of more than one media in one form.
Multimedia today refers to merging such as animations, graphics, sound, video, which is integration into the form of interactive teaching and learning. The use of instructional media interactive multimedia-based is not a new thing. Some teachers use instructional media multimedia-based using software Microsoft powerpoint in the learning process, or other software product that producing instructional media multimedia-based.
Not only that, one of the software that can make combination of media like animation, picture, sound and video is Adobe Flash Cs 6. Adobe flash is a software that not only able to create an interesting animation, but also more interactive, so no wonder this software is used as an innovation media in learning.
Based on preliminary research, at first grade of MTS Muhammadiyah Lawang Tigo Balai on Monday, March 19th2018, the
3I GdeWawanSudatha and Made Tegeh, op.cit.p.23
researcher found problems during teaching and learning grammar process.
The researcher observed the learning process. At the time of the learning process, the teacher was explaining about pronoun material.While the learning process, students look uninterested in learning, the students seem saturated and bored. Students were also passive in the class. When the teacher asked the students participate in exercises activity, the students look evasive and have no initiative to come to the front of the class. On material understanding, students also less able to understand the material well, this can be seen at the time of the exercise activity, students were difficult in fill in the blank sentence and difficult to match it with the right pronoun.
To support the result of the observation, the researcher interviewed some students and also interviewed the teacher. When the researcher interviewed some students of first grade of MTS Muhammadiyah Lawang Tigo Balai, most of them said that they are difficult to understand the material. The students said that when the teacher gave them the exercises, the students difficult to match the right pronoun with the sentence that given by teacher. The students also explained that they were bored in learning because teacher did not use the variety of media, the teacher only used book and whiteboard in the learning process. Therefore, the learning process was unattractive.
Based on the interviewed of the teacher through phonecall, the researcher asked the teacher relate to media that teacher used in the
learning process. The teacher said that in teaching process the teacher still used the conventional media. The teacher still used lecturing method and also whiteboard and LKS as a media in the classroom. The teacher explained that the use of conventional media in the classroom was also because ofthe school facilities that still incomplete.
To overcome the problem in teaching and learning grammar, it is important to consider the appropriate media at the classroom. Which is expected to overcome the difficulties and saturation of students in learning process,and also can help students in remembering the material by using multimedia that combines, song, video, music, text, and animation picture.
Regarding to the background of the problem above, the researcher chooses the title of this research “Designing and Developing Grammar Interactive Using Adobe Flash Cs-6”
B. Identification of the problem
Based on the background of the problem that has been mentioned above, it can be identified as follows :
1. Students have difficulties in understanding grammar 2. Students feel bored and saturated in learning english
3. The teacher does not use the variety of media and still use the conventional media
C. Limitation of the Problem
Based on the identification of the problem above, the focus of the research is in designing and developing grammar interactive media using Adobe Flash cs 6. Because of the limitation of time and based on student difficulty in understanding Grammar, the researcher limits only for designing and developing grammar interactive media for Simple Present Tense material.
D. Formulation of the Problem
Based on the limitation of the problem above, the question of the research formulated is “How to develop the grammar interactive media using Adobe Flash Cs 6?”
E. Purpose of the Research
The main purpose of this research was “To develop the grammar interactive media using Adobe Flash Cs6 .”
F. Significance of the Research
The researcher hopes that this research give advantages :
1. For the students, this research is expected to help students more interesting and active in the class, to help students understand the material, and increase students ability in grammar understanding by using instructional media interactive multimedia-based using Adobe Flash Cs 6.
2. For the teacher, this research is a solution to use the variety of media multimedia-based in improving students ability in mastering grammar and helping teacher in teaching grammar.
3. For the researcher, it can give more knowledge and new experience through the research.
G. Specification of Product
The Adobe Flash cs 6 product can add the voice, video, and text.
This product will help in teaching and learning process. The product is used for learning grammar or to increase students mastery on grammar. It makes the students active and interaction between students and media.
