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IMPROVING SMA SANTO MIKAEL SLEMAN STUDENTS’

ABILITY TO CONSTRUCT SIMPLE SENTENCES BY USING

JUMBLED WORDS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Tia Xenia

Student Number: 081214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

IMPROVING SMA SANTO MIKAEL SLEMAN STUDENTS’

ABILITY TO CONSTRUCT SIMPLE SENTENCES BY USING

JUMBLED WORDS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Tia Xenia

Student Number: 081214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vii ABSTRACT

Xenia, Tia. 2012. Improving SMA Santo Mikael Sleman Students’ Ability to Construct Simple Sentences by Using Jumbled Words. Yogyakarta: English Language Study Program, Sanata Dharma University.

Writing cannot be separated from sentences. Constructing sentences is a start to write a composition since it has levels of difficulties starting from words to sentences, sentences to paragraphs, and paragraphs to longer composition. The quality in constructing sentences is needed to convey information clearly. Therefore, it is important for students to be able to compose sentences correctly. However, most of the students had problem in constructing simple sentences. They had lack of ability to construct simple sentences correctly. The error commonly occurred in the students’ writing was the sentence fragment. For that reason, the researcher used jumbled words as the solution to this problem.

The primary aim of this research was to improve the students’ ability to construct simple sentences by using jumbled words. There were two research problems in this research, namely, how jumbled words were applied in SMA Santo Mikael Sleman and whether jumbled words could improve the students’ ability to construct simple sentences.

The researcher conducted Classroom Action Research (CAR) to solve the research problem. There were two cycles conducted in the research. The number of the participants was 13 XB students in SMA Santo Mikael Sleman. The researcher used some instruments to obtain the data as well, such as observation sheet, field notes, questionnaires, interviews and the students’ writing.

Jumbled words, as one of the grammar games, helped the students to write simple sentences correctly since those motivated the students’ to learn and increased the students’ interest. As a result, they were willing to think and learn the language in enjoyable learning. Moreover, the use of jumbled words could improve the students’ ability since there was repetition in the learning process. It provided drill exercises. In addition, the use of jumbled words was easy to understand. As a result, more than half of students improved their ability to construct simple sentences. It was shown from the error percentage of the students’ writing. Moreover, the average of error percentage of the students’ writing in simple sentences decreased significantly. It was concluded that the use of jumbled words could help the students to improve their ability to construct simple sentences.

The researcher suggested English teachers apply jumbled words in the class to improve the quality of sentences which the students wrote. The researcher also suggested students practice their ability by using jumbled words.

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viii ABSTRAK

Xenia, Tia. 2012. Improving SMA Santo Mikael Sleman Students’ Ability to

Construct Simple Sentences by Using Jumbled Words. Yogyakarta: Pendidikan Bahasa Inggris, Sanata Dharma University.

Menulis tidak dapat dilepaskan dari kalimat. Menyusun kalimat adalah tahap awal untuk menyusun sebuah karangan karena dalam menyusun karangan terdapat tingkat kesulitan yang berawal dari penyusunan kata menjadi kalimat, kalimat menjadi paragraf dan paragraf menjadi karangan yang lebih panjang. Kualitas dari menyusun kalimat sangat dibutuhkan untuk menyampaikan informasi dengan jelas. Oleh karena itu, kemampuan siswa dalam menyusun kalimat dengan benar sangatlah penting. Namun, sebagian besar siswa memiliki masalah dalam menyusun kalimat sederhana. Mereka kurang mampu dalam menyusun kalimat tunggal dengan benar. Kesalahan yang sering terjadi dalam

tulisan siswa adalah sentence fragment atau lebih dikenal kalimat tidak lengkap.

Oleh karena itu, peneliti menggunakan jumbled words (kata acak) sebagai solusi

untuk menyelesaikan masalah.

Tujuan utama dari penelitian ini adalah untuk meningkatkan kemampuan

siswa untuk menyusun kalimat sederhana dengan menggunakan jumbled words.

Dalam penelitian ini terdapat dua rumusan masalah. Yang pertama adalah

bagaimana jumbled words diapplikasikan di SMA Santo Mikael Sleman dan

apakah jumbled words dapat meningkatkan kemampuan siswa untuk menyusun

kalimat sederhana.

Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk menyelesaikan rumusan masalah. Dalam penelitian ini terdapat dua siklus. Jumlah responden dalam penelitian ini adalah 13 responden dari siswa XB di SMA Santo Mikael Sleman. Peneliti menggunakan alat penelitian untuk mendapatkan data seperti lembar tulisan siswa, lembar observasi, catatan lapangan, kuesioner, dan wawancara.

Jumbled words sebagai salah satu dari permainan tata bahasa dapat membantu siswa untuk menulis kalimat tunggal dengan benar karena permainan tersebut memotivasi siswa untuk belajar dan meningkatkan minat siswa. Oleh karena itu, mereka bersedia untuk berpikir dan belajar bahasa dalam pembelajaran

yang menyenangkan. Selain itu, penggunaan jumbled words dapat meningkatkan

kemampuan siswa karena terdapat pengulangan dalam proses pembelajaran. Permainan tersebut memberikan latihan secara terus menerus. Selain itu,

penggunaan jumbled words mudah untuk dimengerti. Oleh karena itu, lebih dari

setengah siswa telah meningkatkan kemampuan mereka untuk menyusun kalimat

tunggal. Hal tersebut dapat dilihat dari persentase kesalahan dari tulisan siswa.

Selain itu, rata-rata dari persentase kesalahan pada tulisan siswa berkurang secara

signifikan. Dapat disimpulkan bahwa penggunaan jumbled words dapat

membantu siswa untuk meningkatkan kemampuan mereka untuk menyusun

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ix

Peneliti menyarankan kepada guru Bahasa Inggris untuk

mengapplikasikan jumbled words di kelas untuk meningkatkan kualitas dari

kalimat tulisan siswa. Peneliti juga menyarankan siswa untuk melatih kemampuan

mereka dengan menggunakan jumbled words.

