THE EFFECTIVENESS OF USING CANVA APPLICATION TO INCREASE STUDENTS’ MASTERY IN SIMPLE PRESENT TENSE AT FIFTH GRADE
STUDENTS’ OF STATE ELEMENTARY SCHOOL 151 PEKANBARU
PROPOSAL
FAIZAL RAMLI 190602036
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH RIAU
PEKANBARU 2024
TABLE OF CONTENTS
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 Background ... 1
1.2 Identification of the Problems ... 6
1.3 Limitation of the Problems... 6
1.4 Research Question ... 7
1.5 Research Objective... 7
1.6 Significance of the Research ... 7
1.7 Definition of the Key Terms ... 8
CHAPTER II ... 9
LITERATURE REVIEW ... 9
2.1 Theoretical Framework ... 9
2.2 Relevant Research ... 14
2.3 Conceptual Framework ... 16
2.4 Hypothesis ... 18
CHAPTER III... 19
RESEARCH METHODOLOGY ... 19
3.1 Research Design ... 19
3.2 Research Setting ... 20
3.3 Population and Sample ... 20
3.4 Data Collection Method ... 21
3.5 Data Collection Procedure ... 21
3.6 Data Analysis Technique ... 23
REFERENCES ... 26
1 CHAPTER I INTRODUCTION
1.1 Background
English is an international language used to communicate around the world.
There are even several countries that make English the official language or main language. According to Kasihani (2001), English is the first foreign language that is considered important for the purpose of accessing information, absorption and development of science, technology, arts and culture and fostering relations with other nations. English language is a widely spoken and used as a form of communication. It is a language that people around the world use to express themselves, share ideas, and interact with one another. English has a set of rules and structures that govern its use, which we call grammar. It encompasses various aspects such as vocabulary, sentence structure, and pronunciation.
English is essential in many areas of life, including education, business, and international communication. It enables individuals to understand and be understood by a vast number of people worldwide. English language is constantly evolving and has a rich history and cultural significance. It plays a crucial role in connecting people from different backgrounds and facilitating global communication. Furthermore, Zahra (2022) stated that English language is really important to spread to the modern world for communication and technology, science, the fact that English is the language of international communication, business and trade, intercultural understanding along with entertainment and use in almost all fields.
Therefore, English must be the first priority to be learned among other foreign languages. English is known for its rich and diverse vocabulary, which has been greatly influenced by Latin, French, German, and other languages. It uses the Latin alphabet and consists of various dialects and regional variations, such as British English, American English, Australian English, and many more.
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English language is used as the common language in international communication, business, diplomacy, science, technology, and the arts. It plays a significant role in global media, literature, and the internet, making it an essential tool for international communication and cultural exchange.
Meanwhile, grammar is a comprehensive system of rules and principles that govern the structure, formation, and usage of language. Arief (2016) mentioned that grammar is a model of those linguistic abilities of native speakers of language which enable them to speak fluently. It encompasses various components such as syntax, morphology, phonology, and semantics. Syntax focuses on the arrangement of words, phrases, and clauses to create grammatically correct sentences. Morphology studies the structure and formation of words, including inflection, derivation, and word classes. Phonology deals with the sounds of a language and their organization into meaningful units.
Semantics explores the meaning of words, phrases, and sentences, considering how context influences interpretation.
Understanding and applying grammar rules correctly is crucial for effective communication, as it ensures clarity, precision, and proper interpretation of written and spoken language. Mastery of grammar involves learning the rules, practicing their application, and developing an intuitive sense of linguistic correctness in various contexts. Studying grammar leads to recognize the structure and regularity which is the foundation of language, and gain the tools to talk about our language system (Joice & Burns, 1999). Grammar provides the structural framework that governs how words are organized and combined to convey meaning. It encompasses rules and principles that dictate the correct formation of sentences, including aspects such as sentence structure, verb conjunction, and word order.
The relationship between grammar and vocabulary is symbiotic, as a rich and diverse vocabulary allows for greater expressiveness within the grammatical structures of a language. Grammar and vocabulary are fundamental aspects of
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effective communication and language proficiency. On the other hand, developing a strong comprehension of grammar makes it easier to use words correctly and organize words such that sentences make sense and are coherent.