H. Definition of the Key Term
Some essential terms that used in this research are defined as follow : a. Designing is a depiction, planning, and creating of sketches or
arrangements of several separate elements into one unified.4 In this research designing define as planning of creating a media multimedia- based to help in teaching and learning process runwell.
b. Grammar is the process of describing the structure of phrases and sentences in such way that we account for all the grammatical sequences in a language and rule out on the ungrammatical sequences.5 In this research grammar as rule that describes the structure of the expression in English, including in the structure of words, phrases, clauses, and sentence
4Hamzah B.Uno, Perencanaan Pembelajaran (Jakarta: PT Bumi Aksara,2006) p.92
5George Yule, The Study of Language (New York : Cambridge University Press, 2010) p. 81
c. Media is a component of learning resources or physical vehicles containing instructional materials in the students environtment that can stimulate students to learn. 6 In this research Media is an intermediary or a massage channel to help teacher in teaching grammar.
d. Media Interactive is a system that presenting video recording material with computer control to the audience, who is not only hear and see video and sound, but also provides an active response and response that determines the speed and sequence of the presentation.7In this research instructional media interactive is a variations of interesting media multimedia-based, that used in learning and teaching process to help students in learning grammarwhich is presenting text, video, and animations that can make students become interested in learning.
e. Adobe Flash is a multipurpose application that can be utilizied for various needs, with advanced features in it, you can draw, create animation, to create various types of extraordinary games.8 In this research Adobe Flash define as a software that used to creating a interactive media that can combine text, animation, and video in one form, that used by the teacher in the classroom to help students understand the material and more interested in learning grammar.
6Azhar Arsyad,op.cit. p 4
7Azhararsyad, op.cit. p 38
8WahanaKomputer, Adobe Flash CS 4 (Yogyakarta : PenerbitAndi, 2010) p.III
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theory 1. The Nature Of Grammar
a. Definition of Grammar
Grammar is one of the most important components in English for making a correct sentence. As Penny Ur said, grammar can be defined as the way words are put together to make correct sentence.9 It means by using grammar, we are not only set the word become a sentence but also for making it become correct. Then, Penny also said that grammar does not only affect how units of language are combined in order to
„look right‟ it also affects their meaning.10 So, the statement supports that grammar is very important in understanding a language because a sentence that has made by using right grammar will decide the meaning.
There are a lot of defenitions stated by experts; Nunan states one of them, he defined that Grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level.11 It means grammar will influence the level of sentence. Brinton, Celce- Murcia & Snow said that Grammar was regarded as a form and also used to make meaning. The users of grammar not only express
9Ur Penny, A Course in Language Teaching: Practice and Theory (Cambridge University Press,1991), p.75
10Ur Penny, A Course in Language Teaching: Practice and Theory, (Cambridge University press,1991) p 76
11David Nunan, Practical English Language Teaching, (New York : McGraw Hill cotemporary,2003) p.154
themselves accurately and meaningfully, but also use their knowledge of grammar to present themselves to other people in the way they hope to be seen.12
Grammar tell us the possible forms of sentence. Thounbury states that grammar is the study both of the way word are combined together in a particular order, and also of what kind of words can slot into anyone link in chain.13 Grammar attempt to explain why the sentence are acceptable or unnaccaptable in language. Thus, grammar explores about what kind of words that match with other words in constructing sentence in language. Grammar is also described as the way words can change their forms and can be combined into sentences.
Grammar is not only about the sentence formation but it also shares the meaning. According to Thounbury grammar is a process for making a speaker‟s or writer‟s meaning clear then contextual information is lacking.14 When someone wants to express meaning but the uses of simple word is not enough or the context is lacking, he or she need rules to convey that meaning clearly. From this view, grammar is one seen as a tool to make meaning because grammar can overcome the difficulties that might happen when someone shares his thought to
12Heba Ali Amer Hmaden & Jamal Subhi Ismail Nafi‟, The Effect Of Using Inductive and Deductive Methods on 7th Grade Students’ Achievement in Grammar in Bethlehem District and their Attitudes toward EFL International journal of education and social science.
(Palestine : 2016)
13Scott Thounbury, How to Teach Grammar (UK : Bluestone Press) p. 6
14Scott Thounbury, How to Teach Grammar (UK : Bluestone Press) p. 4
other in less situation context. As discussed before, grammar describes the formation of possible sentences in language. These sentences can be use by people to share their feelings and ideas to other people clearly. So, grammar can facilitate people to make meaningful sentence or uttarances for meaningful communication.
b. Aspect of Grammar
The are some aspects of grammar in english. According to Ur, elaborates the aspect of grammar or grammatically terms, namely the morpheme, the words, the phrase, the clause, and the sentence.15 1. Morpheme
Morpheme according to Ur is a bit of word which can be perceived as a distinct component : within the word passed for example are two morphemes pass- and ed. A word may consist of single morpheme (book).16
2. Word
Ur states that is the minimum normally saparale form : in writing, it appears as a stretch of letter with a space either side.