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x

ACKNOWLEDGEMENTS

First of all, I would like to express gratitude to Jesus Christ as all of His

blessing, helping hands, love, encouragement, and believing in doing this

research, so that I could pass all of the obstacles both when I conducted the

research and when I reported all in thesis. I thank God for all of His strength given

to me when I went through the difficulties.

I would also thank my best supervisor, C. Tutyandari, S.Pd., M.Pd. for

her time, guidance, suggestions, patience, encouragement, support and motivation

when I was doing the research and reported into thesis. My supervisor always

opened my mind when I got stuck in doing my thesis.

I also thank Sri Purwantoro, S.Pd., the principal of SMA Santo Mikael

Slemanwho gave permission to conduct research in SMA Santo Mikael Sleman. I

would address my gratitude to Drs. A. Agus Wijayanto who had permitted me to

conduct the research in his classroom. I truly thanked to Veronica Widi H, S.Pd.,

M.Hum. for her help, support, and suggestion from the very beginning of the

research until the end of the thesis process. Moreover, I thank XB students in

SMA Santo Mikael Sleman for their help and cooperation in conducting research

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xi

This is my biggest gratitude for my beloved family. I thank my wonderful

parents, Bapak Rudiyatno and Ibu Sih Widayati for their understanding,

patience, love, pray and support. They let their children live their own life. I love

them very much. I also thank my beautiful sister, Stephanie Otie Anggarani for

accompanying me and caring me in doing this thesis. She always supports me

when I am down. I also thank my beloved aunt, Mbak Ndari for supporting me to

go on, and for praying for my success.

I am grateful to Stefanus Eko Ardiyanto and Yohannes Jatmiko

Yuwono, S.Pd. for all of their kindness, time, suggestion and willingness to be

my proofreader for this thesis. I also thank my beloved partners, Bernadeta Diah

R.A. and Agnes Siwi P. for working together, sharing ideas, and supporting each

other from the very start of conducting research until finishing this thesis.

I would like to address gratitude to my beloved, FX. Adityo Nugroho,

S.T. for his support, motivation, love, encouragement, jokes and happiness, so I

could smile and forgot all of the burdens for a while. I also thank my besties, Sely

(Silly), Diah (Didi), Sepsi, Niken (Nican) for sharing happiness, support, jokes,

motivation, and strength. I express my gratitude to Mas Sedik and Mas Marshel

for being my wonderful seniors in PBI. I also thank to all of my friends whose

names I cannot mention one by one.

I also thank Mbak Dhanniek, Mbak Tari and the librarians in Sanata

Dharma University for all of their help during the process of research.

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xii

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS ... vi

ABSTRACT ... vii

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. The Meaning of Composition ... 9

2. Sentences ... 9

a. The Definition of Sentence ... 10

b. Four Sentence Structure Classifications ... 10

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xiii

d. Improving Sentence Structure ... 16

3. Teaching Grammar ... 16

a. The Meaning of Grammar ... 16

b. The Method of Teaching Grammar ... 17

c. Teaching Grammar through Games ... 18

4. Classroom Action Research ... 22

a. The Definition of Classroom Action Research ... 22

b. The Advantages of Classroom Action Research ... 23

c. The Model of Classroom Action Research ... 23

B. Theoretical Framework ... 24

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 27

B. Research Setting ... 30

C. Research Participants ... 30

D. Research Instruments ... 31

E. Data Gathering Technique ... 33

F. Data Analysis Technique ... 35

G. Research Procedure ... 37

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Implementation of Jumbled Words in SMA Santo Mikael Sleman ... 39

1. Preliminary Study ... 39

2. First Cycle ... 43

3. Second Cycle ... 55

B. The Improvement of the Students’ Ability to Construct Simple Sentences ... 68

1. The Main Result of the Students’ Improvement ... 68

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xiv

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ... 79

B. Recommendations ... 81

REFERENCES ... 82

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xv

LIST OF TABLES

Table Page

Table 4.1. The Error Percentage in the Students’ Writing of Simple Sentences in Preliminary Study ... 42

Table 4.2. The Error Percentage in the Students’ Writing of Simple Sentences in Cycle 1 ... 54

Table 4.3. The Error Percentage in the Students’ Writing of Simple Sentences in Cycle 2 ... 67

Table 4.4. Improvement of the Students’ Ability to Construct Simple

Sentences ... 69 Table 4.5. The Students’ Opinions toward Jumbled Words ... 72

Table 4.6. Whether Jumbled Words Helped the Students to Construct

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xvi

LIST OF FIGURES

Figures Page

Figure 2.1. Model of Action Research ... 24

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xvii

LIST OF APPENDICES

Appendix Page

Appendix 1. Covering Letter for the Head of SMA Santo Mikael Sleman ... 85

Appendix 2. Research Official Statement from SMA Santo Mikael Sleman ... 87

Appendix 3. Lesson Plan and Teaching Materials of Preliminary Study ... 89

Appendix 4. Field Notes of Preliminary Study ... 95

Appendix 5. Observation Sheets of Preliminary Study ... 100

Appendix 6. Lesson Plan and Teaching Materials of Cycle 1 ... 105

Appendix 7. Field Notes of Cycle 1 ... 110

Appendix 8. Observation Sheet of Cycle 1 ... 117

Appendix 9. Lesson Plan and Teaching Materials of Cycle 2 ... 122

Appendix 10. Field Notes of Cycle 2 ... 127

Appendix 11. Observation Sheet of Cycle 2 ... 134

Appendix 12. Questionnaire ... 137

Appendix 13. The Raw Data of Questionnaire ... 140

Appendix 14. Interview Guide ... 143

Appendix 15. Interview Transcripts ... 145

Appendix 16. Sample of the Students’ Writing in Preliminary Study ... 150

Appendix 17. Sample of the Students’ Writing in Cycle 1 ... 153

Appendix 18. Sample of the Students’ Writing in Cycle 2 ... 156

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1 CHAPTER 1

INTRODUCTION

In this chapter, the researcher shows the research background, the research

problem, the problem limitation, the research objectives, the research benefits, and

the definition of terms.

A. Research Background

English becomes a universal language in which it is used around the

world. It follows that learning the language is important in order to have the

capability to communicate with other people throughout the world. Since

mastering English is important, the Government of Indonesia includes English as

school subject.

