CHAPTER II: LITERATURE REVIEW, PREVIOUS RELATED STUDY,
A. Literature Review
3. Teaching Parts of Speech using Bingo Game
Bingo was one of the alternate media for teaching parts of speech in senior high school for independent or out-of-class learning. In this case, the researcher used five types of parts of speech; nouns, pronouns, verbs, adverbs, and adjectives. There were 25 vocabulary under the bingo worksheet. The researcher instructed the students to mark
34Finch, “Meaningful Vocabulary Learning: Interactive Bingo.”
the type of parts of speech, for example nouns, and then the students must mark the word which is nouns.
B. Previous Research Findings
The first research was done by Hilda A, titled “The Effectiveness of Using Barter Technique in Teaching Grammar on Parts of Speech at the Eighth Grade of PMDS Putri Palopo."35 The study aimed to see if employing the barter strategy to teach grammar and parts of speech to PMDS Putri Palopo students was beneficial. This thesis used pre- experimental research. The findings of this study revealed that after teaching components of speech utilizing the barter strategy, students' skills grew dramatically. This was confirmed by the t count>t table result of the statistical t-test, which was 14,977 > 2,046. The test results demonstrate a significant difference in the grammar between the students' parts of speech before and after treatment. The similarity between Hilda's study and this research is teaching grammar on parts of speech. And the differences between this study and my research are methodology and technique.
Resmi Handayani conducted the next research, titled "Identifying the effectiveness of Using Songs to Teach Parts of Speech (an experimental research) with seven-grade students of SMPN 1 Bansari Temanggung in the Academic Year 2008/2009".36 This study aims to determine the effectiveness of songs in teaching parts of speech to seventh-grade students of SMPN1 Bansari Temanggung. This is an experimental study. The data were gathered by administering a test to the experimental and control classes after each had received a different type of instruction. The average parts of speech test score of the experimental class (student who taught using songs) are 87.75, while the average parts of the control class (student who did not use songs) are 75.75. The experimental class's mean is greater than the control class's (83.75 > 75.75). The t-test formula, on the other hand, reveals
35A. HILDA, “The Effectiveness of Using Barter Technique in Teaching Grammar on Parts of Speech at The Eighth Grade of PMDS PutriPalopo” (PhD Thesis, IAIN Palopo, 2018).
36Handayani, “Identifying the Effectiveness of Using Song to Teach Parts of Speech.”
that the t-test score is larger than the t-table score in the hypothesis test. The t-test result is 2.374, but the t-table result on = 5% is 1.99 (2.374 > 1.99). The Hypothesis has been accepted. And the result of this study is that songs are more effective than song methods in teaching parts of speech. The similarity between Resmi's study and this research is teaching grammar on parts of speech. And the differences between this study and my research are methodology and the media.
The third research was conducted by Muh Shofiyuddin, titled "Parts of Speech Mastery of the Eighth-grade students taught by Using Whisper Cycles Game."37 This study aims to find out whether there are any significant differences or not between the eighth- grade students' mastery of parts of speech taught by using Whisper Cycle Game and taught by using the Three Phrases Technique. This is a control group study with an experimental design. The writer discovered that the experimental group's greatest score is 92, and the lowest score is 68. The total scores have a mean of 75.24 and a standard deviation of 6.60.
meanwhile, the writer discovered that the maximum score for the control group is 78, and the lowest is 60. The total scores have a mean of 68.93 and a standard deviation 0f 5.16. the result of this study is a significant difference between the mastery of parts of speech of the eighth-grade students taught by the Whisper Cycle game and the Three Phrases technique.
The similarity between Shofiyuddin's study and this research is teaching grammar on parts of speech. And the differences between this study and my research are methodology and technique.
The fourth research was done by Erna Watiningsih, titled “The Effectiveness of using Bingo Game in Taeching Vocabulary Of The Eighth Grade Students At The SMPN 15 Purworejo in the Academic Year 2016/2017”38 This study aims to find out whether there is any effect of using bingo game in teaching vocabulary to eight grade students of SMPN 15
37Muh Shofiyuddin, “Part of Speech Mastery of the Eighth Grade Student Taught by Using Whisper Cycles Game,” Edulingua: Jurnal Linguistics Terapan Dan Pendidikan Bahasa Inggris 4, no. 1 (2017).
