Berdasarkan hasil di atas, dapat dikatakan bahwa teknik koreksi kesalahan dapat meningkatkan penguasaan siswa terhadap simple present tense. Berdasarkan hasil di atas, dapat dikatakan bahwa teknik koreksi kesalahan dapat meningkatkan penguasaan siswa terhadap simple present tense.
Background of Study
The writer conducted the PRA survey among the seventh graders of the Islamic Junior High School (MTs) Riyadlatul Ulum on December 5, 2018. The result of Simple Present Mastery at the eighth grade of the Islamic Junior High School (MTs) Riyadlatul Ulum Lampung Timur.
Problem Identification
Based on the table above, it can be concluded that the grammar of seventh grade students of Islamic Junior High School (MTs) Riyadlatul Ulum is given poor value. So the researcher decides to apply The Mistake Buster Technique to this school and wishes that this method can be a good way to improve students' simple present tense mastery.
Problem Limitation
Problem Formulation
Objectives of the Study
Benefits of the Study 1. For the students
PriorResearch
The students' problem with mastering simple present tense in her research is first, most students still did not understand the form or use of simple present tense. There are so many disturbances that are done by the students every time in the classroom.
The Concept of Simple Present Tense 1. The Definition of Simple Present Tense
- TheVerb Form of Simple present tense
- The Structure of Simple Present Tense
- The Use of Simple present Tense
- The Definition of The Mistake Buster Technique
- The Procedure of Mistake Buster Techniqueto Teach Simple Present Tense
In the simple present tense, interrogative statements, a form of the verb "do, do and be" come before the subject then followed. According to Murphy, The Simple Present refers to something factual that is true in the past and that is true in the future.
Warm up: (A verb list can be used.)
Short sentences and long sentences can be used.)
A Text can be used.)
Wrap up
The Benefit of The Mistake Buster Technique
Hypothesis
RESEARCH METHODOLOGY
The Variable and Operational Definition of Variable
- Independent Variable (X)
- Dependent Variable (Y)
- Subject
85-100 Excellent Students really understand the concept of simple present tense and are able to arrange the sentence correctly. 70-84 Good that the students are able to understand the concept of simple present, even if they are not able to arrange the sentence.
Object of The Research
The writer chose this class because some of the students in this class had a low score in mastering the present tense.
Action Plan
Regarding the type of action research, author used collaborative action research so it needed the collaborator or another participants who was English teacher to assist the author in this research. Classroom action research (CAR) has several models but in this research the author used Kemmis and McTaggart research design. According to Kemmis and McTaggart as quoted by Anne Burns, action research is a dynamic and complementary process that consists of four essential phases, such as e.g.
Action Procedure
- Cycle 1 a. Planning
- Cycle 2 a. Planning
In the second phase, the writer and a colleague (teacher) participated in the implementation of the action that was agreed upon in the planning phase. In this phase, the writer decided to act as a teacher who implemented the method of determination in the teaching and learning process. The writer explained to the students the technique of correcting errors, how to use sequences of this technique such as predicting, summarizing, creating questions and clarifying in leading a discussion.
In addition, the writer also collected data from the experiment and the result of the student's activity. In the fourth phase, the writer and the collaborator discussed the data collected in all activities from the action phase to the observation phase. In this phase, the writer and the collaborator also analyzed the teacher's performance during the teaching and learning process and the student's activity worksheet to determine whether the implementation of the error correction technique is successful or unsuccessful by identifying strengths and weaknesses.
In the first phase, before performing the action in the next phase, the author repaired the problem found in cycle one. In addition, the author also collected data from the post-test and the result of the student's activity.
Data Collection Technique
- Observation
- Documentation
- Test
- Field Note
In the fourth phase, the writer and the collaborator discussed and analyzed the data collected in all activities from the action phase to the observation phase to determine whether the implementation of the error correction technique in the second cycle was successful or unsuccessful and also compared the student's progress from the first cycle to the cycle to determine the student's achievement. Documentation or document is a data collection technique that is useful in showing the more visible phenomena under study, for example, field notes, journal and diary, record, biography, autobiography, directories, archive, photograph, book, article and others. The writer used the documentation to obtain information about the school profile, such as the history of the school, the number of teachers and staff, and students at the Islamic Junior High School (MTs) Riyadlatul Ulum, organization. In addition, documentation was used to visualize classroom activities in the form of photography.