In learning English, there are four skills to be mastered. One of them is

writing. Writing cannot be separated from sentences. Brewton et al. (1962) add

that writing cannot be separated from sentences since they are a habitual part of

writing (p.189). For that reason, the quality in constructing sentences is needed to

convey information clearly. Therefore, it is important for students to be able to

compose sentences correctly.

Composing sentences has levels of difficulties starting from words into

sentences, sentences into paragraphs, and paragraphs into longer composition. If

students lacked composing words into sentences, it will be the hindrance for

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Based on the researcher’s observation when she was doing Program

Pelaksanaan Lapangan (PPL) held in July to October 2011/2012, many English

teachers do not take much time for the students to improve their writing skill. The

majority of the learning process in the school is focused on reading. The students

read a lot of passages and answer the questions given by the English teachers. The

students do not have many writing practices.

Since they do not have much time to practice in writing skill, they have

difficulties in composing simple sentences and make many grammatical mistakes.

Besides, many English teachers still apply the traditional methods. In the process

of teaching grammar, the teachers speak, explain, and write the materials in the

front of the class while the students copy the materials given by the teachers from

the whiteboard to their notebooks. They follow the teachers’ instruction to do the

exercises given.

Tenth graders of the XB class in SMA Santo Mikael Sleman had lower

ability in writing skill. They had not achieved the writing objectives of senior high

school in which the students are expected to write a text. The problem was

because they had difficulties to construct simple sentences. They did not put a

subject or a verb in each sentence and did not convey one complete idea. It could

be seen that the students had not understand yet what a sentence is.

The students’ ability can be seen from the result of their mid-test held on

September 12, 2011. The result was not satisfying. Nobody reached 70, even

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3

These are the students’ results on the mid-test in essay section which the

students were asked to change the affirmative sentences to negative and

interrogative sentences.

Student 1:

(+) They travelled in a comfortable coach with a toilet, music, and video. (-) Did not travelled in a comfortable coach with a toilet, music, and video. (It is missing a subject)

(?) (This student did not answer this part)

Student 2:

(+) They travelled in a comfortable coach with a toilet, music, and video. (-) The travelled in a comfortable coach not with a toilet, music & video.

(It is missing a subject)

(?) In a comfortable coach with a toilet, music & video, they travelled? (It is missing a verb)

Student 3:

(+) They travelled in a comfortable coach with a toilet, music, and video. (-) The toilet, music, and video they travelled in a comfortable with coach. (It is missing a verb)

(?) Where a toilet, music, and video? (It is missing a predicate verb)

Student 4:

(+) The body of an octopus looks like a big balloon. (-) Did not looks like big balloon. (It is missing a subject) (?) What did the body of an octopus looks like

Most students tend to make the errors in constructing simple sentences.

Mostly, the error that the students wrote in their writing was sentence fragment.

More than 10 students did not put a subject and a verb in each sentence. It cannot

be called a simple sentence if it does not only have a subject and a verb but also

convey a complete thought.

Since the researcher had found the problem faced by the students which

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Research (CAR) in the class. CAR is an action research conducted in the

classroom to solve a problem (Fraenkel & Wallen, 2008, p. 589). For this reason,

the researcher conducted CAR to help the students of SMA Santo Mikael Sleman

to improve their ability to construct simple sentences which means they are able

to write sentences correctly, so they do not find any difficulties in constructing

simple sentences anymore.

When the researcher was doing her PPL, she implemented jumbled

paragraphs in the class. It turned out that the students were so happy, active, and

enthusiastic in arranging jumbled paragraphs. All of them took part in arranging

jumbled paragraphs. Having known the students’ reaction when the jumbled

paragraphs were implemented, the researcher conceived that using jumbled words

as grammar games could be implemented in the class as the solution to the

problem.

The use of jumbled words is aimed to improve the students’ ability to

construct simple sentences. Since jumbled words are included in grammar games,

jumbled-words game motivates the students to learn the language since they will

learn the language in enjoyable way. The students will be more active and take

part in the learning activities. Subconsciously, they learn how to construct simple

sentences correctly. Moreover, their mind will be guided in arranging a sentence

since there is repetition in the learning process. Therefore, by this step, they will

be able to understand how to construct simple sentences correctly.

The researcher expected that jumbled words could help the students to

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5

teaching and learning activities become enjoyable in learning grammar. Playing

and learning English can be integrated, so learning English will not be boring for

the students when they deal with grammar. It means that the students can take part

in the learning activities and can be motivated in learning. Hence, they can really

understand the process of constructing simple sentences.

This research is worth studying because it can improve the quality of the

students’ writings. It will avoid the sentence fragment occurred in the students’

writing. The current study explores the use of jumbled words as grammar game in

order to improve the students’ ability to construct simple sentences which express

one idea in a sentence.

B. Research Problems

The research questions formulated would be as follows.

1. How are jumbled words applied in SMA Santo Mikael?

2. Do jumbled words improve the students’ ability to construct simple

sentences?

C. Problem Limitation

The limitation of this current research is improving the students’ ability to

construct simple sentences by using jumbled words. The participants were 13

students of XB in SMA Santo Mikael Sleman, academic year 2011/2012. The

researcher limits the analysis on simple sentences. Normally, a simple sentence

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one complete idea as well. The researcher also concerns with simple sentences

using past tense in the learning activities since the topics were in news item and

recount text. Therefore, the students are also expected to be able to understand the

tenses used in the topic. In the teaching and learning process, the students learn

the sentence patterns inductively.

D. Research Objectives

The objectives of this study are to overcome the problem faced by the

students of XB of SMA Santo Mikael Sleman in constructing simple sentences.

This research will find out how jumbled words are applied in SMA Santo Mikael

Sleman and whether jumbled words improve the students’ ability to construct

simple sentences or not.

E. Research Benefits

This research will give contribution for the people as follows.

1. The Students of SMA Santo Mikael Sleman

This current research will help and improve their ability to construct

simple sentences. If they master in constructing words into sentences, they will

not find difficulties to move forward to the next level which is sentences into

paragraphs. By using jumbled words, they will not feel monotonous in learning.