Essentially, grammar and vocabulary are complements to another throughout the process of learning and becoming fluent in a language, helping it work together to promote successful language use.
The term vocabulary has been defined as body of words known to a person or used in a particular book, subject etc. The meaning of vocabulary is also given as total number of words that make up a language. Vocabulary describes a person's understanding and knowledge of words and phrases in a particular language. It encompasses the words people use to express, understand, and communicate effectively. A strong vocabulary is important to make it easy to choose the right words to express some thoughts and ideas accurately. It also helps people understand what others are saying or writing. Building vocabulary involves learning and becoming familiar with new words, meanings, and how to use it in context. By expanding vocabulary, people can improve communication skills and comprehend the language better.
Furthermore, Vocabulary knowledge is a precondition for most other language abilities (McCarthy, 2003). The connection between vocabulary and tense is like putting the right puzzle pieces together to tell a story in the correct order. Tense describes when something happens such as it is happening now, in the past, or in the future. Vocabulary gives more words to describe what is happening. For example when talking about something that already happened, use present tense words like "walking" instead of "walk" to show that it currently happens. Different tenses need different words to make sense, just like different puzzle pieces fit in specific places. So, choosing the right words help to paint a clear picture of when things are happening in our stories. A comprehensive vocabulary makes it easier for people to express more clearly, make the proper word choices, and understand written and spoken English.
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Therefore, tense refers to expressing the time of an action or event, while grammar encompasses the rules and structure of language. By understanding and using the appropriate tense that can communicate with clarity and accurately convey when things happened or will happen. Tenses for most people are often confusing and complicated. Tense refers to the grammatical concept that helps to indicate the time of an action or event (Krisbiantoro, 2021). In English grammar, it involves using specific verb forms and structures to convey whether something happened in the past, is happening in the present, or will happen in the future.
Tense is used to talk about actions and events in relation to the timeline of time.
Tenses for most people are often confusing and complicated. For example, the present tense describes what is currently happening, then the past tense describes what already occurred, then the future tense describes what will take place later.
The correlation between tense and the Simple Present Tense lies in the fact that the Simple Present Tense is a specific way to express actions in the present.
It is one of the verb forms that fall under the broader category of present tense, which also includes other forms such as the Present Continuous Tense or Present Perfect Tense. Tense refers to the overall concept of expressing time in relation to actions or events, while the Simple Present Tense is a particular form used for describing actions in the present that are habitual or generally true. Thus, understanding tense, especially Simple Present Tense allows to accurately communicate about ongoing actions or facts in the present.
According to Murphy (2015), the simple present tense is used to talk about things in general, say something happens all the time, or something is true in general. The simple present tense is a way of talking about things that happen regularly or are generally true. It is used to describe actions, events, or situations that occur in the present. In simple terms, it helps to talk about what happens regularly or what is always true. For example, in Simple Present Tense when people say, "I eat breakfast every morning" or "The sun rises in the east." It is a straightforward way of expressing actions that happen in the present without any
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specific time frame or duration. The Simple Present Tense helps to communicate about routines, habits, facts, and general statements in a clear and concise manner. The Simple Present Tense is one of the tenses used in English grammar to express actions, events, or situations in the present time. It is a specific form of the present tense and represents actions that are habitual, repeated, or generally true.
Learning Simple Present Tense is quite challenging for students. It is implified by a previous research by Siti Maisyaroh (2019) in her thesis “The Effectiveness of Using Substitution Drill Toward Students' Ability in Simple Present Tense to The Seventh Grade of MTs Syafi'iyah Besuk-Probolinggo”
stated that the students faced a difficulty in learning Simple Present Tense because they still lack mastery in this tenses. Another research by Krisbiantoro (2021) in his thesis “The Effectiveness of Gamification To Improve Students’
Tenses Mastery” also implify the difficulties that the students may occur such as:
there are very few opportunities for students to practice their English skills both inside and outside the classroom because of the learning process is still very minimal in activities that are fun and interactive.