38Erna Watiningsih, “The Effectiveness of Using Bingo Game in Teaching Vocabulary of The Eighth Grade Students at The SMP N 15 Purworejo in The Academic Year 2016/2017,” Scripta: English Department Journal 6, no. 1 (2019).
Purworejo in the academic year 2016/2017. This research belongs to experimental research.
The result of the mean score of the post-test of the experimental group is higher than the control group (80.31 > 66.88). In addition, the result of the t-value is 5.57. Then, the researcher consults the critical value on the t-table using 5% (0.05) alpha level significance, and the degree of freedom is 1.697. it means that the use of a bingo game in teaching vocabulary to the rad students at the SMPN 15 Purworejo is effective. The similarity between Erna's study and this research is the use of a bingo game. And the differences between this study and my research are methodology and dependent variable.
Muhammad Akhyar did the previous research titled "The effectiveness of using bingo game in teaching writing, especially in the descriptive text the second year students of MA GUPPI Samata." The research aimed to determine the effectiveness of bingo games in teaching writing, especially in the descriptive text of the second-year students of MA GUPPI Samata. The study was Quasi-Experimental Design using a Nonequivalent Control Group design using purposive sampling. The research discovered that Bingo Games was effective in teaching writing in the second year of MA GUPPI Samata by increasing the mean score of the experimental class, 55.6 on the pre-test and 79.45 on the post-test. The result of the t- test also showed that using Bingo Games was effective in teaching writing in descriptive text because the t-test, 5.76, was higher than the t-table, 2.024 (5.64 >2.024). It meant that H1 was accepted and H0 was rejected. Based on the finding and discussion of the research, the researcher suggested that Bingo Games was able used in teaching writing, and the researcher concluded that using Bingo Games was an effective and exciting strategy in teaching writing, especially in teaching descriptive text. The similarity between Akhyar's study and this research is the use of a bingo game. And the differences between this study and my research are methodology and dependent variable.
Based on the literature study, the researcher concludes that different researchers employ different learning media, methodologies, or techniques in other locations. To set
oneself apart from previous research, the researcher decided to enhance students' understanding of identifying parts of speech through a bingo game in SMAN 1 Jetis Ponorogo in the tenth grade in 2021/2022 academic year.
Table 2.1 Similarities and Differences from Previous Research
No Author and Title Differences Similarities
1. Hilda A in 2018 “The Effectiveness of Using Barter Technique in Teaching Grammar on Parts of Speech at the Eighth Grade of PDMS Putri Palopo”.
a. The method of this previous research was pre-experimental, while the current research was Classroom Action Research (CAR).
b. This previous research used Barter Technique, while the current research using media Bingo game.
c. This previous research focused on the students at eighth grade while the current research focused on the students at tenth grade.
Both research focused on Teaching
Grammar on Parts of Speech
2. Muhammad Akhyar in 2017 “The
Effectiveness of Bingo Games in Teaching Writing at the Second Year of MA GUPPI Samata”.
a. The method of this previous research was quasi-experimental, while the current research was Classroom Action Research (CAR).
b. This previous research focused on teaching writing, while the
current research focused on teaching grammar especially parts of speech.
c. This previous research focused on the students at eleventh grade while the current research focused on the students at tenth grade.
a. Both research used Bingo game.
b. Both research focused on Senior High School level.
No Author and Title Differences Similarities 3. Resmi Handayani in
2010 “Identifying the Effectiveness of Using Song to Teach Parts of Speech”.
a. The method of this previous research was experimental, while the current research was
Classroom Action Research (CAR).
b. This previous research used media song, while the current research using media Bingo game.
c. This previous research focused on the students at seventh grade while the current research focused on the students at tenth grade.
Both research focused on Teaching
Grammar on Parts of Speech
4. Erna Watiningsih in 2017 “The
Effectivennes Of Using Bingo Game In
Teaching Vocabulary Of The Eighth Grade Students At The SMPN 15 Purworejo In The Academic Year 2016/2017”.
a. The method of this previous research was experimental, while the current research was
Classroom Action Research (CAR).
b. This previous research focused on teaching vocabulary, while the current research focused on teaching grammar especially parts of speech.
c. This previous research focused on the students at eighth grade while the current research focused on the students at tenth grade.