They will be more active, enthusiastic, and motivated in teaching learning

activities. They learn in the simple and enjoyable way. Therefore, they can feel

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7

2. The English Teacher of SMA Mikael Sleman

The benefit of this research is that it will be helpful for the English teacher

to use jumbled words in teaching and learning process, especially when the

students deal with grammar.

3. The Researcher

By conducting this research, the researcher can answer the problem which

occurs in the classroom. Besides, this will be useful for the researcher to find out

the new strategies in learning English. For further researcher, they are able to

develop more activities and improve the students’ ability.

F. Definition of Terms

There are some terms used in this study. They are:

1. Jumbled Words

Jumbled words are sentences in which the words are in the wrong order

and will be arranged into a good sentence. In Oxford Advanced Learner’s

Dictionary (2000: 732), it is defined that the word “jumble” itself is “untidy or

confused mixture of things.”

2. Simple Sentence

Simple sentence contains an independent clause which consists of a

subject and a verb. Mallery (1957) explains that “the simple sentence consists of a

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subject and one predicate” (p. 71). Therefore, a subject and a verb take an

important role in each simple sentence.

3. XB Students in SMA Santo Mikael Sleman

SMA Santo Mikael is one of the senior high schools which are located in

the remote area in Sleman. Mostly, the students are from outside Jogjakarta. Most

of them moved from other schools. They brought their own problems in the

school.

Ten B (XB) is one of the classes in SMA Santo Mikael Sleman, which

consists of 13 students. There are seven boys and six girls. The ages of the

students are between 15-17 years old. The number of the students in the class XB

was reduced from 22 students in the first semester into 13 students in the second

semester since there was school’s policy which required some students to move to

other schools.

Most of the ten B students had not achieved the writing objectives of

senior high school in the English subject in which the students are expected to

write texts. It was because they had not understood what a sentence means. The

students wrote incomplete sentences and ungrammatical sentences. As a result,

their writing products were difficult to understand. From the description, it could

be concluded that the writing ability of ten B students was in the beginning level.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to put some theories which are

relevant to the problem of the research. This chapter is divided into two parts. The

first part is theoretical description and the other is theoretical framework.

A. Theoretical Description

In this theoretical description, the theories which are relevant to the

research are discussed. They are the meaning of composition, sentences, teaching

grammar, and Classroom Action Research (CAR).

1. The Meaning of Composition

Mallery (1957) explains that “Composition is concerned with “putting

together” of parts to form a whole: words into sentences, sentences into

paragraphs, and paragraphs into longer units such as essays and narratives” (p. 2).

Writing has levels of difficulties from constructing words into sentences,

sentences into paragraphs, and paragraphs into longer composition.

2. Sentences

In this part, the researcher is going to present the definition of sentence,

four sentence structure classifications, four sentence errors, and improving

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a. The Definition of Sentence

Brewton et al. (1962) define a sentence as a word or a group of words

containing a subject and a verb and delivering one idea (p. 191). Mallery (1957)

states that subject is “the word or words naming the person or thing about which

something is asserted” while predicate is “the word or words which assert

something about the subject” (p. 3). The subject and the predicate take important

role in every sentence which is built.

b. Four Sentence Structure Classifications

Mallery (1957: 71) classifies a sentence according to its structure into four.

They are simple, compound, complex, and compound-complex.

1) The Simple Sentence

complete thought. Moreover, Brewton et al. (1962) add that “there are at least two

parts which are simple subject and predicate verb to every complete sentence” (p.

192). It is not about the number of words but the main contents are a subject and a

verb. However, a simple sentence may contain compound subjects or compound

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Therefore, students are expected to be able to construct simple sentences

since it is the simplest sentence structure classification. This is the example of a

simple sentence taken from Mallery’s book (1957) entitled “Grammar, Rhetroric

and Composition”.

The tired, dirty, and footsore hikers struggled wearily across the old

bridge, up the hill, and finally, into the camp in the pine forest.

The example provided by Mallery is considered as a simple sentence because

there are only one subject and one finite verb even though it contains many words.

An imperative can also be called simple sentence even though there is not

a subject in that sentence. The subject in imperative sentence is implicit. As a

The compound sentence is a kind of sentence that consists of two or more

simple sentences joined by a coordinating conjunction. The coordinating

conjunctions can be and, but, or nor. The important thing is there must be the

subject in each clause (Mallery, 1957, p. 72). Hence, the subject must be clear in

each clause. Mallery (1957) writes in his book that “the compound sentence

consists of two or more independent clauses joined by a coordinating conjunction.

Each clause must be itself a simple sentence.” (p. 72). Murcia and Freeman (1999)

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The example of the compound sentence is provided below.

Freeman (1999) define a complex sentence as a sentence containing a main clause

and one or more subordinate clause (p.20). Independent clause expresses the

complete thought. However, dependent clause cannot stand by itself. It depends

on the independent clause.

The examples of the complex sentences taken from Mallery’s book (1957)

entitled “Grammar, Rhetoric and Composition” are provided below.

When the century began, there were many coffee-houses in London.

We know that these gathering led eventually to the formation of a great

insurance firm

4) The Compound-Complex Sentence

The compound-complex contains two or more independent clauses and at

least one dependent clause (Mallery, 1957, p. 73). This kind of sentence is more

complex than the other types of sentence since it has two or more independent

clauses and one dependent clause. Henceforth, it is called compound-complex

sentence.

This is the example of compound-complex sentence taken from Mallery’s

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Although their influence was, for the most part, a good one, the coffee Dependent clause

houses sometimes fell into disrepute, and the authorities more than once

Ind. clause

complained that they were being used for seditious gatherings. Ind. clause

c. Four Sentence Errors

There are four sentence errors which commonly occur in students writing

(Mallery, 1957, p. 112). They are the sentence fragment, the comma splice, the

fused sentence, and the dangling modifier.