3. Phrase
Phrase is a shorter unit within the clause of one or more words but fulfilling the same sort of function as a single word. A verb phrase
15Ur Penny, A Course in Language Teaching: Practice and Theory (Cambridge University Press,1991), p.79-80
16Ur Penny, A Course in Language Teaching: Practice and Theory (Cambridge University Press,1991), p.79
for example, function the same way as a single-word verb, a noun clause like a one word noun or pronoun : was going, a long table.
4. Clause
Clause is a kind of mini sentence: a set of words which make a sense unit, but may not be concluded by a full stop. A sentence may have two or more clauses.
5. Sentence
Sentence is a set of words standing on their own as a sense unit, its conclusion marked by a full stop or equivalent (question mark, exclamation mark ). In many languages a sentence begin with capital letter and include a verb.
A sentence elements that work together to make up a sentence that called part of speech. Just a car is not a functioning car without all of it synchronized parts working together. George Yule states that terms such as “adjective” and “noun” are used to label forms in the language as the parts of speech or word classes. Yule also states that there is eight basics parts of speech in include Noun, Pronoun, Verb, Adjactive, Adverb, Preposition, Article, and Conjuctions.17
a) Nouns are words used to refer to people (boy), objects (backpack), creatures (dog), places (places), qualities (roughness), phenomena (earthquake) and abstract ideas (love) as if they were all “things”.
17George Yule, The Study Of Language (Cambridge Univerity Press,2010) p.82
b) Articles are words (a,an,the) used with nouns to form noun phrase classifying those “things” such as a banana, an apple, or identifying them as already known such as The apple.
c) Adjactives are words used, typically with nouns, to provide more information about the things referred to (happy people, large objects, a strange experience)
d) Verbs are words to refers to various kinds of actions (go, talk) and states (be, have) involving people and things in events (Jessica is ill and has a soar throat so she can not talk and go anywhere)
e) Adverbs are word used, typically with verbs, to provide more information about actions, states and events (slowly, yesterday).
Some adverbs (really, ver) are also used with adjactives to modify information about things (really large objects move slowly)
f) Prepositions are words (at, in, on, near, with, without ) used with noun in phrase providing information about time (at five o‟clock, in the morning), place (on the table, near the window) and other connections (with a knife, without a thought) involving actions and things.
g) Pronouns are words (she, herself, they,it you ) used in place of noun phrases, typically referring to people and things already known (she talks to herself)
h) Conjunctions are words (and, but, because, when ) used to make connections and indicate relationships between events (Channel‟s
husband was so sweet and he helped her a lot because she couldn‟t do much when she was pregnant).
Besides Ur said that different parts of the sentence may be realized by various kinds of words (or phrases): these are called parts of speech.
Ur also said that there are nine parts of speech include Noun, Pronoun, Verb, Adjactive, Adverb, Preposition, Article, determiners and Modal Verbs.18
a) Nouns are traditionally characterized as naming a person, place or thing, but in fact they may refer to activities or events, abstracts, and various other kinds of things. They usually function, as do pronouns, as the subject, object or complement of a verb, or follow prepositions. They may be preceded by detereminers (the, some for example, or by adjactives, and may taje the plural-s.
b) Verbs are often called words of „doing‟, but they may also indicate state being, feeling, being in relationship to. Verbs can be used in different tenses, and in active and passive voices.
c) Adjactives normally describes the things referred to by nouns or pronouns (black, serious); they may function as complements or be or be attached to a noun.
18Ur Penny, A Course in Language Teaching: Practice and Theory (Cambridge University Press,1991), p.80
d) Adverbs describe the concepts defined by verbs (quicklu, alone) , adjactives or other adverbs (extremely, quite) or an entire sentence or situation (unfortunately,perhaps.
e) Pronouns usually function as substitutes for nouns or noun phrases (he,him, who, those) and like them may function as subject, object, complement or folloe a preposition.
f) Auxiliary verbs may be attached to main verbs in a verb phrase : is, for example, in is going.
g) Modal Verbs (such as can, must, may) are a particular type of auxiliary verb; they express ideas such as possibility, ability compulsion, probability, willingness.
h) Determines are (usually short) items that introduce a noun or a noun phrase ( the, a, all, some, many) .
i) Prepositions define time, space and more abstract relationships, and precede nouns or pronouns ( in, before,of according to, despite).
Simple Present Tense
The simple present tense indicates actions or situations which happen repeatedly, all the time, or at any time, including establishing scientific facts, theorems, defenitions,etc. The simple present tense is one of several forms of present tense in English. it is used to describe habits, unchanging situations, general truths, and fix arrangements.
In the simple present, most regular verbs use the root form, expect in the third-person singular which ends in-s. For example, first-person singular “I write”, second-person singular “You write”, third-person singular “He/She/It goes, first person plural “We go”, second-person plural “You go”, third person plural “They go”.
