THE IMPLEMENTATION OF BASIC ENGLISH GRAMMAR MATERIAL WEB BASED OF ADVERBS FOR THE
FIRST YEAR STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN MAKASSAR
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department the Faculty of
Tarbiyah and Teacher Training of Universitas Alauddin Negeri Makassar
By AYU ANDIRA Reg. Number: 20400119033
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING UNIVERSITAS ALAUDDIN NEGERI MAKASSAR
2023
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ACKNOWLEDGEMENT
Alhamdulillahi rabbi‟Alamin, the researcher would like to express her most appreciation to Allah Subhanahu wa ta‟ala for His blessing and mercies so that the researcher could start and finish writing this research report as who has given guidance, mercy, and good health. Salam and Shalawat are delivered to our beloved prophet Muhammad Shallallahu „alaihi wasallam who has brought the human being from the darkness to the lightness.
During the writing of this thesis, the researcher realizes that she received much assistance, suggestions, and advice from several people. Without the advice, suggestion, and assistance of those people, this thesis would never have existed. First, the researcher’s deepest appreciation to her beloved parents, Abd. Rahim and Hardiana, who always gives her unlimited affection, sacrifice, prayer, and support her in finishing this thesis. In addition the researcher would also like to express her appreciation and sincere thanks to them, especially to the followings:
1. Prof. H. Hamdan Juhanis, MA., Ph.D., the Rector of UIN Alauddin Makassar for his advice during her study at the university, and all his vices.
2. Prof. Dr. H. A. Marjuni, S.Ag., M.Pd.I., the former Dean of Tarbiyah and Teaching Training Faculty of UIN Alauddin Makassar, and all his vices.
3. Dr. H. Andi Achruh AB. Passinringi, M.Pd.I., the current Dean of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar, and all his vices.
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4. Prof. Dra. Hj. St. Azisah, M. Ed.St., Ph.D., and Dr. Sitti Nurpahmi, S.Pd., M.Pd., as the Head and Secretary of English Education Department of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar.
5. Dr. Abd. Muis Said, M.Ed., Tesol., and Nur Aliyah Nur, M.Pd., as the first and second consultants, thank you so much for their valuable, advice, and great suggestion during the writing of this thesis.
6. Dr. Sitti Nurpahmi, S.Pd., M.Pd., and Muthi’ah, M.Pd., as the first and second examiners for the suggestions, advice, and directions to produce better and more usefull research going forward
7. All of the lecturers of English Education Department, all the staffs in Tarbiyah and Teaching Training Faculty of UIN Alauddin Makassar for their guidance, support, and help during the researcher as the students in UIN Alauddin Makassar.
8. The students of English Education Department 2022 of PBI C as the research respondents.
9. Researcher’s beloved partners Nur Rahma Razak, Eka Audia, Riska, Andira, Reski.S, Ibrahim, for friendship, humor, advice, time, and togetherness.
10. All of the researcher’s best friend from English Education Department 2019, especially for PBI A, thanks for friendship and togetherness.
11. All people involved in the completion of this study who the researcher could not mention one by one.
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Finally, by reciting Alhamdulillahi Rabbil‟Alamin, the researcher can finish her thesis successfully, advice, correction, and suggestion are very necessary from the readers in the future. May Allah Subhanahuu wata‟ala blesse our payer and efforts, Aamiin.
Samata-Gowa,
Ayu Andira 20400119033
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LIST OF CONTENT
ACKNOWLEDGEMENT ... i
LIST OF CONTENT ... vii
LIST OF TABLE ... ix
LIST OF FIGURE ... x
LIST OF APPENDIX ... xi
ABSTRACT ... xii
CHAPTER 1 ... 1
A. Background ... 1
B. Research Questions ... 5
C. Research Objectives ... 6
D. Research Significances... 6
E. Research scope ... 7
F. Definition of Key terms ... 8
CHAPTER II ... 10
A. Previous Related Research Findings ... 10
B. Partinent ideas ... 14
C. Conceptual Framework ... 33
CHAPTER III ... 35
A. Research Method ... 35
B. Research Subject ... 36
C. Research Instruments ... 36
D. Data Collection Procedures ... 38
E. Data Analysis Technique... 40
CHAPTER IV ... 46
A. The Test Result ... 46
B. The Implementation Outcomes ... 48
C. The Practicality Results... 58
CHAPTER V ... 74
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A. Conclusions ... 74
B. Limitations ... 75
C. Suggestions ... 75
BIBLIOGRAPHY ... 76
DOCUMENTATION ... 27
CURRICULUM VITAE ... 28
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LIST OF TABLE
Table 2.1: Indicator of Practicality... 21
Table 3.2: Scoring Guidelines ... 41
Table 3.3: Product Practicality Criteria ... 42
Table 3.4: Criteria for Giving Questionnaire ... 43
Table 4.1: The Results of The Practicality Checklist ... 46
Table 4.2: The Analysis Results of Questionnaire ... 48
Table 4.3: The Results of The Practicality ... 43
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LIST OF FIGURE
Figure 2.1: Home Page ... 18
Figure 2.2: Material Page ... 19
Figure 2.4: Learning Video ... 20
Figure 2.5: Assignment Page ... 20
Figure 2.6: Individual Assignment ... 21
Figure 2.7: Group Assignment ... 22
Figure 2.8: Conceptual framework ... 32
Figure 3.1: Mean Formula ... 41
Figure 3.4: Observation Formula ... 43
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LIST OF APPENDIX
Appendix 1: Grammar test ... 77
Appendix 2: Answer Key of The Test ... 84
Appendix 3: Questionnaire ... 85
Appendix 4: The Result of Questionnaire ... 87
Appendix 5: The Practicality Checklist ... 89
Appendix 6: Practicality Checklist Result ... 91
Appendix 7: Interview Guidelines ... 92
Appendix 8: The Material Implemented ... 102
xii ABSTRACT Name : Ayu Andira
Reg. No : 20400119033 Department : English Education
Faculty : Tarbiyah and Teacher Training
Title : “The Implementation of Web-Based Basic English Grammar Material of Adverbs for the First Year Students of English Education Department at UIN Alauddin Makassar”
Consultant I : Dr. H. Abd. Muis Said, M.Ed. TESOL Consultant II : Nur Aliyah Nur, M.Pd.,
This research is a follow up research from previous researcher with the title
―Developing English Grammar Materials of Adverbs and Adjectives for the first year students of English Education Department at UIN Alauddin Makassar‖ by Rahman (2021). The results of the study are in the form of web-based basic English grammar materials of adverbs which are teaching materials with a focus on basic English grammar topics. This study aims to find out whether the website is practical to be used as a learning resource in the class materials that have been designed for implementation that have been done before this stage so that reseracher could conduct this research to find out the results of the implementation outcomes and practicality of the product.