1) The Sentence Fragment

The error which commonly occurs in students’ writing is sentence

fragment. A sentence fragment is an incomplete sentence. Some fragments are

incomplete because they lack either a subject or a verb, or both (“The Writing,”

2012). Moreover, a fragment is a phrase or a dependent clause as it is thought as a

complete sentence (“Sentence,” n.d.). Complete sentence is a sentence which has

a subject and a verb in a sentence and conveys one idea. A sentence is considered

as a sentence fragment when it lacks a subject, a verb, or both.

Mallery (1957) clarifies a sentence as “a group of words expressing one

complete thought” (p. 112). Therefore, a sentence which expresses a complete

thought is a complete sentence which has a subject and a verb in a sentence.

Hence, a writer has to keep in mind that a sentence expresses a complete thought

and have a subject and a verb in it.

Mallery suggests some ways to avoid sentence errors occur in the writing

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1. Do not write a dependent clause as though it were a complete sentence.

2. Do not write an appositive (introduced by such expression as that is, for

example, or namely) as though it were a complete sentence.

3. Do not write a participial phrase as though it were a complete sentence.

(Mallery, 1957, pp. 113-114)

It is clear that a sentence must express a complete thought. If the sentence

is incomplete, it is considered as a sentence fragment. Besides, a dependent clause

is not considered as a complete sentence as well as it does not represent a

complete thought. They are provided in the following examples:

Accompanied by some nurses in the hospital. (It is missing a subject) Information from television. (It is missing a verb)

Because the weather is not good. (It is an incomplete thought)

These examples are considered as sentence fragment because it does not

have a subject and a verb in the sentence and do not express a complete thought

either.

2) The Comma Splice

The sentence error comes from the use of comma to join two clauses or

complete sentences, whereas comma is a separating mark (“Sentence,” n.d.). The

example is provided below.

Two children cook turkey behind their house, the turkey is well-cooked in the pan.

In the compound sentence, there are two independent clauses. To avoid

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15

nor or semicolon while to avoid error of comma splices in complex sentences, the

writer is able to put subordinating conjunctions, such as because, since, when,

while, etc if the dependent clause is in the first part.

3) The Fused Sentence

Mallery (1957) notes “two or more sentences run together with no mark of

punctuation between them are said to be fused” (p. 115). Therefore the way to

avoid it is by separating them and punctuating them appropriately. The example

is in the following.

I work in the office every day I drive my own car after I have breakfast.

4) The Dangling Modifier

Dangle can be explained like “if a participle, for example, cannot be thus

connected with its antecedent in the sentence, it is called dangle” (Mallery, 1957,

p. 116). It means dangling modifier is not really clear seen what it modifies.

Dangling modifiers describe nothing and dangle in the sentences (“Sentence,”

n.d.). It occurs when the modifier is put in the wrong place. The example is

provided below.

Hanging from the ledge high over a mountain, Danielle saw the tree with their brightly colored fall leaves (“Sentence,” n.d.).

“Hanging from the ledge high over a mountain” is dangling modifier since

it does not modify the right object it modifies. The modifier must be close to the

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d. Improving Sentence Structure

Brewton et al. (1962) write that improving sentence structure can be done

by avoiding fragments (p. 249). This error is commonly occurred in students’

writing. Brewton et al. (1962) add that “The sentence fragment is considered a

very serious error in writing because it shows the writer’s misunderstanding of

what a sentence is” (p. 249). The writer has made improvement of constructing

sentences if the writer is able to write complete sentence.

Brewton et al. (1962) state that “To write sentences which express your

ideas effectively, you must strive for unity and clarity” (p. 251). The subject must

be clear and related to the predicate. Then, clarity in a sentence is achieved.

Brewton et al. (1962) write “A sentence has unity when all the ideas expressed are

closely related and contribute to a single impression” (p. 252). Therefore, unity is

included to the criteria of effective sentences.

3. Teaching Grammar

It is important to teach grammar since producing good writing is related to

the students’ ability in grammar. Cobbet (1819) states that to compose good

writing, it cannot be separated from grammar. Grammar can teach the students

how to make use of words in the proper manner (as cited in Nunan, 1999, p. 96).

a. The Meaning of Grammar

Nunan (2003) states “grammar is generally thought to be a set of rules

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17

to Paulston and Bruder (1976), grammar is “the possible forms and arrangements

of words in phrases and sentences” (p. 1). Grammar contains rules which are

related to forms and arrangements of words. As a result, grammar helps the writer

to produce good sentences which have relationship between words and have

different function.

Besides, Nunan (1999) defines grammar as

(1) An analysis of the structure of a language, either as encountered in a corpus of speech or writinhhhg (a performance grammar) or as predictive of a speaker’s knowledge (a competence grammar). A contrast is often drawn between a descriptive grammar, which provides a precise account of actual usage, and a prescriptive grammar, which tries to establish rules for the correct use of language in society. (2) An analysis of the structural properties which define human language (a universal grammar). (3) A level of structural organization which can be studied independently of phonology and semantics (p. 97).

From the definitions above, it is clear that writing is related to grammar.

Since grammar is related to writing, it is called performance grammar. It is called

competence grammar if it is found in speaking. Therefore, grammar is important

in learning language because it is related to many aspects.

b. The Methods in Teaching Grammar

Nunan (2003) divides the methods in teaching grammar into two methods

(p. 158). The first one is deductive and the second one is inductive. Those will be

listed as follows.

1) Deductive Method

In deductive method, it focuses on the explanation then practicing in

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explain the grammar rules, and then the students make phrases or sentences using

new language. The students do not have much time to take part in the teaching

learning activities.

2) Inductive Method

In inductive method, it focuses on practicing than generalizing the rule in

teaching grammar. It means that the students have much time to practice in

learning grammar. They see the example of the language, and then they try to

practice by themselves.

c. Teaching Grammar through Games

According to Harmer (2007: 60), “in recent years the researchers have

turned their attention to the area of language humour and language play.” The

examples of language play are songs, games, etc. Therefore, songs and games are

used to achieve the target language.