When doing observation with the English teacher in State Elementary School 151 Pekanbaru, the researcher also found several problems such as; the students are new in learning English due to curriculum transition in 2020, the students have limited time to learn English, the students are lack in vocabularies especially verb, the students started learning English with quite heavy lesson, and the method that the teacher uses is quite boring and lead to difficulty in learning tenses, especially Simple Present Tense.
Based on these problems, the researcher focus more on the the issue of teachers using boring teaching methods. So the researcher chose Canva Application to use in learning methods, especially in learning Simple Present Tense. This application provides a variety of symbols, images, and other items that can make learning more interestingand easy to understand for the students.
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Canva Application is an online graphic design tools that help student to effortlessly create a variety of unique ELT materials (Zahra, 2022). It could be used to generate material abstract concepts, motivate students, create focused attention, review content, help them understand what they already know, and add interest to their education. On the other hand, Canva Application provided graphic design that can be used to produce a new learning method to attract students’ attention and make learning more interesting.
Based on the problems above, the researcher is interested in conducting a research by the title: "THE EFFECTIVENESS OF USING CANVA APPLICATION TO INCREASE STUDENTS’ MASTERY IN SIMPLE PRESENT TENSE AT FIFTH GRADE STUDENTS’ OF STATE ELEMENTARY SCHOOL 151 PEKANBARU”
1.2 Identification of the Problems
Based on the background of the study above, the identification of the problems is as follows:
1. The students are new in learning English due to curriculum transition 2. The students have limited time to learn English
3. The students are lack in vocabularies, especially verb
4. The students started learning English with quite heavy lesson.
5. The students are lack in learning media, especially for studying English.
6. The way the teacher teaches is a bit bored and makes it hard to understand tenses, especially the Simple Present Tense.
1.3 Limitation of the Problems
The researcher limits the problem of the study to the teaching method that the teacher used do not stimulate students' enthusiasm for learning and the methods used were not varied. Therefore, this research focuses on problem number six, the way teacher teaches is a bit bored and makes it hard to understand
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tenses, especially the Simple Present Tense. This decision is made after considering the importance of method that will result in students’ mastery in Simple Present Tense.
1.4 Research Question
The research question is formulated based on the limitation of the problem as follows:
“Is there any significant effect of using Canva Application to increase students’
mastery in Simple Present Tense at fifth grade students’ of state elementary school 151 Pekanbaru.”
1.5 Research Objective
The objective of this research is to find out the effectiveness of using Canva Application to increase students' mastery in Simple Present Tense at fifth grade students’ of state elementary school 151 Pekanbaru.
1.6 Significance of the Research
The result of this research is expected to be useful for:
1. For students, the Canva Application will help them to increase their understanding in tenses. The Students will be interested and confident to learn English, especially in learning Simple Present Tense because of the animation video by Canva Application.
2. For teachers, this study gives information about other sources that can be used in teaching English. Hopefully, it can help English teachers in increasing student`s tenses skill especially Simple Present Tense by using Canva Application.
3. For researcher, allows researchers to gather evidence and insights into whether incorporating Canva into teaching methods can positively impact students' learning outcomes. Future researchers can evaluate the effectiveness of this
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approach, identify any challenges or limitations, and ultimately contribute valuable knowledge to the field of education.
1.7 Definition of the Key Terms
1. Simple Present Tense: The Simple Present Tense is used to express activities carried out routinely, state general facts, and state daily habits (Azar & Hagen, 2017).
2. Canva Application: Canva Application is a website graphic design tool, a drag- and-drop format of visual technology media, provides access to more than one million photos, graphics and fonts. It has millions of pictures, photo filters, icons and free format, and hundreds of sources. (Anwar & Christiana, 2021)
3. Mastery learning: Learning mastery is the achievement of the highest level of proficiency or expertise in a specific subject or skill. It entails possessing a thorough understanding, extensive knowledge, and the capability to effectively apply acquired knowledge. The critical aspect of mastering learning is the requirement for students to demonstrate their command of a concept before progressing to the next one (Morgan, 2011).