In conclusion, there are some aspects in grammar. They are morpheme, the words, phrase, clause, and sentence. A sentence is not funtionioning sentence without the usage and combination of its essential parts of speech. It is do have to work together accurately for writer to convey the intended ideas.
c. The Principle of Teaching Grammar
Teacher is the key for students‟ success in learning grammar because without teacher‟s helping, the students cannot understand well. So, the teacher has to know the principle of teaching grammar for making the aim of teaching can be achieved. As Nunan there are several principles in teaching grammar:19
1. Integrated both inductive and deductive method into grammar teaching.
In the deductive classroom, the teacher gives a grammatical explanation or rule followed by a set of exercise designed to clarify the grammatical point and help the learners master the point. In
19David Nunan, Practical English Language Teaching, (New York : McGraw Hill cotemporary,2003) p.159
deductive teaching, learners work from principles to examples.
Inductive procedures reverse this process. In inductive teaching, the teacher presents the learners with samples of language and through a process of guided discovery, get them to work out the principle or rule for themselves.
2.Use task that make clear the relationship between grammatical form and communicative knowledge.
Nunan said that “Many grammar-based courses are relatively ineffective because they teach grammar as an abstract system, present the language as isolated sentence, and fail to give learners a proper context for the grammatical point”. The teaching was largely limited to the form of the new grammatical item. The solution is present grammar as a context that make it clear relationship between grammatical forms and communicative function. In grammar teaching, students must get opportunities to use and practice the forms that have learnt based on the context.
3. Focus on the development of procedural rather than declarative knowledge
Declarative on the development is knowing language rules of the language and procedural knowledge is being able to use the knowledge for communication. Most of the students have known rules of the language but they fail to use it communicatively.
Students need to develop mastery of target language items, not by
memorizing the rules, but by using the target items in communicative contexts.
From the principles of teaching grammar above, it can conclude that teaching grammar has to consider about the use of language rules accurately and communicatively. Teacher should give chances to the students for using the rules in communication. As a teacher, must be able in making students become active in learning grammar.
d. Testing Grammar
Testing grammar is the process of measuring grammatical structure to know the testee ability in grammar. The test should include the full range of structures test that are taught in the course, and each structural type should receive about the same emphasis in the test that it received in the classroom. To do the testing, there some item types of testing grammar that can be used. David p. Harris said that there are item types of testing grammar. They are:20
1) Completion (multiple-choice)
In this type the multiple-choice structure item presents a context in which one or more word are missing, followed by several alternative completions. In this question type there is a stem and various options to choose from. The advantages of this question
20David.P Harris, Testing English As A Second Language (University Of Tulsa,1966) p.26-29
type are that is easy to mark and minimizes guess work by having multiple distracters.
2) Sentence alternatives (multiple-choice)
Another item type does away with the item stem altogether and simply presents several sentences from which the examinee chooses the acceptable versions. Some test writers and users have expressed a preference for this item type over the preceding on the grounds that is less confusing for the examinee to work with complete sentences. Again, however, there appears to be no strong evidence that students do, indeed, perform better on this item type 3) Student interpretation (multiple-choice)
A third type of structure item presents stimulus and then ask for an interpretation. This becomes a kind of reading comprehension task in which the crucial clues are structural. More advanced students, however, will find such item extremely easy unless the test writer resorts to very complicated contexts that one would rarely if ever encounter in daily speech.
4) Scramble sentence (multiple-choice)
For the testing of word older, test writers sometimes use the device of the scrambled sentence in which the examinee rearranges a jumbled series of elements so as form an acceptable sentence.
5) Completion ( suplly type )
Returning to type 1, we may use the completion item type, as a fill-in exercise. This item type is extremely useful in informal classroom-testing situations. Such items are much easier to prepare than the multiple choice types, and they require a certain amount of composition on the part of the students.
6) Conversion ( supply type )
Another popular type of short-answer structures test requires the examinees to convert or transform a series of sentences in a specified manner-by changing them from present to past tense, from active to passive voice, singular to plural, and so fort.
In other word, Scot Thounbury said that there are two item types in grammar testing, they are 21:
1) Testing grammar using descrete-item test
The test is used difference the kind of position and kind of verbs that is combined in a sentence.