1) Definition of Games

Games are activities in which learners learn in an enjoyable situation even

though occasionally they do not realize it, meaning that by taking part in the

games they learn about the materials in a fun way. They will enjoy the activities

of learning in the class since the situation will not be tense to study. Martin

(1995:1) defines game as: “Game is any fun activity which gives young learners

the opportunity to practice the foreign language in a relaxed and enjoyable way”

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19

2) Advantages of Using Games in Language Learning

Using games in language learning brings many advantages in teaching

language. One of the advantages is increasing students’ motivation to learn

language. In 2003, Wright, Betteridge, and Buckby states that “Games help and

encourage many learners to sustain their interest and work” (p. 2). Harmer (2007)

states that “Students might be motivated by the enjoyment of the learning process

itself or by a desire to make themselves feel better.” (p. 98). Games motivate the

students to follow and practice the teaching learning process in the class. Because

of that, games stimulate the students to think and take part in the activities. As a

result, learners direct their own learning.

Students’ motivation becomes an important part of learning activities in

the classroom. The obstacle of the process of learning activities in the classroom

is when students have no motivation to study. Harmer (2007) states that “the

motivation is essential to success... Without such motivation we will almost

certainly fail to make the necessary effort.” (p. 98).

Since students’ motivation is important to learn language, the teachers’

method used in the classroom takes an important role in the teaching and learning

process. The teachers are expected to be creative to increase the students’

motivation in the teaching learning activities. Increasing the students’ motivation

can be done by creating fun learning and good atmosphere in the class. It creates

enjoyment in learning language. Harmer (2007) states that intrinsic motivation is

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this could be the teacher’s methods, the activities that students take part in…” (p.

20).

Moreover, using games in the class does not only tend to motivate and be

fun but can also improve the students’ skill, grammar, pronunciation and others.

According to Brewster, Ellis (2004), “Games are not only motivating and fun but

can also provide excellent practice for improving pronunciation, vocabulary,

grammar, and the four language skills” (p. 172). Cook (2000) notes “language

play includes mimicry and repetition” (as cited in Harmer, 2007, p. 60). Harmer

(2007) adds, “In language play, there is often repetition of structure and lines, and

the use of meaning puns to create effects” (p. 60). Since in language play there is

repetition, it will be able to achieve learning goal. Besides, students experience by

themselves in learning language.

3) Grammar Games

Harmer (2007) states that “grammar games will engage students and

encourage them to use the target structures with enthusiasm” (p. 223). Grammar

games will build students’ enthusiasm in following the learning activities. The

students will enjoy the teaching learning process since the learning process will be

fun. These are the examples of grammar games that can be implemented in the

classroom (Harmer, 2007, p. 223).

a) Ask the Right Question

Ask the right question can be implemented in any language material, older

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21

forces the students to think extremely carefully about the exact construction of the

questions they are asking” (p. 223).

b) Putting Sentences back together again

Putting sentences back together again can also be called jumbled word.

Jumbled word is word ordering. Therefore, in this game the students are given

sentences in which the words are in the wrong order, and then they arrange the

wrong words order into good sentences. The example is did / love / she / exercises

/ doing / not / English then the students arrange it into She did not love doing

English exercises. This game helps students to set their mind to the natural order

and unnatural order of a sentence. In natural order, the subject comes first, the

verb comes after the subject, and the other elements follow while in unnatural

order, “all or part of the predicate precedes the subject” (Brewton et al., 1962, p.

195). It means that jumbled words are able to help the students to write sentences

since they have known and understood the right order. Besides, those will help the

students to realize that each sentence needs a subject and a verb.

c) One Question behind

In this game, the students will obtain some questions. In the first question,

they will not answer it. In the next question, they will answer the first question.

Therefore, they have to remember the previous question. This game needs high

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4. Classroom Action Research

In this part, the researcher would discuss the definition, the aim, the

characteristic and the model of Classroom Actio n Research.

a. The Definition of Classroom Action Research

Fraenkel and Wallen (2008) state that “action research is conducted by one

or more individuals or groups for the purposes of solving a problem or obtaining

information in order to inform local practice” (p. 589). Action research has

essential method that is “trying out the ideas in practice as a means of

improvement and as a means of increasing knowledge about the curriculum,

teaching, and learning” (Kemmis & McTaggart, 1982, p. 5). The aim of

Classroom Action Research (CAR) is to improve educational practice in the

certain situation which is conducted by groups or participants for the purpose. The

result will be the improvement which occurs in the classroom.

b. The Principles of Action Research

McNiff and Whitehead (2002) state that action research can be conducted

in several contexts, social and caring sciences, education, organization and other

related studies (p. 15). Kemmis and McTaggart (1988), as cited by McNiff and

Whitehead (2002), add that:

Action research is a form of collective self-reflecive enquiry undertaken by

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23

Lewin (1946), as cited by Kemmis and McTaggart (1982), adds that the process

of the research begins with an observation of the circumstances and fact found in

the circumstances (p. 6). From the explanation, it can be concluded that to conduct

action research, the fact problems or practices in the particular situation that need

attention are underlying the research. Thereafter, researchers take action to make

improvement.

c. The Advantages of Action Research

There are five advantages of action research (Fraenkel & Wallen, 2008, p.

596). Those are provided in the following advantages.

Action research is flexible. It can be conducted by any professional, in

any type of school, at any grade level, and solving any kind of problem

occurred in the particular area.

Action research can improve educational practice.

Teachers can practice their expertise in effective ways.

Action research can help teachers identify problems systematically.

Action research can build up a small community of research-oriented

individuals within the school itself.

d. The Model of Classroom Action Research

Lewin (1946), as cited by Kemmis and McTaggart (1982), describes that

action research is in a spiral steps (p. 6). There are four steps which are planning,

action, observation, and reflection. If the research is successful, the researcher will

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plan and it will be con

conducted in next cycle. The model of action re

del of Action Research (Kemmis and McTaggart

AL FRAMEWORK

al framework, the researcher would like to relat

h. There are four kinds of sentences (Mallery

ompound, complex, and compound-complex.

ple sentences which the students wrote since the

as about constructing simple sentences. The

cting simple sentences, even some students w

id not know how to write the sentences in Engli

to Mallery (1957), there are four sentence erro

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25

modifier (p.112). Based on the data, the error that commonly occurred in the XB

students’ writing was the sentence fragment. The sentences were missing a subject

or a predicate verb or both. They did not construct simple sentences correctly. By

constructing a complete sentence, the students had improved the quality of the

sentences they constructed.