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CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework 2.1.1 Grammar
Grammar is where sound and meaning combine into wordings, that is both the contentful words as well as the formal variations (Huang, 2020). Grammar is associated with a pedantic insistence on niceties of expression, with pronouncements that some expression is ‘incorrect’ or ‘correct’ (even though nobody seems to know what
‘correctness’ is), and with consulting authorities to find out what we ‘ought’ to say (Wicaksana & Rachman, 2018). A language's structure, creation, and usage are controlled by a set of rules and principles known as grammar. It includes the rules for organizing words, phrases, and sentences in a way that accurately and efficiently communicates meaning. Grammar serves as a framework for language, providing the structural and syntactic rules that allow speakers or writers to express themselves coherently. It helps ensure clarity, consistency, and comprehension in communication.
A grammar of a language describes the principles or rules governing the form and meaning of words, phrases, clauses, and sentences (Alimah, 2015). Grammar plays a crucial role in expressing and indicating different tenses in a language. Grammar is harder to learn than most people realize. It requires an efficient teaching strategy that can inspire students to take an active and motivated approach to learning and to using grammar in everyday situations. One of the approaches that can make grammar learning easier for students is the problem-based learning approach used in this study.
Grammar is a crucial aspect of language that students studying English should be competent in. This is due to the fact that grammar plays a part in all language skills. To completely understand the reading materials' matter, one must use correct grammar when reading.
Grammar is required while writing in order to produce writing that is readable.
It applies during speaking and listening as well. It is supported by Mart (2013) who
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stated that understanding grammar is the key in foreign language acquisition. In line with this, Tomakin (2014) stated that speakers cannot master a language without learning its grammar because grammar helps them to construct meaningful words or sentences. Additionally, Priya (2015) argued that communication becomes coherent and logical by using grammar. Then, Baleghizadeh, S. & Mozaheb (2011) stated that the learners’ age, their proficiency level, and educational background cause the importance levels of grammar to be different.
2.1.2 Tenses
Tenses are the exact and accurate formula for learning English. Tenses provide specific guidance for constructing effective sentences in English. Tenses help us express activities in the past, present, and future. In simple terms, tenses involve managing verb forms that indicate time (Asiza, 2017). There are 16 tenses in English, all of which are influenced by time. The key aspect to remember about tense differences is the present, past, and future.
Each tense serves its own function. For example, the Simple Present Tense is used to create sentences that state recurring events, such as "She takes a bath every day at 06:00 AM." The Past Tense indicates actions that took place in the past, like "They ate fried rice last night." Meanwhile, the future tenses indicate events that will happen, such as "I will go to Makkah next year."
Tenses are essential elements of learning grammar. It is indicating the relation of time influencing the forms of verbs in English sentence. However, Hornby (1995) explained tense as a verb form or series of verb forms used to indicate the time of the action or state. Angela & Philip (2002) go on viewing it as the grammatical expression of the location of events in time morphologically realized on English verb. Without using tenses correctly, a person’s speaking or writing in English will not be understood by others. This is in line with the idea of Siddiqui (2014) that to build communication better (speaking and writing), it is necessary to master English tenses. The explanation for this is that the tenses help developing excellent communication abilities. No matter
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what method a teacher uses to instruct the class, improving student's ability in recognizing tenses is always important. The teaching and learning activities in classrooms could include a variety of language-learning methods and strategies.
2.1.3 Simple Present Tense
The simple present tense is a grammatical tense used to describe actions, events, or states that are habitual, general truths, or scheduled to happen regularly. Two of the intertwined topics are "English tenses" and "English grammar," neither of which can be completely understood without the other. Therefore, it is important to define these two concepts at the outset. English grammar includes not only the tenses, but also modals, adjectives, adverbs, noun clauses, relative clauses and many other topics. Yet the topics other than the tenses are out of this article. The English tenses, being a part of the English grammar, are usually explained as being present, past, perfect, future, etc. in most of the grammar books (Tomakin, 2014).
The simple present tense expresses habitual or everyday activities, events or situations. The events or situations exist now, have existed in the past, and probably will exist in the future (Azar, 2002). There are four primary uses for the verb tense known as the simple present. First, it is used to express regular or usual acts in the present, such as "The train leaves every 20 minutes" and "She takes Bus 22 to her office." Second, it is used to reveal facts, e.g., “A cat has four legs” and “The earth is a planet”. Third, it is used to express habits, e.g., “I wake up at 5.00 every morning”
and “They visit their country house every weekend”. Fourth, it is used to express things that are always true, e.g., “They use English in the classroom” and “Indonesia consists of more than 17,000 islands”. To master the simple present tense, it is essential to be familiar with subjects and verbs. These two elements can be very challenging for most English learners, especially if they still have limited knowledge about vocabulary. It can be said that teaching tenses to primary school students might not be the same as teaching them to adults. Therefore, teachers have to be more creative in teaching them.