2) Testing grammar using in an oral performance test
The kind of this test is to look at so far have taken close-up view, testing bits of grammar in isolation, without testing wheter the students has integrated these isolated bits of knowledge into a functioning system.
sScott Thonbury, How to Teach Grammar, (Peorson Education Limited, Malaysia, 1999) p. 144
From the item types of testing grammar by the experts above, the researcher chooses the completion (multiple-choice) test as as the instrument that will be applied in this research. This completion type will be prepared in part of media that researcher create. The completion (multiple-choice) is choosen because it is the most appropriate test for students in testing students grammar.
2. The Nature of Instructional Media a. Definition of Instructional Media
Media can be defined as the tool used by the teacher in teaching activity in the classroom. Dash and Dash admit that teaching aids are those materials which are quite helpul in improving the quality of teaching and learning. These aids are supplementary devices by which the teacher tries to clarify doubts, teach new concepts/ words, establish new ideas, make interpretations, ensure correct appreciation of facts, reteach and improve his instruction.22 It means , instructional media is the teaching aid used by the teacher to improve the quality of teaching and learning.
In addition, media in language teaching and learning is also known by instructional media or educational media. It has similar meaning with other terms which includes in teaching aids. This opinion is supported by Dash and Dash, which is stated that these used in different literature mean the same thing : instructional materials, audio-visual aids,
22Dash and Dash, Teaching as an Additional Language (New Delhi : Atlantic Publisher &
Distributors, 2007),p.122
educational communication technology, learning resources, instructional aids, educational media, and instructional media.23 In other words, media that is used by the teacher in teaching english is also known by instructional media or educational media.
In the same way with the opinions above, a teacher‟s definition of media crucial because it shapes how one practices media literacy education. Scheibe and Rogow admit that; media convey massages through visuals, language and/or sound; media massages are mass- produced for a mass audience and are mediated by some form of technology; procedures of media massages are not in the same physical space as the receiver(s) of those massages.24
Moreover, media refers to the tools that help teacher delivers the information to the students according to the topic being learned. Sedlak and Sedlak mention that the media or materials atre the means a teacher uses to present information, practice skills, or reinforce related experiences, but it is the teacher who organized the instruction and directs the learner‟s activities.25 In short, teacher uses the media in language teaching and learning to deliver the materials to the students.
Furthermore, all instructional media should be viewed as resources to be used to attain specific objectives of instructions books,
23Dash and Dash, Teaching as an Additional Language (New Delhi : Atlantic Publisher &
Distributors, 2007),p.122
24Scheibe and Rogow,The Teacher’s Guide to Media Literacy : Critical Thinking in Multimedia World, (California, Corwin, 2012),p 13
25Sedlak, Robert A and Sedlak, Denise M, Teaching the Educabke Mentally Retarded (New York : State University of New York: Press, 1985) p.123
filmstrips, field trips, data banks, and other media are data sources which students can use in relation to questions, problems, issues, values, and hypotheses that arise in dynamic programs of instruction. Instructional media should be considered in terms of the level of concreteness or abstractness of experience that is appriate for the children who are to use them. To summarize, the instructional media is a resource to achive specific language objectives.
In summarizing, media is also known by instructional media, educational media or teaching media. Media is a kind of tools using by the teacher as teaching aids that help teacher deliver the materials or information to the students. It is used to reach the language goals in teaching ad learning activity.
b. Significant of Interactive Media
Interactive media has some significance for the teacher in teaching activity. According to Salandanan,et.al, the instructional devices prepared by teacher take the center stage in teaching methodology the teaching aids is used to provide a concrete experience about the lesson for the children since they are seen or heard or both.26in short, instructional media is used to take the center stage in teaching and learning process
In addition, Salandanan agrees that the use of instructional media provides a concrete and direct learning experience for children. Still in
26Salandana,et.al, The Teaching of Science and Health, Mathematics and Home Economics, and Practical Arts :Teaching Strategies III (Quezon City :Katha Publishing CO,Inc 1996),p11
the concrete stage of their intellectual development they understand and attach meanings to objects and phenomena which they personally see, hear, manipulate and witness.27 Briefly, media in teaching is the important tools for students to achive meanings in language learning.
In addition, teachers use a variety of media and materials for certain reasons. Sedlak and Sedlak admit that the following are teacher‟s reasons in using instructional media: 28
a. Changing materials minimizes boredom on the part of the learner b. Presentation of the same information in a different format facilitates
transfer and generalizations of a skill.
c. Use of different materials and examples facilitates concept formation.
d. The use of different materials maintains the learner‟s interest and helps focus attention.
e. Different materials provide alternatives for extended practice which is necessary for skill development in basic academic areas.