Both research used Bingo game.
No Author and Title Differences Similarities 5. Muh Shofiyuddin in
2017 “Part Of Speech Mastery Of The Eighth Grade Students Taught By Using Whisper Cycles Game”.
a. The method of this previous research was pre-experimental, while the current research was Classroom Action Research (CAR).
b. This previous research was Barter Technique, while the current research using media Bingo game.
c. This previous research focused on the students at eighth grade while the current research focused on the students at tenth grade.
Both research focused on Teaching
Grammar on Parts of Speech
C. Conceptual Framework
Researchers approach an issue or question with assumptions and beliefs about how people think, learn, and interact with the world. This might be referred to as their conceptual framework or understanding theory. Based on the background of the study, identification, and limitation of the problem, it can conclude that classroom teaching and learning activities are uninteresting and monotonous, resulting in students' lack of motivation to learn English, particularly the parts of speech. The requirement for teaching media, one of which is games (bingo game), is intended to enhance students' understanding of identifying parts of speech and their enthusiasm and desire to learn.
Here is the conceptual framework of this research:
Input Transformation Output
D. Action Hypothesis
The Hypothesis of this research:
Null Hypothesis (Ho) : There is no significant effect on student's ability to identify parts of speech between students who are using bingo game and without using bingo game.
Alternative Hypothesis (Hα) : There is a significant effect on students’ ability to identify parts of speech between students who are using bingo game and without using bingo game.
Planning
Preliminary Observations Data Gathering
Feedback of results Action Planning
Results
Changes in behavior Data Gathering
Measurement Action
Teaching Learning Process Action Planning
Action Steps
Final Evaluation Beginning Evaluation
34 CHAPTER III RESEARCH METHOD
A. Research Approach and Design
The design of this research is called Classroom Action Research (CAR). The researcher chose this design because this research aims to solve students' problems in their teaching-learning activities and concentrate on a specific issue and a specific set of kinds in a particular classroom. Additionally, this study was conducted based on preliminary observations to describe students' difficulties with the English learning process, especially in parts of speech. CAR was a component of action research carried out in a particular classroom. According to Wallace, Classroom Action Research is a sort of in-class research that teachers conduct to address difficulties or to fix context-specific problems.39
Classroom Action Research (CAR) was the research design employed in this study. Any strategies for engaging undertaken by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to collect information about how their schools operate, how they teach, and how effectively their students learn is known as action research. Classroom Action Research aims to solve challenges in the teaching-learning process to improve educational experiences.
According to Arikunto, "Classroom Action Research" refers to research or study undertaken in a classroom.40 Classroom Action Research, in conclusion, is research conducted in the classroom, the results of which can be used to improve teaching skills.41 The researcher will present the cycle's outcome in this study. Each cycle will cover four aspects of action research in the classroom (CAR). Planning, acting, observing, and
39 Michael J. Wallace, Action Research for Language Teachers (Cambridge University Press, 1998), 5.
40 Suharsimi Arikunto, “Penelitian Tindakan Kelas (Classroom Action Research-CAR),” Jakarta: Bumi Aksara, 2007, 2.
41 Deviyana Sari, “The Use Of Group Work Technique To Improve Students’ Reading Comprehension (A Classroom Action Research in the Ninth Grade Students of MTs Negeri 2 Magelang in the Academic Year of 2019/2020)” (PhD Thesis, IAIN SALATIGA, 2020), 7.
reflecting were the components.42 According to Ferrance, "Action Research (AR) is a program in which participants consistently and attentively assess their educational practice using research approaches." Elliot states, "Anticipating action research will become highly recommended as a tool for helping teachers optimize kids' attainment of national curriculum goals." As a result, it might be a type of educational design directly applied to the classroom to increase student's success as a study topic. According to Kemmis & M.C Taggart in Ferrance, action research is a purposeful, solution-oriented examination undertaken by a group or individually. The spiraling cycle of issue identification, systematic data collection, contemplation, analysis, data-driven action, and, eventually, problem redefinition characterizes it.