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Table 2.1 Forms of Simple Present Tense and its formula
Form of Sentence Formula
Statement Subject + Verb1 + es/s + Object
Negative Subject + Do/Does + Not + Verb1 + Object
Interrogative Do/Does + Subject + Verb1 + Object + Question Mark (?) (Rahmayanti, 2023)
Example:
a) I go to school every morning. (Statement)
b) He does not play football with his friends every sunday. (Negative) c) Do you eat fried rice every morning? (Interrogative)
2.1.4 Canva Application
The Canva Application is a web-based package program that provides Applications and provides a variety of tools such as posters, logos, presentations, invitations, certificates, brochures, resumes, banners, etc. that are available on the Canva Application. Canva is a web- based design program that provides various tools such as presentations, resumes, banners, flyers, flyers, designs, infographics, banners, bookmarks, notifications, etc. which are provided in the Canva application (Ritonga et al., 2023).
Canva was founded by Melanie Perkins in 2012. Canva is a visual computerized application tool that can help create, plan or modify plans for beginners by on the web.
Hello cards, banners, booklets, infographics, and even introductions can be used to implement the strategy. There are many versions of Canva available for use; these include PC Desktop, iPhone, and Android. According to (Rohma & Sholihah, 2021) there are several benefits of Canva, for example:
a) having a wide variety of visually appealing computerizations, b) helping to hone innovation,
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d) being grounded,
e) having image quality with a big purpose, f) being able to uphold a shared effort, g) being able to plan with PC or Android,
h) the results can be downloaded in jpg and pdf designs.
However, Canva helps educators and students work with learning that relies on innovation, ability, innovation, and the distinct advantages that come from having the choice to stand out and be interested in learning by introducing interesting content or display material. Learning media in general depend on the Canva Application, suitable for use in schools (Triningsih, 2021).
In addition to the advantages obtained in this Canva application, there are also basic disadvantages that can be found in this application, such as; each user must have a data package to be able to connect and can use Canva, other than that, the design introduced in the application Canva has some paid templates, but this is not a problem, as some templates are acceptable and free to use. In addition to making it easier for teachers to learn, Canva application media can also make students to be more concentrated when seeing teachers explain because teachers use interesting and engaging media so that the learning process takes place effectively.
2.1.5 Independent Curriculum
The Independent Curriculum, known as "Kurikulum Merdeka" in Bahasa, was introduced in Indonesia in 2020 to advance student-centered, experiential learning, prioritizing critical thinking, creativity, and problem-solving skills. This curriculum is the replacement of previous curriculum which was known as ‘Curriculum 13’. The Ministry of Education and Culture (2022) states that this curriculum is designed to be adaptable to local contexts while instilling a sense of national identity and pride. The
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framework revolves around four key themes: character education, knowledge and skills, entrepreneurship, and global citizenship.
The addition of entrepreneurship and global citizenship acknowledges the necessity of preparing students for a world that is increasingly interconnected and complex. Despite its promising goals, the implementation of Kurikulum Merdeka faces various challenges. These include the imperative for teacher professional development and support, ensuring the availability of necessary resources and infrastructure, and addressing the potential for uneven implementation across different regions and schools. The success of Kurikulum Merdeka hinges on factors such as the quality of teacher training, the accessibility of resources and support, and the extent to which the curriculum is executed in an inclusive and equitable manner. Continuous evaluation and feedback are underscored as essential to guarantee that the curriculum attains its intended objectives and outcomes.