This research employs a mixed method with explanatory mixed-method design. The research subjects were the first-year students from the English Education Department at UIN Alauddin Makassar, namely PBI C with a total of 24 students.
The data source of this research is mixed method, namely quantitative and qualitative data obtained through implementation results, grammar test of adverbs, questionnaire, practicality checklist, and interview.
Based on the results of this study, it shows that the grammar test results reached the fairly good category with an average score of 64.09 from 24 students.
Based on the favourable results, it can be seen tha thet use of this website meets the indicators, including acceptability, adoption, appropriateness, feasibility, fidelity, cost, and sustainability. Meanwhile, the web-based practicality shows a percentage of 74.66% which is categorised as a practical product that has also achieved the indicators of practicality including attractiveness, development process, interest or motivation, ease of use, functionality and usability, and realibity and usability.
Therefore, it can be concluded that this product can be used as a supplementary material for students because it fulfils the indicators of implementation outcomes and practicality category for teaching materials.
1 CHAPTER 1 INTRODUCTION A. Background
In the current era of globalization, rapid technological advances have brought many benefits to progress in various social fields. People should use technology to help get their work done. There is no denying that technology has developed and become the most impactful thing in everyone's life. Education is one of the factors contributing to the impact of increasingly sophisticated technology. In education, various technologies are used because they are very helpful in the learning development process. In the current era of globalization, rapid technological advances have provided many benefits for social progress. These advances have affected all aspects of human life, including economics, politics, art and education.
The world of education must have the courage to do new things that are useful for improving education and schools. Not only infrastructure and curriculum innovation, but also innovation that includes the use of information technology in education. Educational technology has the potential to transform conventional learning approaches into non-conventional learning approaches.
Educational and learning technology are two components that are tied to each other, for example, learning is still ongoing even though there are no educators as a means of delivering material, but with technology students can still gain knowledge according to their portion, as according to Syukur (2008) learning will
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more effective if there are media or tools that support it such as films or videos and so on. Likewise with Miarso (2005), the role of educational technology for students is needed, both in solving problems that are micro and macro.
All components of the education system have a role and are very influential in the success of the education system, so that the world of education must be eager to innovate as a whole. Educational technology has the potential to transform conventional learning approaches into non-conventional learning approaches.
Often people think of educational technology only to do with electronics or technical equipment. However, the definition of educational technology is very broad.
Web-based learning multimedia is software used in learning activities. One of the software development references is the opinion of Software Engineering expert, According to Pressman (2002: 38), software engineering includes the following stages: requirements analysis, design, coding, testing, and maintenance.
One of the web-based learning models was developed by Davidson and Rasmussen (2006). Themodel developed by Davidson and Rasmussen consists of several stages: analysis, design, development, implementation and evaluation. The analysis phase includes problem analysis and learning component analysis. The design phase includes learning and software design. The development phase combines various design and software elements into a web-based learning program.
Web-based learning media allows students to get lessons anytime and anywhere. They can also enrich lessons with various learning resources, including multimedia. There are many types of web-based learning media, from very simple to very complex. While some web-based learning media only offer a collection of materials, discussion forums or questions and answers are conducted via email or mailing lists. This method is considered the easiest to use web-based learning method. In addition, there is also an integrated web-based learning media, which consists of an e-learning portal that combines various educational materials that are enriched with multimedia content. This portal can also be integrated with various other learning tools, such as evaluation systems, communication, discussion, and academic information systems (Surjono, 2008: 1).
One very relevant topic to learn through the website is English, especially grammar. To master the four English skills, namely listening, speaking, reading and writing, grammar is very important to learn. Most students have learning difficulties because they do not understand grammar. English learners will find it easier to understand grammar material if they learn grammar through websites.
Web-based learning must be adapted to a curriculum that prioritizes student- oriented learning and takes into account the current situation which requires students to study remotely. As a result, students will be more involved in the learning process, improve their ability to think critically, and get relevant information independently.
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This is an accordance with Hadith which reads:
ِهِمْلِع ىالاع اهُكْساي ْناا ِمِلااعْلِل الَ او ِهِلْهاج ىالاع اهُكْساي ْناا ِلِهااجْلِل ِغابْتاي الَ
"It is inappropriate for a stupid person to silence his stupidity and it is also inappropriate for a knowledgeable person to silence his knowledge" (HR Ath-Thabrani).