Classroom Action Research conducted in a classroom to enhance the quality of teaching and learning practices is known as classroom action research. According to Mills, action research is any systematic investigation carried out in the teaching and learning environment by teacher researchers, principals, and school counselors to learn more about (a) how their particular school operates, (b) how teachers teach, and (c) how well their students learn.43
Classroom Action research's most crucial element, according to Kember as follows:
Concerned with social practice;
Aimed towards improvement;
A cyclical process;
Pursued by systematic inquiry;
A reflective process;
Participative;
42 Umami Ria Ratna, “Using Diary Writing Strategy to Improve Students’ Writing Recount Text Ability (A Classroom Action Research at the Tenth Grade Students of MA Nurul Mujtahidin)” (PhD Thesis, IAIN Ponorogo, 2018), 39.
43 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (ERIC, 2000), 5.
Determined by the practitioner.44
According to the definition given above, the application of classroom action research could not enhance the quality of classroom teaching since it can identify and deal with problems in teaching and learning activities.
The researcher used the Kemmis and Taggart model of classroom action research, which entails four steps: planning, acting, observing, and reflecting. A solution to the issue in this study was made possible by a repeated cycle. The illustration is shown below:
was made possible by a repeated cycle. The illustration is shown below:
Figure 3.1 Action Research Spiral, Model from Kemmis & Taggart (1988)45 This study's model of classroom action research is based on the model proposed by Kemmis and McTaggart in Burns. They claim that action research involves four important steps in a dynamic and complementary process. They are listed below:
44 David Kember, Action Learning, Action Research: Improving the Quality of Teaching and Learning (Routledge, 2000), 23–24.
45 Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru Dan Dosen) (Bandung: Remaja Rosdakarya, 2006), 66.
CYCLE I
CYCLE II
1. Planning
Create a strategy of necessary action to improve what already exists. Here, the researcher prepares everything necessary for conducting the research, including the lesson plans that will teach parts of speech, the material, and the evaluation material to determine whether or not the student's proficiency in identifying parts of speech has improved.
2. Acting
After preparing the action, the researcher will implement a game-based English learning activity, Bingo games. The researcher also provides the students with a pre- test, activities, and a post-test.
3. Observing
The researcher observes the consequences of critically informed action in its natural environment. In addition, the observer completes the observation sheet regarding how the teaching and learning process unfolds. Thus, the researcher can capture and remark on the interactions and events.
4. Reflecting
After completing the action, the next phase for the researcher is reflection. This step entails the researcher reflecting on how the teaching and learning process operates.
The purpose of reflection is to identify the action's shortcomings and qualities. The researcher makes an evaluation based on the test results and the researcher's observations of the teaching and learning process.
B. Research Setting and Subject
The setting of this research was SMAN 1 Jetis Ponorogo. Furthermore, the subject of this research was students of class X IPS I in the academic year 2021/2022, which consisted of 14 students—selected after consultation with the teacher. It showed that the class had the
lowest English exam scores among the tenth-grade classes, particularly in identifying parts of speech. For this reason, they require an appropriate technique to support them in enhancing their ability to identify parts of speech. Moreover, this research was conducted from February to April 2022. It was conducted for eight meetings, from the third week of February until the first week of April.
C. Research Data and Data Source
Data or information is a record of evidence or data to be handled in a research exercise. The information used in this research is information that can describe the achievements and limitations of exploration. Primary and secondary data sources will be used to gather study information. Test results are primary data. The test refers to the exam given to students in class X IPS 1 at SMAN 1 Jetis Ponorogo. Documents, interviews, and observations are examples of secondary tests. The researcher observed the classroom during teaching and learning activities for the first secondary data source. The second source of information is an interview, which entails interviewing some students in SMAN 1 Jetis class X IPS 1. The questions previously gathered in the interview list will be the basis for the interview. The third information is a study document from the SMAN 1 Jetis Ponorogo relevant to the research need.
The data source is the subject from which the information is obtained. Sources of information in this study are supporting information or reports and others that are adjusted to the concentration and examination objectives to achieve maximum research results. Sources of information from this study are important and optional sources of information. Essential sources of information are informants (individuals) who can provide data related to the data needed in research. The sources in this review are students of class X IPS 1, SMAN 1 Jetis Ponorogo, which consists of 8 female and 6 male students. It is an idea to decide the extent of students' understanding in identifying parts of speech through the Bingo game media.