Test is a set of stimuli which are given to the individual to obtain a response based on the assessed.23 In this research, the test examined for the students consisted of two types, namely pre-test and post-test. First, the pre-test was examined for the students before they gave the treatment through the implementation of mutual teaching to evaluate their abilities first. In this pretest, the author used an objective test in the form of multiple choice, which consisted of 20 items.
Second, the post-test was examined for the students after they were taught Present Mastery using The Mistake Buster Techniquea treatment to find out the improvement before and after treatment. It could be seen by comparing the result between pre-test and post-test. In this post-test, the author used an objective test in the form of multiple choice, which consisted of 20 items.
Data Analysis Technique
Indicator of Success
- Description of Research Location a. History of MTs Riyadlatul Ulum
- Description of Research Finding
- Planning
- Action
- Observation
- Field Note
- Reflection
This was the reason why the author used Mistake Buster Technique to improve the students' simple present tense mastery. Nevertheless, before the treatment was implemented, the author conducted pre-test compared to post-test. In this phase, the author and the collaborator arranged some plans for the action based on the problems the students faced.
Then, the writer explained the present simple tense to the students which consisted of a core topic such as definition, formula, function and some example sentences. The writer then provided the students with learning materials about the present simple tense focus in the formula. The writer and collaborator rearranged several plans for action based on the problems students faced toward simple present tense mastery.
After the explanation, the writer completely handed over the responsibilities to the students to take turns in the discussion. Then, before the time is up, the writer gives a comment to reinforce the students' understanding.
- Discussion
- Cycle I
- Cycle 2
- The Result of The Students learning Activity
- Conclusion
- Suggestion
This table describes the comparison of the students' activities in Cycle I and Cycle II. Improvements were made based on the outcome of the students' activities in Cycle I and Cycle II. The cycle I treatment was performed by teaching the students the error buster technique.
From the result of the students' score in the pre-test and post-test 1, there was an improvement from the students' score. From the result of students' scores from post-test 2, it can be concluded that there were improvements in scores. This conclusion can be seen from the average score of the students in the pretest 58.2 and the result after cycle I was 66.5.
It can be deduced that the result of the students in cycle II was higher than cycle II. This means that by using the error buster technique the students' mastery in simple present tense can improve.
APPENDICES
- Core Competence
- Basic Competence
- Indicators
- Learning Aims
- Media
- Sources of Material 1. Text book
- Teaching Material
- Learning Activities
- Test
- Core Competence
- Basic Competence
- Indicators
- Media
- Learning Activities
- Test
- Fill the blank below!
- Correct the sentences below!
The teacher gives students the opportunity to ask questions if they are still confused about the material. Students are able to understand the structure of the simple present tense and its function XV. Students read the descriptive text 4. With the teacher's guidance, students try. understand the generic structure. questions if they still confuse from substance.
Learners answer the questions given by the teacher. is/are) the largest and (strongest/strongest) of all animals. look/look) animal it has thick legs, big sides and back, big hanging ears, small tail, small eyes, long white tusks and above all, elephant has a long nose, the trunk. is commonly seen in a zoo, it has a harsh natural habitat. is/is) the elephant's peculiar feature. In fact, the trunk serves the elephant as a long arm and hand. looks/seems) very clumsy and heavy and yet an elephant can. is/is) very intelligent animal.
POST-TEST CYCLE 1
Lisa always gets up early. is/are) the largest and strongest of all animals. look / watch) animal that has thick legs, huge sides and backs, large hanging ears, small tail, small eyes, long white tusks and most importantly. elephant has a long nose, the trunk. is/are) often seen in a zoo, it has a harsh natural habitat. is/are) the special characteristic of the elephant. The elephant sucks up water on its trunk and jug. squirt/squirt) the water all over his body. lift/lifts) leaves and put them in its mouth. His intelligence combined with his great strength. makes/makes) an elephant a very useful servant to man.
An elephant can be trained to serve in a variety of ways, such as carrying heavy loads. hunt/hunt) tigers and even fight. Most students are still confused to follow the technique of error correction as a technique in the learning process. Some students became interested in using the error correction technique as a technique in the learning process 2.
Most of the students were able to pay attention and were enthusiastic about the new technique the researcher gave. Most students are excited to apply the technique to improve their mastery of the present tense.
CURRICULUM VITAE
