Untuk memenuhi persyaratan memperoleh gelar Sarjana Pendidikan pada Fakultas Keguruan dan Ilmu Pendidikan, program studi Pendidikan Bahasa Inggris (S1), pada hari Rabu tanggal 13 Juni 2012. Telah diperiksa dan dinyatakan layak untuk mengikuti ujian skripsi di Fakultas Keguruan dan Ilmu Pendidikan Jurusan Bahasa Inggris Universitas Muhammadiyah Makassar. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan tata bahasa siswa dengan menggunakan metode eksplorasi, penjelasan, ekspresi (E-3) untuk mengajarkan kalimat verbal nomina Penelitian Tindakan Kelas (CAR) pada tahun kedua SMP Negeri 3 Bajeng.
The researcher used real data from the school to know the basic grammar skills of the students. The average score of the D-Test for students' grammatical skills was 2.25. This was categorized as a fair rating. While the average score of the students' grammar test in Cycle I was 3.94, this was higher than the average score of the students' D test.
So the research was continued to cycle II and the average scores of the students. After analyzing the data, it was found that the writing ability of the second year students in Class VIII B in SMP Negeri 3 Bajeng was poor level before the use of authentic material means D-Test.
INTRODUCTION
- Objective of the Study
- Significance of the Study
- Scope of the Study
- E-3 Method
- The definition of E-3 method
- The three E-3 stages are as follows
- The Role of E-3 Method
- The Advantage of E-3 Method
- The Concept of Sentences
- The Parts of Sentence
- Nominal sentences
- E-3 Method
- Exploration
- Explanation
- The pattern of verbal sentence in simple present tense Houghton (1985: 185)
- The pattern of Nominal sentence in simple present tense Robby Lou (2005: 3 )
- The pattern of nominal sentence in present perfect tense a) Affirmative sentence (positive sentence)
- The Using of Present Tense
- Conceptual Framework
What is the performance of the students in learning verbal sentences for the aspect of affirmative, negative and interrogative sentences through the (E-3) method among the first year students of SMP Negeri 3 Bajeng. What is the performance of the students in learning nominal sentences for the aspect of affirmative, negative and interrogative sentences through the (E-3) method among the first year students of SMP Negeri 3 Bajeng. The aim of the study is to find out the performance of the students in learning verbal sentences for the aspect of affirmative, negative and interrogative sentences through (E-3) method.
The aim of the study is to find out the students' performance in learning nominal sentences for the aspect for affirmative, negative and interrogative sentence by (E-3) method. This research is very necessary to carry out the effectiveness of the E-3 method of teaching in English and the students' performance in improving their ability to make sentences for the aspect affirmative, negative and interrogative sentences. Some researchers have done research on the use of E-3 Method, which shows the positive result of the students who use the E-3 Method.
The subject of the lesson is verbal and noun sentences, especially affirmative, negative and interrogative sentences in the continuous tense. The method is used to teach verbal and nominal sentences in order to improve students' grammar skills.
RESEARCH METHOD
Understanding of the school's curriculum that applied to the school in the second semester of 2010/2011. When students find sequences of patterns in the case they find in the research stage, the researcher or students can summarize what they discovered earlier and then focus on the form of affirmative, negative and interrogative sentences. After discovering certain grammatical patterns in the research stage and learning the rules in the explanation stage, students begin to practice elaboration.
Conduct the evaluation using the result of the survey to know their improvement. The result of the data that has been done and will continue in the analysis until reflection can take place after action research. After discovering certain grammatical patterns in the exploration phase and learning the rules in the explanation phase, students begin to practice producing meaningful utterances with each other in communication and interactive tasks.
In fact, the observation made in cycle II is almost the same as the observation in cycle I. From the results of the researcher, the researcher can conclude that the E-3 method can improve the grammar skills of the students.
Research Subject
Research Instrument
Research Variables and Indicators 1.Variables
The independent variable in this research is the use of the E-3 method that significantly improves grammar.
The Procedure of Collecting Data
The Analysis of Data
Findings
Based on the table, it indicates that improving the students' grammar ability through E-3 Method is successful. The students' average score of verbal sentence at D-test is 4.34 while the average scores of nominal sentence at D-test is 3.17, so the average scores are classified in very poor score, the students' average score of verbal mean at cycle I is 6.18, while nominal mean of mean scores at cycle 1 is 4.35, so the mean scores are classified in fairly good score, because the results of cycle 1 do not reach the target. The students' average score of verbal sentence at cycle 2 is 6.69, while the average score of nominal sentence at cycle 2 is 8.24, so the average scores are classified as good score.