Therefore, this provides the basis for why Rahman wants to develop web- based basic English grammar material for the first year students of English education department at UIN Alauddin Makassar. She concentrated on the first semester student’s grammar practice and realization by utilizing web-based materials created by previous researchers and concentrating on basic English grammar materials. She thought that in this case she would not be able to review the implementation phase due to the spread of COVID-19 which caused the teaching and learning process to rotate to the internet.
However, at the previous research development stage, it was not supported by the implementation phase. So, with the next implementation step, researcher will see the implementation outcomes and the practicality of the use of the web-based basic English grammar materials for students majoring in English Education in the first year at UIN Alauddin Makassar.
Therefore, this implementation is very important to know the implementation process. The main purpose of the implementation process is to provide feedback on policy implementation and to find out whether the implementation process is in accordance with the plans or standards that have been set. Furthermore, this goal
is to identify obstacles and problems that arise during the implementation process (Mulyadi, 2015: 50). In addition, (Syahida, 2014: 8-9) argues that:
"Implementation as to carry out, acomplish, fulfill, produce, complete" means:
bring, complete, fill, produce, complete. So etymologically implementation can be intended as an activity related to completion by using means to obtain results.
It turns out that first year students in the English education department have not used the web as a learning resource for grammar adverb learning materials.
Part of the supply Basic English Grammar uses WhatsApp, sometimes via Zoom Meeting and Google Meet, in addition to using tools to do assignments such as Google Forms and Quizzes to distribute assignments online, not to provide learning materials.
Based on the explanation above, the researcher implemended Web-Based Basic English Grammar Materials of Adverbs for The First Year Students of English Education Department at UIN Alauddin Makassar. This research was conducted so that English students, especially English education students, can understand grammar well through this website. Most students may not be able to understand when explaining in class, so that through a website that contains grammar material, students can better understand the lecturer's explanation.
B. Research Questions
Based on what has been explained, the underlying problem of the previous, the researcher formulated the questions as follows:
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1. How are the implementation outcomes of the web-based basic English grammar material of adverb for the first year students of English education department at UIN Alauddin Makassar?
2. How is the practicality of the web-based basic English grammar material of adverb for the first year students of English education department at UIN Alauddin Makassar?
C. Research Objectives
Related to the research questions above, there are two objectives of this research;
1. To find out the implementation outcomes of the web-based basic English grammar material of adverbs for the first year students of English education department at UIN Alauddin Makassar.
2. To find out the practicality of the web-based basic English grammar material of adverbs for the first year students of English education department at UIN Alauddin Makassar.
D. Research Significances 1. Theoretical Significance
Website is a site that contains pages that store various materials in it.
In this study, research was implement a website that contains material about English grammar, especially adverb material which will be useful for English language learners, for English education students. By using this website, learners can learn about adverbs anywhere.
2. Practical Significance
For practical purposes, this research can provide benefits for the students of English education, especially material on Basic English Grammar Material Based on Web of adverbs to add insight and help students to more easily learn grammar, one of which is adverbs.
In addition for the second, this research can help lecturers and institutions as innovative teaching materials, so that the teaching process can be more interesting. Finally, for the third, this research can help researchers to see how effective this material is if applied in the first semester of English education students. Despite being used for formal education, this website can also be used in informal settings. In order to give everyone a way to study English, this website was developed. It was also made so that students would like it more than they would a traditional book.
E. Research scope
This research focuses on the implementation of basic English grammar
material based web of adverb. According to Rahman (2021), adverbs material is very important to learn in English because it is very influential in mastering the four elements of English, namely speaking, listening, reading and writing. Among 12 materials on BEG websites, the researcher chose one of the basic English grammar materials, namely Adverb. It provides teaching materials, instructional
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videos, and exercises on the web. In this implementation stage, the researcher adopted a Quan-Qual Mixed Method Design.
F. Definition of Key terms
Based on the previous explanation, this research is a follow up research on previous research. However, the operational definition of terms is as follows:
1. Implementation
Implementation in this context is the activity of using and implementing a product. In other words, the process of implementation a learning media that can be utulized and used by teachers and students with the aim of making it easier for students to get Basic English Grammar material on adverbs that suit students’ needs in online lerning activities. In this case, the product that will be used in this omplementation research is web-based Basic English Grammar of adverbs materials.
2. Basic English Grammar
Basic English Grammar is one of the lessons that need to be learned in learning English. This material has been learning in UIN Alauddin Makassar especially at the first year students of English education department. where one part of it is adverb. Apart from these two materials, other materials found in grammar include nouns, verbs, pronouns, prepositions, conjunctions, articles, present tense, past tense, future tense and perfect tense.
3. Web-based materials
Website is a site or page containing various kinds of learning that helps teachers and students in the teaching-learning process or as a medium of learning both formal and informal. Web based material in this research is kind of page that can be accessed by the students using internet and contains Basic English Grammar Material of Adverbs and other materials from Basic English Grammar.
4. Adverb
Adverb is one of part of speech in Basic English Grammar used to describe verb, adjective, another adverb and sentence overall.
5. Implementation Outcomes
Implementation refers to the term component for the parts and conditions necessary to make something happen. At this stage the adverb implemented by applying it via internet. Therefore, implementation outcomes are said to be the result of planned and intentional efforts to bring new procedures, efficient and services.
6. Practicality
Practicality is an element about ease of use and how aspects of presenting the material. Ease of use element to protect the ease of learning the material and language used.