2.2 Relevant Research
Some previous studies that are related to this research are:
The first previous research was conducted by Dewifartina (2011), titled
“Developing Students’ Ability of the Simple Present Tense Through Substitution Drills”. The researcher thesis was carried out to develop the students’ ability of the Simple Present Tense through Substitution Drills in the seventh grade student of SMPN 6 Depok. The subjects of this study were consisted of 42 students. This research was conducted following Kurt Lewin model with the following procedures of the action research: planning, acting, observing and reflecting. This research was executed in two cycles. Each cycle consisted of two meetings. The result of this research showed that there was improvement of students’ ability of the simple present tense. The Score of Minimum Mastery Criterion (KKM) of English lesson was 65 (sixty-five). The students’ mean score in preliminary study was 55.95. The mean score in the first cycle
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was 72.74. The mean score in the second cycle was 75.95. In conclusion, Substitution Drills can improve students’ ability of the Simple Present Tense.
The dissimilarity between the previous research above and the current researcher’s study are: first, the researcher uses Canva as the method while Dewifartina (2011) used Substitution Drills as the method. Second, Junior High School Students were taken by Dewifartina (2011) as the subject of research, while the researcher takes Elementary School Students as the subject of the research. The similarity of previous study with the researcher current study is: both researches are focusing on specific kind of tense such as Simple Present Tense.
Another research study titled "Improving the students’ mastery on simple present tense through climbing grammar mountain game" was carried out by Taslim, F. (2016). The purpose of this study is to determine whether using the Climbing Grammar Mountain Game significantly improves students' comprehension of the basic present tense. In this research, classroom action research was implemented and both quantitative and qualitative methods were used to examine the data. The eleventh grade at SMPN 1 Luak 50 Kota made up the study's population. In this class, there were 21 students. Data collected using six different types of instruments: instruction, scenario, observation sheet, survey, test, interview, and teacher's notebook. There were two rounds to this study. The analysis showed a progressive improvement from the previous cycle, where the mean score went from 64 (insufficient) to 79 (sufficient). This study was known since it demonstrated that students were motivated to learn simple present tense, as seen by their enthusiasm, above the requirements of the students' mean score. Since the simple present tense is used often in spoken and written English, the students understand its significance in their English language education. It is possible to create the conclusion that the Climbing Grammar Mountain Game helped students in class VII B of SMPN 1 Luak 50 Kota become more effective learners of the simple present tense.
The next relevant research was conducted by Masturoh, S., Kusumo, A. P., &
Sitoresmi, N. (2023), with the title “The Use Of Canva To Improve Students’ Writing
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Skills On Procedure Text”. The finding of this research problem was obtained by giving a test to the students. The researcher gave two types of tests, pretest and posttest. The test is used to find out whether there is an increase in students' writing skills by using Canva. The improvement of students' writing skills is usually influenced by learning motivation and interest in the learning media that used by teacher. After given the pretest and posttest, the researcher found the results of this research. The result of this research is the students' writing skills in procedure text have increased after using Canva than before using Canva in their writing procedure text. After obtaining data from the results of the pretest and posttest that conducted by the students, the researcher processed the data using the SPSS application. SPSS is the Statistical Package for the Social Sciences, a computer program which used for processing statistical analysis and analyzing data that has statistical analysis capabilities and a data management system with a graphical environment. Data analysis carried out by researcher is presenting in the form of tables and diagrams.
The similarity between the second research with this research is that both use the simple present tense for their research and employ some similar research methods.
Meanwhile, in the third research, there are similarities in using the Canva application for the research as well as processing data using the SPSS application.
2.3 Conceptual Framework
Learning English is important for several reasons. Learning English can provide numerous opportunities for personal, academic, and professional growth. It opens up doors to a wider world and enabling connection with people and cultures globally.To describe about the research, the researcher draws conceptual framework of the research. Conceptual Framework of this research can be drawn as follows:
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Figure 2.3 The Conceptual Framework
The Effectiveness of Using Canva Application to Increase Students’
Mastery in Simple Present Tense at Fifth Grade Students’ of State Elementary School 151 Pekanbaru
Pre-Test
Experiment Class
Control Class
Using Canva Application to Increase
Students’ Mastery in Simple Present Tense Current Teaching Method (Using LKS)
Post-Test
Result Problem
The way the teacher teaches is a bit bored and makes it hard to understand tenses, especially the Simple Present Tense.