Cobbet (1819) states that to compose good writing, it cannot be separated

from grammar (as cited in Nunan, 1999, p. 96). There are two methods of

teaching grammar, deductive and inductive methods. In the first, the researcher

used inductive method. She would let the students to practice by themselves

through jumbled words. After that, the researcher used deductive method. She

would explain and ask the students to construct sentences on a particular topic.

The researcher would like to apply putting sentences back together again

as known as jumbled words to improve the students’ ability to construct simple

sentences. Harmer (2007) states that “grammar games will engage students and

encourage them to use the target structures with enthusiasm” (p. 223). The

researcher implemented the grammar game to achieve the target structures which

is constructing good simple sentences.

To answer the research problems, the researcher used some theories from

several experts about both games and grammar games. In 2003, Wright,

Betteridge, and Buckby states that “Games help and encourage many learners to

sustain their interest and work” (p. 2). Harmer (2007) states that “Students might

be motivated by the enjoyment of the learning process itself or by a desire to

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in grammar game, the students learn the materials in a fun way. They would be

enthusiastic in following the learning process. For that reason, using games in the

class can stimulate the students’ interest. Therefore, they are willing to learn how

to construct good simple sentences. The students are going to set their mind in the

order of constructing good sentences and it leads the students to construct good

simple sentences. The use of jumbled words is able to increase the students’

motivation since they learn the language in enjoyable way.

According to Brewster and Ellis (2004), “Games are not only motivating

and fun but can also provide excellent practice for improving pronunciation,

vocabulary, grammar, and the four language skills” (p. 172). Games are good to

be implemented in learning grammar because it is not only fun and motivating but

it can also improve the students’ ability to construct simple sentences since there

is repetition of the learning, so that the students will remember how to construct

good sentences. As a result, they could improve their ability to construct simple

sentences.

In this research, the researcher used Classroom Action Research. The aim

of this research was to improve the students’ ability to construct simple sentences.

Kemmis and McTaggart (1982) note that action research has essential method that

is “trying out the ideas in practice as a means of improvement and as a means of

increasing knowledge about the curriculum, teaching, and learning” (p. 5). The

researcher used spiral model of CAR (Classroom Action Research). The

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27 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology used in the research. The researcher

describes the research method, the research setting, the research participants, the

research instruments, the data gathering technique, the data analysis technique,

and the research procedure.

A. Research Method

The aim of this research was to find out how jumbled words were applied

in SMA Santo Mikael and to find out whether jumbled words could improve the

students’ ability to construct simple sentences or not. In order to find out the

answers of the research problems, Classroom Action Research (CAR) was

conducted in the current research.

Kemmis and McTaggart (1982) state that action research has essential

method that is “trying out the ideas in practice as a means of improvement and as

a means of increasing knowledge about the curriculum, teaching, and learning” (p.

5). The action process starts with problem. After having found the problem faced

by the students in the classroom, the researcher tried to find solutions to the

problem. After deciding the best solution, the researcher implemented the solution

in the action steps. At the end of the research, the researcher was able to know

what worked best in the classroom based on the students’ situations in order to

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Classroom Action Research (CAR) to give solution to the problems faced by XB

students of SMA Santo Mikael in constructing simple sentences.

The researcher used practical action research in conducting the current

research. Mills (2000), as cited by Fraenkel and Wallen (2008), states that

practical action research is “intended to address a specific problem within a

classroom” (p. 590). The researcher used it since she would seek solutions to the

students’ problem occurred in the XB class SMA Santo Mikael Sleman.

Lewin (1946) describes that action research is in a spiral steps (as cited in

Kemmis and McTaggart, 1982, p. 6). There are four steps in conducting action

research which are planning, action, observation, and reflection. The next step was

taken if there was additional and revising plan that would be implemented in the

next cycle.

1. Planning

The researcher found the problem that the students faced when she did

PPL (Teaching Practice) held in July to October 2011/2012 at SMA Santo Mikael

Sleman. The problem appeared when the Mid-term test was held on September

12, 2011. It could be seen from the unsatisfactory results of mid-term test. It

showed that XB students lacked ability to construct simple sentences. However,

the researcher ensured the problem by conducting preliminary study. In the

preliminary study, the researcher asked the students to construct sentences in news

item text. Most of them did not write good simple sentences since some sentences

are missing a subject or a finite verb. It proved that the students had difficulties to

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29

Having known the problem, the researcher started to design plan of action

that would be implemented in the class to improve XB students’ ability to

construct simple sentences.

2. Action

In this step, the researcher implemented the jumbled words that would be

used to solve the students’ problem in constructing simple sentences. In action

step, the researcher would apply the learning scenario within the classroom.

3. Observation

The observation was conducted at the same time when the action was

implemented. The researcher asked two co-observers to help her observe the

classroom while the implementation. It was aimed to find out what was going on

during the implementation, what interactions happened in the class, what the

students’ conditions were, and what the situation in the class was. Besides, the

researcher could know the situations that the researcher could not see in the

classroom while she was teaching in the class.

4. Reflection

The last step was reflection. The researcher would analyze the results and

relate them to the criteria of success. Therefore, the researcher could see whether

the improvement has occurred or not. If the study was successful, the researcher

would reconfirm the research in the next cycle. However, if it was not successful,

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B. Research Setting

This research was conducted in SMA Santo Mikael Sleman on April 23 –

May 30, 2012. The researcher chose XB class to conduct the research.

C. Research Participants

The participants of this research were 13 students of XB in SMA Santo

Mikael Sleman in the 2011/2012 academic year. Most of the XB students in SMA

Santo Mikael Sleman were the students who moved from other schools. Each of

them had their own personal problems that they brought to the school.