And the improvements of the students' grammar ability by E-3 method is the average score of verbal sentence is 43.02% and the average score of nominal sentence is 39.4%, so the improvements of the students' ability by E-3 method is successful . It shows that the student's score of verbal sentence in D-Test is 4.34 and while the average score of the student in nominal sentence in at-Test is 3.17. In addition, the average score of verbal sentence at cycle 1 is 6.18 average score is classified in fairly good score.
While the mean score of verbal sentence at cycle 2 is 6.69, and the mean score of nominal sentence is 8.24. The percentage of student's improvement score of the students' grammar ability by E-3 method is the average score of verbal sentence is 43.02% and the average score of nominal sentence is 39.4.
Discussion
The students' score of verbal sentence at D-Test is 4.34 and while the average score of the student at nominal sentence in at-Test is 3.17. In addition, the average score of verbal sentence at cycle 1 is 6.18 average scores are classified in fairly good score. During the teaching and learning process in cycle I, the researcher finds that the students find it difficult to memorize the difficult words.
In order to solve this problem, the researcher carried out cycle II and reviewed the previous lesson plan. In this case, the researcher was divided into six groups so that the students could correct their speech and sentences. The researcher also gives an in-depth explanation of the difference between verbal and nominal sentences and we usually find it in daily activities at school and at home so that students can understand well.
From the above explanation, the researcher analyzes that through the E-3 method, students' grammatical ability can be improved in learning new words, where the average score of students in cycle I and cycle II is higher than test D based on the table of findings. . Student participation in the first meeting of cycle I is 45.00% and in the last meeting of cycle II, student participation is 84.37%. This shows that the application of the E-3 Method can stimulate students' activity in the teaching and learning process.
Based on the result of the data analysis, it can be concluded that there is a significant improvement by using E – 3 Method on the students' grammar ability. There is a significant difference between cycle I and cycle II, where in cycle II there is more significant progress in cycle I. The data above indicates the student's average score of verbal sentence at D-Test is 4.34 and while the average score of the student at nominal sentence in at- Test is 3.17.
While the mean score of the verbal sentence in cycle 2 is 6.69, and the mean score of the nominal sentence. From the above data, the percentage of student's improvement score of verbal sentence is 43.02% and the percentage of improvement score of nominal sentence is 39.4. The percentage of student participation in the first meeting of cycle I is 45.00% and this improved to 84.37% in the last meeting of cycle II.
Suggestion
Some difficulties in identifying parts of English sentences faced by the first year students of SMA 1 Bajeng in the academic year 2004/2005. 2 Bontoala Makassar: Islamic State University Thesis. Simple Sentence Base Construction in SLTP Negeri 1 Bantaeng Figure Unpublished Thesis: FKIP Unismuh Makassar.
APPENDIX A LESSON PLANING
APPENDIX B
TEACHING MATERIALS
APPENDIX C INSTRUMENTS
APPENDIX C
THE RISULTS OF CYCLE
APPENDIX E
THE RISULT OF OBSERVATIONS
034 MEISYA
Kompetensi dasar
Metode dan Pendekatan Pembelajaran 1. menjawab peertanyaan
Guru mengajarkan siswa cara bertanya pada LKS. - Guru menuliskan kata kunci secara melingkar di papan tulis. - Guru memantau aktivitas siswa.
Instrumen
Standar kompetensi
Shiva dibagi menjadi beberapa kelompok yang terdiri dari 5-6 orang - Guru mengajari siswa cara mengerjakan soal pada LKS - Guru menuliskan kata kunci secara melingkar di papan tulis - Guru mengawasi aktivitas siswa.
Standar kompetensi
Kompetensi dasar
Instrumen (+) They are sad
Siswa can understand the question and understand the meaning of the vocabulary word that relates to the question given. Nominal clause is clause containing non-verb in the predicate position, but clause containing a noun, adjective or adverbial form in the predicate position. The subject of the lesson is verbal and nominal clause for the aspect Affirmative, negative and introductory sentences in simple present and present perfect.
VERBAL AND NOMINAL SENTENCE (simple present tenses)
- Verbal sentence
- Nominal sentence
Since (tense/past tense): sejak (pukul/ masa lalu). aux subject Verb III Object they have. of the sentence you define as follows:.