Using Canva Application to Increase Students’ Mastery in Simple Present Tense
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This research focuses on The Effectiveness of Using Canva Application to Increase Students’ Mastery in Simple Present Tense at Fifth Grade Students’ of State Elementary School 151 Pekanbaru. To determine the effectiveness of the method, the researcher will give a pre-test to the experiment and control classes. In the experimental class, the researcher will apply the treatment by teaching simple present tense using Canva. An addition, in the control class, the researcher will use the same material, but just with the material in this class not with Canva Application, where the teacher delivers the lesson material trough explanation and discussion.
Afterwards, the researcher will conduct a post-test. After conducting the test, the researcher will analyze the data to obtain the results or conclusions of this research.
2.4 Hypothesis
The statistical hypothesis of this research is given as follows:
Ha: There is significant effect of Using Canva Application to Increase Students’ Mastery in Simple Present Tense at Fifth Grade Students’ of State Elementary School 151 Pekanbaru.
19 CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This research is using a quantitative method, since the research data is in the form of numbers and the analysis uses statistics (Sugiyono, 2020). This study employs a quasi-experimental design, is a method used to determine the effect of one treatment on another under controlled conditions (Sugiyono, 2017). This research is using two groups pre-test and post-test. Here, the researcher will give pre-test and post-test in two classes; experimental and controlled class, then the result would be compared after and before treatment.
In this quasi-experimental design, the experimental group and the control group are separated into two classes that have the same type of class. The experimental group and the control group will get treatment after the pre-test.
Here is a quasi-experiment design:
Table 3.1 Research Design
Class Pre-Test Treatment Post-Test
Experimental Y1 X1 Y2
Control Y3 X2 Y4
(Sugiyono, 2020) Explanation:
Y1: Pre-test (in experimental class) Y3: Pre-test (in control class)
X1: Treatment for experimental class using Canva Application
X2: Treatment for control class using Current Teaching Method (Using LKS) Y2: Post-test (in experimental class)
Y4: Post-test (in control class)
20 3.2 Research Setting
The research will be conducted in January 2024. The researcher chooses two classes for experimental and controlled class. This research will involve a total of twelve meetings, split evenly between two classes, with six meetings scheduled for each class. The location of the research is at State Elementary School 151 Pekanbaru on Wonosari Street, Pekanbaru.
3.3 Population and Sample a. Population
A population is a group of people or things who share one or more features, qualities, or attributes and are the topic of a research study or statistical analysis.
(Sekaran & Bougie, 2016).
Table 3.3 The Population of Fifth Grade Students’ of SDN 151 Pekanbaru
NO Class Number of Population
1 V A 40 Students
2 V B 40 Students
3 V C 39 Students
Total 119 Students
b. Sample
Sample is a portion of the population that has been chosen for a research study or statistical analysis. Individuals or objects in a sample are chosen in such a way that they can represent the features, traits, or attributes of the entire population (Sekaran & Bougie, 2016). This research will use Simple Random Sampling Technique. It is a sampling technique that is conducted by considering certain criteria according to the desired criteria in order to determine the sample size to be studied (Sugiyono, 2018). In 2010, Arikunto stated that if total population is less than 100, it is better to take all of them as the sample but if the
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total populations are more than 100 students, the sample can be taken between 10-15% or more. Since this research needs two groups of students, the researcher decides to take 80 students as the sample of the research.
Table 3.3 Total Sample of this Research Classes Total Students
V A 40 Experimental
V B 40 Control Class
3.4 Data Collection Method
The technique of collecting the data in this study are pre-test and post-test.
In order to know the students’ mastery in simple present tense after they learn simple present tense using Canva Application. Pre-test will be given before treatment in the first meeting and post-test will be conducted after treatment. For the second until fifth meeting, the researcher will give treatment for experimental class using Canva Application, while in the control class the researcher will be giving treatment about Simple Present Tense using students’ worksheet (LKS).
The pre-test and post-test questions are taken from the students’ book assessment.
Both tests consist of 20 multiple choices questions.
3.5 Data Collection Procedure
In this research, the researcher has decided The Nonequivalent Control Group Design as the data collection procedure. To collect the data, the researcher uses pre-test and post-test. The two-kind test will be given for getting the data of students’ achievement in learning Simple Present Tense.