Moreover, one of the reasons why the teacher should bring media in teaching is because with media is brain friendly. Tileston agrees that teacher should bring media or technology to the classroom because:29
27Salandanan, Gloria G., Teaching Approaches and Strategies (Quezon City: Katha Publishing CO Inc,1996),p153
28Sedlak, Robert A and Sedlak, Denise M, Teaching the Educabke Mentally Retarded (New York : State University of New York: Press, 1985) p.123
29Tileston, Donna Walker, What Every Teacher Should Know About and Technology, California, Corwin Press,2004),p2
a. Media / Technology is not limited by the classroom walls
b. Media / Technology does not know or care what the student‟s socioeconomic status maybe, and thus helps to level the playing field for these students
c. Media / Technology provides an equal opportunity for everyone to learm
d. Media / Technology is more in tune with the way our students learn today
e. Media / Technologgy is so much a part of the real world that to limit its use in the classroom is to limit our students‟ ability to complete in the world.
From all of the opinion above, it can be concluded that there are some significances of media in teaching and learning activity. The instructional media gives some contributions toward the teacher and also the students. By using media, teacher can deliver the materials easily and students can understand and comprehend the materials easily.
c. Interactive Media
Media is a tool that can assist the learning process and serve to emphasize the intended meaning of the message in order to achieve the learning objective.30Interactive mediais a media consists of animation, video, picture, and text. Interactive media normally refers to products and
30Cecep Kustandi,dkk, Media Pembelajaran Manual dan Digital (Ghalia Indonesia,2013) p.8
services on digital computer-based systems which respond to the user‟s action by presenting content such as text, moving, image, animation, video, audio and video games. Accrording to Busiri interactive media is a system of delivery to present the lesson of video with user, they notjust listen but they must give respond.31 It means that interactive media is the media that makes the students activated.
In general, according to Kustandi the benefits of the interactive media are :32
1. To make the learning process more interesting 2. Interactive learning process
3. The amount of teaching time can be reduced
4. The quality of teaching and learning can be improved 5. The learning process can be done anytime and anywhere 6. Attitudes and learning can be improved
In other words Asnawir and Usman in Tika states that there are five benefits of the interactive media are :33
1. Helps make learning easier for students and helps make teaching easier for teacher
2. Provide more real experience
31Mokhamad Busiri, Pengembangan Media Pembelajaran Interaktif Dengan Menggunakan Adobe Flash CS 6 pada mata diklat rencana anggaran biaya (rab) di smk negeri 2 surabaya, vol 3 2015.p.84. Accessed on September,14 2016 at 13:10 p.m
32Cecep Kustandi,dkk, Media Pembelajaran Manual dan Digital (Ghalia Indonesia,2013)p.68
33Dinda Tika, media pembelajaran accessed from http://sartikadiana.blogspot.com/2013/05 perancangan-pembelajaran-model-assure_29.html (8 juli 2015)
3. Attract students‟ attention, learning activities can run more fun and not boring.
4. All senses can be active
5. More attention and interest of students in learning
The advantages of interactive learning media is inherently capable of forcing the user to interact with the teaching materials, both physically can interact directly with the application, adding to the appeal and motivate students to learn material in the application, make it easier for teachers to deliver lesson. The application is also able to provide simulation tools or simulation game, this simulation will make this app so addictive so this application can reduce boredom students in learning.
in this applications there is also a quiz that automatically will assess the extent to which students master subjects inside an application.
It can be conclude that, the media refers to the tools that help teacher delivers the information to the students according to the topic being learned. Interactive media normally refers to products and services on digital computer-based systems which respond to the user‟s action by presenting content such as text, moving, image, animation, video, audio and video games. Then, with interactive media the quality of teaching and learning can be improved.
3. Adobe Flash Cs 6
a. The Definition of Adobe Flash Cs 6
Adobe Flash Catalyst empowers designers with complete control over the integrity of their artwork and design when producing interactive content. A common challenge many designers is handing off static artwork and describing the user experience developers.34The software Adobe Flash here is in after referred as Flash, formerly known
“Macromedia Flash”, is multimedia software that was first developed by Macromedia, but now developed and distributed by Adobe system. Since 1996, Flash has become apopular method to add animation and interactive websites. Flash is usually used to create animation, entertainment and various web components, integrated with video ina web page so that it can be a rich multimedia applications, (Rich Internet Application). Flash is used not only as web applications, but also as desktop application because flash application can be compiled to .swf format and .exe format.35 It means that flash can use in both web application and desktop application.
