DESIGNING BASIC TENSES CARDS (BTC) AS GRAMMAR LEARNING MEDIUM FOR 8TH GRADE
STUDENTS IN SMP NEGERI 11 TANJUNGPINANG
SKRIPSI
DIAH NOVRIANTY UTAMI 180388203001
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI
TANJUNGPINANG
DESIGNING BASIC TENSES CARDS (BTC) AS GRAMMAR LEARNING MEDIUM FOR 8TH GRADE
STUDENTS IN SMP NEGERI 11 TANJUNGPINANG
Skripsi
Submitted as a Partial Fulfillment for the Undergraduate Degree in English Language Education (S.Pd)
DIAH NOVRIANTY UTAMI 180388203001
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
2023
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ACKNOWLEDGEMENT
All praise is for Allah Swt., which because of His Will, the researcher can accomplish this skripsi. Peace be upon the prophet and messenger Muhammad Saw., who has brought us from darkness to the brightest. This skripsi aims to fulfill one of the undergraduate degree in English Education study program, also submitted to the Faculty of Teacher Training and Education.
The researcher receives uncountable precious helps, supports and advices from many people while writing this skripsi. Thus, she would like to express her sincere gratitude and appreciation to:
1. Prof. Dr. Agung Dhamar Syakti, DEA, as the rector of Universitas Maritim Raja Ali Haji (UMRAH).
2. Assist. Prof. Satria Agust, S.S., M.Pd., as the dean of faculty of teacher training and education of UMRAH and also her 1st advisor and lecturer who has given valuable guidance, advice, and knowledge.
3. Assist. Prof. Dewi Nopita, S.Pd., M.Pd., as the head of English Education department of faculty of teacher training and education of UMRAH and academic advisor who has given valuable advice for the past 8 semesters.
4. Assist. Prof. Gatot Subroto, S.S., M.Pd., as her 2nd advisor and lecturer who has given the researcher valuable guidance, advice, and knowledge.
5. The researcher’s family, especially her parents, Agus Turbarianto and Novita Esti, also her brother, Dhika Octavian Ramadhan who have given the researcher prays, supports and love.
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6. The researcher’s friends and relatives, Avengers squad and many other friends whom accompanies her during the college days.
7. The researcher’s main support system, members of Seventeen, NCT, and BTS who have given her encouragement and spirit to keep going by their valuable songs and presence.
8. Other parties who can’t be mentioned, who have given support and help to the researcher.
9. Lastly, the researcher would like to thank herself, for not giving up, for getting through the storms and holding on her sanity to finish this skripsi.
The researcher hopes the skripsi will bring benefits for the readers, although the skripsi is still far from perfection. The researcher expects and appreciates criticism and suggestions from the readers as a revision for the future.
Tanjungpinang, December 26th, 2022 The researcher,
Diah Novrianty Utami NIM. 180388203001
MOTTO
اَنُبْسَح
َُللّ ٱ ُليِك َوْل ٱ َمْعِن َو
“Allah (alone) is sufficient as an aid for us, and He is the best Disposer of affairs”
(Q.S. Ali ‘Imran 3:173)
“That moment in which you believe in yourself, that moment will be beautiful.”
-Beautiful by NCT 2021-
“You can rest for a moment, it’s alright if you lay things down for a moment, you did such a great job today.”
-Healing by Seventeen-
“The me of yesterday, the me of today, the me of tomorrow, with no exceptions, it’s all me.”
-Answer: Love Myself by BTS-
“You’re yours, don’t live to fulfill anyone’s expectation, you only live once.”
-Diah Novrianty Utami-
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TABLE OF CONTENTS
APPROVAL SHEET ... i
APPROVAL SHEET ... ii
STATEMENT OF THE ORIGINALITY OF SKRIPSI ... iii
ACKNOWLEDGEMENT ... iv
MOTTO ... vi
TABLE OF CONTENTS ... vii
LIST OF FIGURES ... ix
LIST OF TABLES ... x
ABSTRACT ... xi
ABSTRAK ... xii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study... 1
1.2 Identification of the Problems ... 4
1.3 Research Questions ... 4
1.4 Research Objectives... 5
1.5 Specifications of Product ... 5
1.6 Research Significances ... 6
1.6.1 Theoretical Significance ... 6
1.6.2 Practical Significance ... 6
1.7 Assumption and Limitation ... 7
1.8 Definition of Key Terms ... 7
CHAPTER II REVIEW OF RELATED LITERATURE ... 9
2.1 Review of Related Theory ... 9
2.1.1 Grammar ... 9
2.1.2 Instructional Media ... 12
2.2 Review of Related Literature ... 16
2.3 Conceptual Framework ... 17
TABLE OF CONTENTS
CHAPTER III RESEARCH METHOD ... 19
3.1 Research Design ... 19
3.2 Model of Research ... 19
3.3 Research Procedures ... 21
3.4 Research Instruments ... 24
3.5 Technique of Analyzing Data... 31
CHAPTER IV FINDING AND DISCUSSION ... 34
4.1 Result of Research ... 34
4.1.1 Analysis ... 34
4.1.2 Design ... 35
4.1.3 Development ... 41
4.1.4 Implementation ... 44
4.1.5 Evaluation ... 46
4.2 Discussion ... 46
4.2.1 ADDIE Design Model ... 46
4.2.2 Basic Tenses Cards Validation ... 48
CHAPTER V CONCLUSION AND SUGGESTION ... 50
5.1 Conclusion ... 50
5.2 Suggestion ... 50
REFERENCES ... 51
APPENDICES ... 56
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LIST OF FIGURES
Figure 2.1 Conceptual Framework ... 18
Figure 4.1 The first step of designing explanation card’s content ... 36
Figure 4.2 The second step of designing explanation card’s content ... 36
Figure 4.3 The third step of designing explanation card’s content ... 37
Figure 4.4 The fourth step of designing explanation card’s content... 37
Figure 4.5 The final step of designing explanation card’s content ... 38
Figure 4.6 The first step of designing flash card’s content ... 38
Figure 4.7 The second step of designing flash card’s content ... 39
Figure 4.8 The final step of designing flash card’s content ... 39
Figure 4.9 Example of simple present tense card’s layout ... 40
Figure 4.10 Example of simple past tense card’s layout ... 40
Figure 4.11 Example of past continuous tense’s card ... 41
Figure 4.12 The font of cards before and after re-designed ... 44
Table 3.1 Stage of Development ADDIE Model ... 20
Table 3.2 Material Validation Sheet for the Expert ... 24
Table 3.3 Media Validation Sheet for the Expert. ... 27
Table 3.4 Practicality Sheet ... 29
Table 3.5 Criteria for Determining the Validity Level. ...32
Table 3.6 Practicality Category...33
Table 4.1 Result of Material Validation by Material Expert ...42
Table 4.2 Result of Media Validation by Material Expert ...43
Table 4. 3 Result of Media Practicality by students ...45
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