10 CHAPTER II LITERATURE REVIEW A. Previous Related Research Findings
In connection with the title of this research, in particular the implementation of basic English grammar material based web of adverbs for the first year students of English education department at UIN Alauddin Makassar, there are four researchers that have conducted research on this topic:
The first research was conducted by Daniel (2010) on the title
―Implementation of Web-Based Learning in colleges of Education”. The research of a survey conducted to find out what supports and hinders the implementation of web-based learning in higher education institutions is the subject of this research.
The survey was attended by 229 faculty members. Of these, 104 had never hosted a web-based course, while 125 had hosted at least one web-based course. The survey results show that education faculties as a whole are neutral about the readiness of universities to implement web-based learning. While organizational culture, policies, and commitment to learning are seen as supporting implementation, the survey found that financial resources, infrastructure, and support are seen as impediments to implementation. The open-ended responses indicated that there were interesting differences based on the perceived lack of social interaction between teachers teaching online and teachers teaching conventionally.
The second research was conducted by Sariasih et al., (2022) with the title
“Students Self-Assessment on Web-Based Grammar Exercises During Covid-19 Pandemic”. Teaching Because it is considered difficult and requires a lot of student attention, teaching grammar online is a big challenge for students. One type of grammar teaching is web-based grammar exercises, where teachers can teach students online using tools or applications such as Zoom, Google Meet, etc.
They can also do a self-assessment by recording their progress and paying close attention to the difficulties they encounter doing the online grammar exercises.
The second question is about how students view web-based grammar exercises.
The results showed that students assessed two indicators: material and activities.
Students were able to study material independently without stopping, even when they encountered difficulties. Some students repeat material, but others are completely silent. Third, when web-based grammar exercises are used in grammar teaching, student achievement increases. In the first semester, 55% of students could master grammar, but in the second semester, 82.8% of students could master grammar. This shows that the use of web-based grammar exercises can improve student achievement and mastery.
The third research was conducted by Toral (2005) with the title
“Implementation of a web-based educational tool for digital signal processing
teaching using the technological acceptance model”. The Model Application is an e-learning application created by researcher. This study will discuss the exploration of the development of structural and measurement models for
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technology acceptance of web-based learning tools. In order to plan future improvements, the goal is to measure not only the use of these tools, but also the external variables that have a major influence on the use of these tools. In undergraduate programs, a web-based educational environment has been used as a learning method. It covers contemporary microprocessor applications and architectures. The suggested methodology may possibly be extended to similar instruments and seeks to fill gaps in scientific studies regarding the validation and acceptability of computer-based educational tools. Since it can be done anytime and anywhere, it is beneficial for both teachers and students.
The fourth research was conducted by falowo (2007) on the title "Factors impeding implementation of web-based distance learning". Life for everyone has become a necessity, due to economic and technological changes that are increasingly happening in our society which is based on information and communication. This is especially the case during the transition from a manufacturing society to one that is dependent on knowledge and communication.
Very effective for reaching adult students through distance learning. Adult students want a great deal of flexibility due to competition at work, at home and at school. However, the structure of distance learning gives adults more control over when, where and how fast they learn. Distance learning faces many challenges, including students who lack motivation to learn because there is no face-to-face contact with teachers and peers, student dissatisfaction with the learning and training process, potentially expensive initial costs, and lack of support from
faculty (Galusha, 1997). Several perspectives on distance learning and challenges are discussed in this literature review, particularly the types delivered through electronic media.
Based on those previous research findings four researchers who categorize it, it can be concluded that web -based learning is very useful, especially in the field of education. These sites are useful for teachers and students in the learning process because it can be easily done anywhere and anytime. In particular, teachers are very enthusiastic about the transition from traditional virtual classes to modern computer -based teaching. The first is about how to find survey results in the learning process to find out the factors as obstacles in the implementation of web -based learning. The next is to teach web -based online grammar is one method in teaching namely Zoom, Google Meet, and practice the achievement of student grammar when web -based grammar exercises. It shows that using web - based grammar can improve student achievement and mastery. The third is that this study focuses on conducting e-learning applications about the development namely web-based educational tools, and this is very easy to apply whenever and wherever we are. Finally, this research focuses on long distance learning, which is an excellent method to reach students want a high level of flexibility.
Therefore, there are some new things between the previous research and this research. The first is that this research is specifically aimed at implement the web- based materials. The second, this study specifically looks at the effect of the implementation and practicality of the media used. The third, this research
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material is specifically for adverbs, and finally it will be conducted with the first year students of the English education department at UIN Alauddin Makassar.
B. Partinent ideas
1. Instructional Media
a. Definition of Instructional Media
Learning media are very important in the learning process because they function as a mediator to convey messages when there is uncertainty in the learning process or delivery of material. Media can help students understand complex material. According to Djamarah & Zain (2010:
120), "learning media can represent what the teacher is unable to say through certain words or sentences." Thus, the media will help students understand the topic more easily. Media can also be understood as a tool that can be used to convey messages to achieve learning objectives.
Hamalik in Arsyad (2007:15) states that using learning media when teaching can have a psychological effect on students. This includes increasing new desires and interests, increasing motivation and stimulation for learning activities, and increasing motivation to learn.
b. Types of Media
According to Asyhar (2012: 44-45) Basically, media consists of four categories: visual media, audio media, audio visual media, and multimedia. The following is an explanation of the three categories of learning media. Visual media is a type of media that is only used by
students' senses of vision. As a result, students' learning experiences depend heavily on their visual abilities
1) Audio visual media is a type of media used in learning activities that involve sight and hearing so that the learning experience gained is based on hearing.