Adobe Flash a graphic animation program is widely used to produce a variety of unique and interesting professional works, both interactive and non interactive animation, such as web pages for aesthetic purposes,
34Scott Tapley. Adobe Flash Catalyst Cs 5Classroom In a Book ( California : Adobe Press .2010) p.10
35Andi Sunyoto, Adobe Flash + XML = Rich Multimedia Application, (Yogyakarta : C.V Andi Offset, 2010) p.1
cartoons, presentations, portfolios, agencies,or companies, games and other interesting animation media. 36 Adobe Flash CS 6 is a multipurpose software that can to create a wide variety of animations.
With a range of advanced features, you can draw, create animations and even to make the interesting and high quality game.37 It means that many features that the teacher can do in Adobe Flash CS 6 such as drawing, creating animations, and creating game.
Based on the description above, it can be concluded that the Adobe Flash Cs 6 provides a avariety of features that will help the to create animation become easy and interesting. Adobe Flash Cs 6 has been able to create and process text and objects with three dimensional effect, so the results look more attractive. Adobe Flash cs 6 is not only in the manufacture of animation, but in recent times the flash is also widely used for other purposes such as in the manufacture of game presentations, learning media, web building, learning animation, even in filmmaking.
b. The Advantages Of Adobe Flash Cs 6
The advantages of Adobe Flash application compared to other animation softwares are:38
1. The result of flash files has smaller size (after published)
36Aaron Jibril, Jurus Kilat Jago Adobe Flash, (Bekasi : Dunia, 2011) p.iii
37Wahana computer, Membuat Game Interaktif Menggunakan Adobe Flash Cs 6, (Yogyakarta : C.V Andi offset,2013) p.i
38Andi Pramono, Presentasi Multimedia dengan Macromedia Flash, ( Yogyakarta: Andi Offset, 2006) p.2
2. Flash is capable of importing almost all the image files and audio files so that the presentation looks more alive.
3. Animations can be created, executed and controlled.
4. Flash is able to make executable files (*.exe) that can be run on any PC without having to install the flash program.
5. Font presentation will not change even though the PC does not use those fonts
6. Images of flash are a vector image that will never be pixilated even though there are zoomed out for hunder times.
7. Flash can be run on windows and Macintos operaring system.
8. The final result can be saved in a variety of forms, such as
*.avi,*.gif,*.mov or other file formats.
According to TapleyFlash offers some key features as follows :39
1. Design using Adobe Creative Suite applications. Flash Catalyst offers a fast learning curve by leveraging what already know in Photoshop, Illustrator, and Fireworks.
2. Import and store images, video, sound, and Adobe Flash (SWF) content in the project library.
3. Place objects in the exact location you want them to appear with pixel-level accuracy consistently across operating systems and devices.
39Scott Tapley. Adobe Flash Catalyst Cs 5Classroom In a Book ( California : Adobe Press .2010) p.11
4. Quickly transform artwork into interactive components, such as buttons, check boxes, lists, and scroll bars.
5. Create interactive forms using built-in components like text input and check boxes.
6. Add interactions that define the behavior of components, such as what happens when someone clicks a button, or when predefi ned conditions are met.
7. Add smooth animated transitions between pages or the different states (views) of a component with the click of a button.
8. Round-trip edit graphics using Photoshop and Illustrator right from within the Flash Catalyst workspace.Create vector artwork directly in Flash Catalyst using the built-in drawing tools.Convert artwork into a data list that has a variable number of items or rows. The records in your data list can include images, text, or both.
9. Use built-in wireframe components to create interactive prototypes.
10. Publish accessible projects that are ready to deploy to the web or desktop.
The description above represents the general advantages of Adobe Flash. Although AdobeFlash Cs 6 is the latest version, the tools and it is default workspace remains almost the same as the previous one. Only some improvement are made in this late version, tools allowing us to make the 3D effect, and some templates flash in it, making it easier for users.
c. The Disadvantages of Adobe Flash Cs 6 Disadvantages Adobe Flash :
1. Manufacture complicated, because everything manual, halted from image creation, movement, to the manufacture of key functions such as buttons next, prev,etc.
2. It takes time not quick to make, because we are required to understand the Java programming language
3. A device that will be used must have Adobe Flash player, so there may be some users who have difficulty if the computer or device being used have not installed Adobe Flash player, especially for those who infrequently updated computer application.