22 3.5.1 Pre-test
A pre-test will be administered before the researcher applies any treatment to both the experimental and control groups, aiming to assess students' understanding of the Simple Present Tense. The form of the pre-test is 20 questions task about Simple Present Tense. Duration of the test is 35 minutes.
Then, their works will be analyzed with the correct answers will be multiplied by 5 to the scale of maximum point of 100. The pre-test will be done for both classes, and the result of this pre-test will be researcher’s first data.
3.5.2 Treatment
After giving the pre-test, the researcher will begin the intervention. The researcher will give the experimental class a treatment using Canva Application.
1. First meeting
The researcher will introduce Simple Present Tense to students, including its concept and usage in English language. The researcher will introduce Canva Application. The researcher will explain about why Canva is useful and how Canva looks like. The researcher is implement about Canva because the students do not know what Canva is,and the researcher will explain the function of the Canva Application. In this meeting, the researcher will show an animation video about the Simple Present Tense which was created by using Canva Application.
2. Second and Third meetings
The researcher will ask students to explain their comprehension about Simple Present Tense. The researcher will also ask the students to make some groups and create Simple Present Tense sentences, afterwards the students will present in front of the class.
3.5.3 Post-test
A post-test will be given as the final assessment after the researcher has applied the treatment. The form of the post-test is just the same as pre-test, it contains 20 questions about Simple Present Tense. But the dissimilar is, in this
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kind of the test, the questions will be in the different order as the previous kind of test. Duration of this test is also 35 minutes. Then, their works will be analyzed using the common way with the correct answers will be multiplied by 5 to the scale of maximum point of 100. The post-test will be done for both classes, and the result of this post-test will go through several tests to conclude that if Canva Application is effective to be used to teach Simple Present Tense.
3.6 Data Analysis Technique
In this study, the researcher is using a method called the t-test with SPSS (Special Package for the Social Sciences) version 15 software to analyze the data.
This software helps the researcher look at things like t-statistics, t-distribution, and degrees of freedom to figure out a p-value (probability). This p-value tells us if there is a significant difference in the averages of the whole group. The t-test is just one way to test our ideas. The researcher also checking the students' work using a common assessment method. But, before the researcher uses the t-test, the researcher making sure the tests are fair and equal for everyone by checking for normality and homogeneity first.
3.6.1 Normality Test
The normality test is performed using Liliefors. The test is for the two classes, both post-test, and pre-test to determine if the distribution of the data from the sample is normal or not. If the normality of the data is more than the level of significance α (0.05), scores is normally distributed.
3.6.2 Homogeneity Test
Homogeneity test is used to show whether the data from the two groups have the same variant. According to Raharjo (2016), for the variance of the data in the paired sample t-test, it can be either homogenous or non-homogeneous.
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This means that homogeneity is not an absolute requirement for conducting a paired sample t-test. This statement also implified by Ghozali (2018), he stated that there are two requirements to do paired sample t-test. First, the data must be normally distributed. Second, the data must be in the form of ratio or interval.
3.6.3 Hypothesis Test
After getting the data from pre-test and post-test from experimental and controlled class, the researcher needs to find out the differences score using Canva application. The researcher uses the statistical calculation of the paired sample t-test with significant degree 5%. Paired sample t-test is a statistical test used to compare the means of two related or paired groups with different treatments (Ghozali, 2018). This research is using SPSS to conduct the paired sample t-test.
3.6.4 Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
1) If the probability or Sig. < α (0.05). then the Ha is accepted 2) If the probability or Sig. > α (0.05). then the Ha is rejected Where:
Ha: Canva Application is effective to be used to improve students’ mastery in Simple Present Tense.
And then, the researcher’s assumptions of those hypotheses are as follow:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ha is accepted. It means that the rate of the mean score of post-test in experimental class is higher than the pre-test. The using of Canva Application is effective to be used to improve students’ mastery in Simple Present Tense.
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2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ha is rejected. It means that the rate of the mean score of post-test in experimental class is lower than the pre-test. Canva Application is not effective to be used to improve students’
mastery in Simple Present Tense.
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