2) Audio media is only used in the learning process and only involves students' hearing senses.
3) Multimedia learning involves the senses of sight and hearing through the media of text, still images, visual motion, and audio as well as computer-based interactive media and information technology, as well as verbal and nonverbal messages that rely on sight and hearing.
According to Sudjana (2011: 3-4) the types of media are as follows.
1) Graphic media (two dimensions), such as pictures, photos, graphs, charts or diagrams, posters, cartoons, comics, and so on;
2) three-dimensional media, such as solid models, such as sections, stacks, work, and so on;
3) and projection media, such as slides, films, and the use of OHP transparency projectors.
4) Use of the environment for learning c. The Purposes of Instructional Media
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The media has an important role in learning, namely to explain these things and can represent the teacher as a communication tool, learning material. According to Arsyad (2014:29-30) are:
a) Learning media can clarify the presentation of messages and information so that it can accelerate and improve learning processes and outcomes.
b) Learning media can increase and direct children's attention so that it can generate motivation to learn.
c) Learning media can overcome the limitations of the senses, space and time.
d) Learning media can provide students with similar experiences about events in their environment.
2. Web-based Instruction
Web stands for World Wide Web, which is the subject of the internet which includes a number of pages accessible through a web browser.
Although the terms "web" and "internet" are usually defined interchangeably, they are different. Internet is a term that refers to a global network that appears to serve the information that occurs via the internet. On the other hand, the web can be defined as a web page that can be accessed via the internet.
(Hughes 1994). The World Wide Web, which is often abbreviated as
―The Web‖, is a collection of different websites that can be accessed via the
Internet. The website consists of content, images and other related materials.
Websites can interact with computers or be similar to other types of media, such as newspaper articles or TV shows. Even though internet and web mean different things, it is sometimes difficult for us to tell the difference. In this case Allan (2005) explainn That the internet is a network of interconnected computers. It has the ability to read and explain the Internet Transmission Control Protocol (IP) and Transmission Control Protocol (TCP).
The emergence of the internet, learning can become more interesting because technology has entered almost all learning systems to help learning run well. According to Kantisa and Sitthitkul (2018), web-based learning is not only meaningful but also real for those who study online. In addition, to enhance all learning activities, use internet-based learning methods to make classes more real.
According to Hui & Cheung (1999) That web-based instruction is currently gaining popularity. The World Wide Web is a web-based instructional platform that enables teachers and students to communicate better inside and outside the classroom. It also allows management of additional teaching and provision of quizzes. Web-based learning is a new type of technology education support (Suriaman et.al, 2020). It is defined as a medium that uses hypermedia and multimedia technologies to provide a suitable learning environment in which the controller has the ability to adapt to the various learning needs of the users (Kern & Warschauer. 2020).
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3. Website
According to Gregory (2000) The collection of web pages and all their related files is called the web. All web consists of pages and a collection of pages called the homepage. The homepage is located at the top of the website, and the related pages are below it. Each page below the main page, or child page, usually has a link to another web page. In this case, the research website is the type of page that students can access via the internet and contains adverbs of basic English grammar.
In addition, here are several of adverbs that the Basic English Grammar has as follows:
Figure 2.1 Home Page
(Source: https://begrammar.wordpress.com/)
The main feature of this website is to provide general information. A brief introduction about the site and by the creator students from Alauddin State Islamic University of Makassar.
Figure 2.2 Materials page
(Source: https://begrammar.wordpress.com/)
Shows the material page of this website. On this page, the adverbs materials are revised in the meaning of adverbs as well as kinds of adverb.
For example; adverbs is one of part of speech in Basic English Grammar used to describe verb, adjective, another adverb and sentence overall.
There are seven part of adverb: Adverb of Manner, Adverb of place and direction, Adverb of time, Adverb of Degree, Explanatory Adverb, Interrogative Adverb, Relative Adverb.
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Figure 2.3 Adverbs page
(Source: https://begrammar.wordpress.com/)
This feature contains an explanation of the adverbs of each kind of adverb along with their forms and examples, for example: suddenly, I felt sleepy.
Figure 2.4 Learning video
(Source: https://begrammar.wordpress.com/)
This feature contains video explanations about adverbs for each type and form and examples which will be explained by Eka Juanti Rahman as a member of the creators of this website. In this feature, users will see the excitement of the explanation presented by Eka Juanti Rahman.
Figure 2.5 Assignment Adverbs (Source: https://begrammar.wordpress.com/)
The feature contains the adverbs assignment. In this feature, students will see a choice of exercises consisting of individual assignments and group assignments. This feature is designed to provide opportunities for students to see the extent of their abilities and knowledge after learning.
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Figure 2.6 Adverbs Individual Assignment Adverbs (Source: https://begrammar.wordpress.com/)
This feature contains individual assignments about adverbs. In this feature, students will get assignments in the form of multiple choices about adverb material. This feature consists of fifteen questions and students can choose the right answer from options A, B, C, or D.
Figure 2.7 Adverbs Group Assignmentn Adverbs (Source: https://begrammar.wordpress.com/)
This feature contains adverbs group assignment. In this feature, students will get an assignment in the form of how to analyze errors in adverb material. This feature consists of five questions and students can choose the correct answer from the Correct or Incorret options.