When the researcher conducted the preliminary study, there were 16

students in XB class. After that, there were three students who moved to other

school because of a particular policy in the school. Therefore, there were 13

students in XB class. There were six girls and seven boys. They were in the tenth

grade in which they were expected to be able to write English texts. However,

they faced obstacles in writing English texts since they had difficulties to

construct sentences, even in the basic sentence construction or the simple

sentences. They had not constructed a complete thought in a sentence. The errors

commonly occurred in the students’ writings were the sentence fragments in

which the students wrote incomplete sentences and ungrammatical sentences. In

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31

D. Research Instruments

The researcher used some instruments to conduct this study. They were

students’ writings, observation sheets, field notes, questionnaires, and interviews.

1. Students’ Writings

This was the main source of the data. In the preliminary study, the students

were asked to write news. They could choose the topic given by the researcher.

After that, in the first cycle the researcher implemented the jumbled words in the

classroom. Then the students wrote a news about accidents. It was still in news

item text since the researcher followed the topic from the school. In the second

cycle, the activities were same as the first cycle. In the end of the second cycle,

the students were asked to write about their experiences in joining school

competition. Therefore, the researcher conducted two cycles in this study. Since

the researcher wanted to know the students’ ability not only in a particular genre

of text (news item), she also implemented jumbled words in another genre of text

(recount). However, it would not affect any result of the research because the

researcher did not change the essence of the research. The focus was the simple

sentences.

2. Observation Sheets

Here, the researcher used observation sheets. These instruments were used

to gather the data about the teaching and learning activity in the preliminary study

and during the implementation. This instrument would be filled by the two outside

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activities when the jumbled words were implemented. The researcher could know

the activities’ comments given by the observers.

3. Field Notes

Field notes were used to know what was going on in the classroom in the

preliminary study and during the implementation in detail. Fraenkel and Wallen

(2008) states “In educational research, this usually means the detailed notes

researchers take in the educational setting (classroom or school) as they observe

what is going on…” (p. 506). In the preliminary study, field notes were used to

know the students’ condition in the classroom. Besides that, the researcher asked

an outside observer to help her in observing the class. Field notes were used

during the implementation to know what was going on in the class, and the

interaction happened in the class when the jumbled words were implemented in

the class. The researcher asked for help to two co-observers to observe the class.

The observers would write down everything that happened in the class, what they

heard, saw, experienced and thought during the implementation.

4. Questionnaires

The researcher distributed the questionnaires to the students in XB class. It

would be distributed after the implementation. The aim of this instrument was to

know the students’ opinions of the use of jumbled words in the class in written

responses. Here, the researcher could know whether the use of jumbled words

helped them to construct simple sentences or not based on the students’ opinions.

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33

The questions were in the form of close-ended questions and open-ended

questions. There are advantages of using close-ended questions and

open-ended-questions. Fraenkel and Wallen (2008) have described about the advantages of

using close-ended that it is “easy to use, score, and code”, while the advantages of

using open-ended are “it allows more freedom of response and it is easier to

construct” (p. 396).

5. Interviews

The researcher asked four students of XB class to have interview. The

researcher chose the participants randomly. According to Kemmis and Mctaggart

(1982), “Interview allows more flexibility than questionnaires and therefore useful

for issues which are being explored rather than clearly defined from the outset” (p.

41). Therefore, the researcher wanted to know the students’ opinions of using

jumbled words in the class. It was aimed to know further about the

implementation of jumbled words whether it could improve and help the students

of SMA Santo Mikael Sleman class XB to construct simple sentences based on

the students’ opinions. Besides, the researcher could find other benefits of the

implementation of jumbled words.

E. Data Gathering Technique

The students’ writings are used to gain the students’ error percentage from

each simple sentence. There were three parts of collecting the students’ writings.

It was from the preliminary study, the first cycle, and the second cycle. Therefore,

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decreased or not. It was aimed to know whether the students improved their

ability to construct simple sentences or not.

The other instrument was observation sheets. The observation sheets were

used to know what was going on in the class when the implementation was carried

out. It was aimed to know the situation in the class. It also helped the researcher to

know further about the teaching learning process in the class, so that she could fix

what did not work well during the class. The researcher asked for help to the two

co-observers to observe the class. They were from the 8th semester of the English

Language Education Study Program of Sanata Dharma University. The

observation sheet was the same as the lesson plan used by the teacher. However,

the outside observers could give comment or note besides the check list.

Therefore, she could know the activities existed or not.

The researcher used field notes to obtain the situation in the class during

the implementation of the research. The researcher asked two co-observers to

describe the condition in the class. It included the situation of the students, the

condition of the class, the learning activities, and the interaction that happened in

the class. Therefore, the researcher could see the improvement of not only the

students’ ability to construct simple sentences but also the students’ respond

toward the learning process.

After the implementation, the researcher used questionnaire to gain the

students’ opinions toward the use of jumbled words in the class. There were

twelve close-ended questions and six open-ended questions. The questionnaires

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35

researcher could know what the students thought about using jumbled words in

the class.

The last instrument was interview. The researcher chose four participants

to conduct the interview. The researcher chose the participants randomly. There

were no specific purposes of conducting the interview. It was aimed to know

further the students’ opinions toward the use of jumbled words.

F. Data Analysis Technique

The most important instrument was the students’ writings. The researcher

gained the students’ writing in the preliminary study (April 23, 2012), in the first

cycle (April 30, 2012), and in the second cycle (May 7, 2012). The preliminary

study started in April 23, 2012 after the school had its mid-term test. There were

16 students in XB class. However, there was an obstacle in the research that in the

preliminary study, there were four students who did not join the class. Therefore,

the researcher gained 12 students’ writing. In the first cycle, there were three

students who moved to other schools and two students who did not join the class

because of a particular reason. Therefore, the researcher only gained 11 writings.

In the second cycle, there were two students who did not join the class. Therefore,

the researcher only gained 11 writings in the second cycle. However, it did not

influence the research result because the researcher analyzed the data from the

students who attended the class. Besides, the two students who were absent in the

Gambar

Table 4.2. The Error Percentage in the Students’ Writing of Simple Sentences
Figure 4.1. The Average of Error Percentage in the Students’ Writing  ...............
Table 4.1. The Error Percentage in the Students’ Writings of Simple Sentences in
Table 4.2. The Error Percentage in the Students’ Writings of Simple Sentences in
+7

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