4. In making, we need a lot of variables to give a name to the object which we will play, both for the name of the images, sound, moving images, and mathematical calculations.
d. The Technical Terms In Adobe Flash Cs 6
The followings are some terms that are often encountered in making animation :40
1. Animation : a motion image or text object which are arranged in the way that seems to move
2. ActionScript : it a command placed on a keyframeor object so that the frame or the object becomes interactive.
40Andi, Mahir Dalam 7 Hari Adobe Flash Cs 6, (Yogyakarta : CV Andi Offset,2013)p.2
3. Scene : scene / stage is used to form the objects in the form of texts and pictures
4. Properties : panel displaying the command of other commands.
5. Movie Clip : an animation that can be combined with other animations or objects
6. Frame : the part of the layer used to reagulate the constraction of animation
7. Keyframe : a small circle-shaped symbols used to limit the movement of the animation
8. Timeline : the worksheets displaying layers and frames.
It can be concluded that in Adobe Flash, there are technical terms that needs to create media interactive and interesting animation.
B. Review of Relevant Studies
There are some researcher that have been discussed about some media that used in teaching. The first come from Felka Andinithe title Media Pembelajaran Interaktif Tentang Teknik Elektronika Dasar Pada Jurusan Teknik Audio Video Dengan Menggunakan Adobe Flash Cs 6 di SMK Negeri 1 Lintau Buo41. In this research, the researcher combines the concept of education and entertainment. Using Adobe Flash as the main software, and supported by other software. The research finding shows that by using this media, students can understand the Basic Electronics Engineering (Teknik Elektronika Dasar) learning.
41Felka Andini (2513.175)
The second come from Rezi Wati the title The Development Of Interactive Learning Media In Teaching Vocabulary By Using Adobe Flash Cs 6 At The First Grade Of Smp N 05 Pangkalan.42In the research, the researcher designed the interactive media using Adobe Flash in teaching vocabulary. The researcher developed the media by the ADDIE (Analysis-Design-Development-Implementation-Evaluation). Based on the questionnaire that the researcher analyzed, the result showed that the interactive media in teaching vocabulary by using Adobe Flash Cs 6 is valid and practical. Then, based on the data that was analyzed by the researcher, the media is effective for teaching vocabulary.
The last come from Ermawati the title is Desain Media Pembelajaran Keterampilan Komputer Pengelolaan Informasi(Kkpi) Dengan Menggunakan Adobe Flash Cs5 Di Smk Negeri 1 Ampek Angkek.43 In this research the researcher designs the media by using Adobe Flash Cs5 about Computer Hardware ( perangkat keras computer). The research finding shows that the researcher designs the media and supported by other software and able to increase student‟s interest and motivation in learning.
Based on the review of relevant studies above, the researcher chooses the title Designing and Developing Grammar Interactive Media Using Adobe Flash Cs-6 at the first grade of MTS
42Rezi Wati (2312.051)
43Ermawati (2509.053)
Muhammadiyah Lawang Tigo Balai. The aim of this research is to help the teacher teaching grammar and make students are enjoy in the class.
C. The Conceptual Framework
Conceptual Framework below is a framework of theory problems that are taken by the researcher. This conceptual framework can be created as follows :
Figure 2.1 Conceptual Framework Grammar
Grammar explores about what kind of words that match with other words in constructing sentence in language. Grammar is also described as the way words can change their forms and can be combined into sentences.
Using Interactive Media in Teaching Grammar
1. To make the learning process more interesting
2. Interactive learning process 3. The amount of teaching time
can be reduced
4. The quality of teaching and learning can be improved 5. The learning process can be
done anytime and anywhere 6. Attitudes and learning can
be improved
Adobe Flash Cs 6
Adobe Flash is a graphic animation program is widely used to produce a variety of unique and interesting professional works, both interactive and non interactive animation, such as web pages for aesthetic purposes, cartoons, presentations, agencies,or companies, games and other interesting animation media.
Designing and Developing Grammar Interactive Media Using Adobe Flash CS6
How to develop interactive learning media in grammar learning by using Adobe Flash Cs 6 ?
Based on the conceptual framework above, can be seen that Grammar explores about what kind of words that match with other words in constructing sentence in language. Grammar is also described as the way words can change their forms and can be combined into senetences.
In teaching grammar the use media is very important. There are several benefits the use media in teaching and learning process such as, to make the learning process more interesting, interactive learning process, the amount of teaching time can be reduced the quality of teaching and learning can be improved, the learning process can be done anytime and anywhere, attitudes and learning can be improved. in implementing the learning process. The teachers should use the complete media as needed.
One of the software that can make combination of media like animation, picture, sound and video is Adobe Flash Cs 6. Adobe flash is a software that not only able to create an interesting animation, but also more interactive, so no wonder this software is used as an innovation media in learning.
In this research the researcher designed and developed the media to answer the question of formulation of the problems ; how to develop the grammar interactive media using Adobe Flash cs6.