4. Basic English Grammar a. Definition of Grammar
In the process of teaching language, grammar is a component that must be mastered. Many people try to explain grammar, because grammatical words have many meanings. The term grammar has different definitions and explanations from grammar experts. ―Knowledge of what words can be used where and in what forms these words should be taken‖
is a common definition of grammar (Harmer, 2015, p. 22). In addition, Harmer (2015) mentions several important elements of grammar that must be considered by students who learn English. These factors include adjectives, adverbs, nouns and noun phrases, sentences and clauses, and verbs. Burns (2009) states that there are three main theoretical ideas about grammar that influence the way people teach English. First of all, traditional grammar sees language as a system of rules, and students are asked to find and categorize words or phrases in sentences into their respective parts of speech. Second, formal grammar sees language as a cognitive process that occurs in the human brain, with a predisposition to use it from birth. Third, functional grammar is descriptive in nature, and
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this approach addresses how people actually use language to communicate with each other every day.
Learning grammar refers to the structure of language and how it works, as well as the systems and patterns used to select and combine words, and how sentences are properly interpreted. It is assumed that, language is not only structured and functioning, but also talks about patterns and systems in choosing and combining words and sentence construction.
b. The important of Learning Grammar
Various kinds of evidence support the fact that the teaching of grammar is very important for teaching English. For example, Norris and Ortega (2000) analyzed 49 studies and found that an emphasis on grammar improves overall language teaching. An additional example is research conducted by Scheffler and Cinciała (2011), which focused on how teaching grammar can help students obtain a B2 level. The research emphasizes that grammar rules increase students' self-confidence and help them in the general learning process. Jones et al. (2013) investigated the relationship between grammar and writing in a recent study. According to their research, teaching contextual grammar helps students' writing.
5. Adverbs
Adverb is a word that describes a predicate on a sentence. adverbs is a word which modifies the meaning of a verb, an adjective, or another adverb.
adverbs can also explain sentences as a whole. adverb is a word denoting a place, time and way. Rudiyanto (2011) argues that adverb is used to explain the verb, noun, noun phrase and others.
There are seven part of adverb: Adverb of Manner, Adverb of place and direction, Adverb of time, Adverb of Degree, Explanatory Adverb, Interrogative Adverb, Relative Adverb.
a. Adverb of Manner
An adverb that shows the way in doing an activity.
For Example : suddenly, I felt sleepy.
b. Adverb of place and direction
Tells information that shows the place and direction.
For Example: here , I and he study English.
c. Adverb of time
The word information that shows the time of the occurrence of an action / event.
For Example:
Position in the sentence
at the beginning : yesterday , he bought a camera.
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in the middle : she will soon be here d. Adverb of Degree
An adverb that describes the level / degree of the adjective, other adverbs and the quality of the verb.
For Example: Very good e. Explanatory Adverb
Information that is used to explain something through an example.
For Example : I like vegetables such as tomatoes, broccoli and carrots f. Interrogative Adverb
Is an adverb that is used to ask questions.
For Example : what should I do?
g. Relative Adverb
Relative adverb is an adverb that is used to connect two sentences into one sentence.
For Example : I don’t know why she doesn’t like me 6. The concept of Implementation
According to Grindel's theory as quoted in Mulyadi (2015:47): The administrative process that can be checked at a specific program level is known as implementation. Or activities that focus on implementing programs—processes that produce results. In this case, it is the process of implementing a product that has been created or developed. Basic English
grammar for web-based adverbs will be used in this study. Everything that teachers and lecturers write to set aside when they prepare for language input is called implementation material (Tomlinson, 2003). The goal is to provide language information that helps people learn a language.
Therefore, material developers need classroom pictures or advertisements, textbooks, workbook designs, audio or video materials, or articles to develop materials (Suriaman et al., 2020).
Tomlinson (2011) adds that the application of the material should be centered on three important questions: (1) what should be given to students, (2) how the material is given, and (3) how the material can help improve language learning. Important principles for mastering a second language related to the application of language teaching materials: (1) materials must have an effect, materials must help students learn language better, and (2) materials must help students learn language better. (3) The material taught must be perceived by students as relevant and useful;
materials must be needed and facilitate the planting of the learners themselves; (4) Students must be ready to obtain the information being taught; (5) The material must show the language in its original use; (6) Students' attention must be directed to the linguistic characteristics of the input; (7) considering that students have different learning styles; and (8) the material must be read and understood by students. (Tomlinson &
Brian. 2011).
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7. Implementation Outcomes
Implementation outcomes are the results of deliberate and purposeful activities taken to put new therapies, procedures, and services into practice (Proctor et al., 2011). Three crucial purposes are served by the final product of the implementation. They first act as standards for successful implementation.
They are also near-term measures of the implementation process.
a. Acceptability
Acceptability is the perception among implementation stakeholders that a given treatment, service, practice, or innovation is agreeable, palatable, or satisfactory. Acceptability should be assessed based on the stakeholder’s knowledge of or direct experience with various dimensions of the treatment, such as its content, complexity, comfort, delivery, and credibility. The term ―acceptability‖ refersh t the quality of the contetnt and the complexity of the material on the website.
It also refers to user convenience.
b. Adoption
Adoption is defined as the intention, initial decision, or action to try or employ an innovation or evidence-based practice. Commonly used terms; uptake, utilisation, initial implementation, intention to try.
In this case adoption means trying or talking advantage od web innovations.
c. Appropriateness
Appropriateness is the perceived fit, relevance, or compatibility of the innovation or evidence based practice for a given practice setting, provider, or consumer; and/or perceived fit of the innovation to address a particular issue or problem. Commonly used terms; feel fit, interrelation, consistency, compatibility, usefulness, efficiency.
The perceived suitablity, relevance or suitability of the innovation (website) is called suitability in this sense.
d. Feasibility
Feasibility is the extent to which a new treatment, or an innovation, can be successfully used or carried out within a given agency or setting. Commonly used terms; suitability, conceptual, retrospectively, fit or actual, practicality. The term ―feasibility‖ refers to the ability of an innovation, such as a website, to be successfully used or implemented.
e. Fidelity
Fidelity is the degree to which an intervention was implemented as it was prescribed in the original protocol or as it was intended by the program developers. Commonly used terms; Delivered as intended, belief, integrity, program delivery dimension. In this case, fidelity refers to the implementation of the website according to the original protocol or the original intention of the researcher.
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f. Implementation cost
Cost is the cost impact of an implementation effort.
Implementation costs vary according to three components. First, because treatments vary widely in their complexity, the costs of delivering them will also vary. Second, the costs of implementation will vary depending upon the complexity of the particular implementation strategy used. Finally, because treatments are delivered in settings of varying complexity and overheads (ranging from a solo practitioner’s office to a tertiary care facility), the overall costs of delivery will vary by the setting. The true cost of implementing a treatment, therefore, depends upon the costs of the particular intervention, the implementation strategy used, and the location of service delivery. Commonly used terms; marginal cost;
cost effectiveness; cost-benefit. In this case cost means the effect of financing on the use web.
g. Sustainability
Sustainability is the extent to which a newly implemented treatment is maintained or institutionalized within a service setting’s ongoing, stable operations. Commonly used terms; sustainability, penetration, actual empirical, integrasi, merger, durability, routine. In this case, sustainability refers to the implementation of the website
accroding to the original protocol or the oroginal intention of the reseracher.
8. Practicality
a. Definition of Practical
Practical means that the lesson plan is ready to use by teachers and students (Khomsiatun & Retnawati, 2012) This is supported by previous research (Saputra et al., 2016; Nugraha et al., 2015; Sumarauw et al., 2017) which concluded that the learning implementation with inquiry- based lesson plan set is categorized as good.
b. Purpose of Practical
The practicality of teaching materials is measured in two aspects:
ease of use and presentation. The aspect of ease of use includes the ease of use for students to understand the material and language used in the module. (Gusmania, Y. & T. P. 2010.).
c. Indicators of Practicality
Indicators used in practicality checklist to see practicality namely:
Table 3.1
No Indicator Statement
1. Attractiveness Learning adverbs via web-based can generate students interest in learning.
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2. Development process Learning adverbs via web-based is beneficial in learning English.
3. Interest or Motivation Learning adverbs via web-based is enjoyable.
Learning adverbs via web-based does not make feel isolated or alone.
Learning adverbs via web-based is satisfied
4. Ease of use Learning adverbs via web-based is
convenient to learn, the lesson can be reviewed anywhere and anytime.
5. Functionality and usability Learning adverbs via web-based is the way to enhance yourself directed learning.
6. Realibity and usability Learning adverbs via web-based is a modern way of learning.
Learning adverbs via web-based has clear explanation of contents and exercises.
Learning adverbs via web-based is easy to understand the lesson.
C. Conceptual Framework
Figure 2.8 Conceptual Framework
The theoretical framework describes how to conduct research procedures.
Researcher was implement basic English grammar web-based of adverbs for the first year students in the English education department of UIN Alauddin Makassar. Based on the framework provided, this stages will use the mixed method.
The first stage, the researcher introduced the aims and objectives of the researcher to make PBI C as the main subject of the research, and agree on a schedule for the next meeting.
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The next stage the researcher provides instructions to students for a access the web-based, while the researcher provide an explanation of the adverbs material. In this phase the researcher focuses on the process of implementing web-based grammar materials by carrying out the PBI C class fully to teach adverb material at the same time. So researchers not only provide instructions on how to use the site, but also teach students how to use it; In other words, at this stage students do not learn alone.
The third stage is the researcher gave a tetst. In this process students will answer 40 questions related to the material. The purpose of this step is to determine student achievement related to adverb material after using the website.
The fourth step is that the researcher gave a practicality checklist to see their responses before and after using the Internet during the grammar learning process.
After providing a practicality checklist, the researcher continued to strengthen the data by conducting interviews with students on the statements provided. To avoid factual differences between written and oral data. Researchers will use data analysis techniques to supporting it.
The last is the researcher combines quantitative and qualitative insights.
Researcher uses data analysis techniques to support this. At this stage, the researcher examines the most effective products for students and the extent to which these web- based tools can be used practically.
35 CHAPTER III RESEARCH METHOD A. Research Method
In this research, the researcher used the quantitative and qualitative research design or explanatory design of mixed method. According to Gay (2016) Mixed methods research combines quantitative and qualitative research designs by including both quantitative and qualitative data in a single study. The purpose of mixed methods research is to understand a phenomenon more fully than is possible using either quantitative or qualitative designs alone. Mixing two methods might be superior to a single method as it is likely to provide rich insights into the research phenomena that cannot be fully understood by using only qualitative or quantitative methods. A mixed-methods approach is a research methodology in its own right. As stated by Creswell and Clark (2011), a mixed-methods research design is a research design that has its own philosophical assumptions and methods of inquiry. As a methodology, it includes philosophical assumptions to provide directions for the collection and analysis of data from multiple sources in a single study. A mixed-methods design offers a number of benefits to approaching complex research issues as it integrates philosophical frameworks of both post- positivism and interpretivism (Fetters, 2016).
According to Gay (2016) there are three common, basic types of mixed methods research design consists of Explanatory sequential or also known as the QUAN – qual design, Explanatory sequential or also known as the QUAL – quan
design, and Convergent parallel or also known as the QUAN + QUAL design. In this satge, the researcher used Explanatory sequential design.
B. Research Subject
The research subject according to Arikontu (2016: 26) provides limitations research subjects as objects, things or people where data for variables inherent research, and at issue. In a study, the subject research has a very strategic role because of the research subject, is the data about the variables that research observes. The subjects in this study are first year students of the Department of English Education at UIN Alaluddin Makassar. In this process there are twenty four PBI C students. The researcher only involves four to six students in the interview process, who will be randomly selected using a purposive selection process. This means that the selection process is randomly based on student answers, which are classified from the two highest answers, two medium answers, and two low answers.
C. Research Instruments
For the research instruments, the researcher used four kinds of instruments.
They are;
1. Grammar Test of Adverbs
The researcher was conducted test based on the material that has been studied by students. The test model given by the researcher was multiple choice, with forty points for choosing the correct answer, twenty five points for multiple choice, and fifteen points for incorrect identification. The aim is
for students to be tested to see how well they have mastered the adverbial material.
2. Questionnaire
A questionnaire is a collection of a set of questions or statements that must be answered by a respondent to obtain information from the respondent.
The questionnaire not only provide structure and framework for the observer, but also serve as an understanding contract with the researcher, whose results may be more relevant and will receive specific feedback about course elements. There were seven main indicators that were used as references in questionnaire during the teaching and learning process, namely acceptability, adoption, appropriateness, implementation cost, feasibility, fidelity, and sustainability.
3. Practicality Checklist
A practicality checklist is a list of things that an indicative person will pay attention to when deciding something. Practicality checklist or other terms that have the same meaning as a questionnaire is a tool in which respondents include written responses to questions or identify items to indicate their responses (Ary, 2010). In this study, "Practicality checklist" is an enthusiastic term used to indicate a primary concern with seeing how useful something is after use. In this case, the researcher will apply a practicality checklist to determine whether the website is substantial by collecting data from students' perspectives.
4. Interview Guidelines
The researcher conducted semi-structured interviews. Semi-structured interview as exploratory interview. The semi-structured interview has been widely used in social sciences. This is interrelated with the assumption that the interviewee's perspective is more likely to be conveyed in an openly designed context than in a conventional conversational context such as a questionnaire (Flick, 2002; Kohli, 1978). In contrast to structured interviews, semi-structured interviews are more flexible and allow new questions to be asked based on what the interviewee said during the interview. During the interview process. Researchers studied various topics and conducted interviews according to the interpretations in the practicality checklist. This was done with the aim that researchers could combine students' direct statements with the results of their responses. In addition, the deeper the researcher's curiosity towards students will have an impact on the consistency of student answers in the questionnaire with the interview process.
D. Data Collection Procedures
Data collection procedures must relate to how researcher can use the population and sample. PBI C students pay attention to the main focus in terms of their efficiency and practicality through learning web-based adverbs. In accordance with the research objectives, data collection procedures are divided
into two planning methods, namely data collection and practical data collection.
Implementation of web-based adverbs material base can be explained below.
Meeting 1
The researcher first gave students a brief description of the website.
After that, the researcher asked the students to access the web. This activity take about 5-10 minutes. In the next few minutes. The researcher taught the adverbs material to the students for 15-20 minures. Students receive research materials via the web. Definitions of adverbs, kinds of adverbs, and use of adverbs are all covered in the course materials. Researcher gave a questionnaire to students that contaion indicators of implementation requirements.
Grammar test and practicality checklist were also administered by the researcher, the grammar test is the first step. The researcher gave this test which consists of 40 questions, namely 25 multiple choice questions and 15 error recognition questions. This activity takes about 20 minutes. This test is intended to access student performance in order to determine of adverbs web- based English grammar material for first-year English education students at UIN Alauddin Makassar. The second instrument is a practicality checklist.
Researcher share this checklist which contains statements about the web- based they have used.
Meeting 2
The researcher interviewed the participants in this meeting using a semi- structured interview format. Researcher interviewed 5 names of students who were selected purposively. The statements in the practicality and questionnaire as well as the results of the grammar test were followed up with questions in the interview. Each students was interviewed by the researcher for about 5-10 minutes.
E. Data Analysis Technique
In this research, the researcher uses of data analysis technique such as quantitative and qualitative analysis technique.
1. Quantitative Data Analysis
In data processing techniques, research used quantitative data. In this research, the technique be used by research to collect data is using quantitative analysis consists of the data from grammar test result, practicality checklist, and questionnaire. In order to seeing the implementation outcomes. The researcher collected the data by carried out using Microsoft Excel. Microsoft Excel is an application that is used to process data in various forms such as using formula, basic calculation, data processing, table creation, graphing to data management. Microsoft excel is a spreadsheet program used to record and analyze numerical and statistical data. The use of Microsoft Excel in this research focused on processing and analyzing research data.
a. Grammar test result
For the test, the researcher analyze the mean score of the grammar test results. The following is the formula to calculate mean score:
Figure 3.1 Mean Formula Description:
x = Mean score
∑x = The total of existing score N = Total number of respondents
After obtaining the mean scores, the researcher grade the scores by using the assessment guidelines based on the academic guidelines of UIN Alauddin:
Table 3.2 Scoring guideliness Score in Number Score in
Letter
Grade Description 94 X 100 A 3.76 – 4.00 Excellent 88.75 X < 94 A- 3.55 – 3.75 Very Good 75.25 X < 88.75 B+ 3.01 – 3.54 Good
69 X < 75.25 B 2.76 – 3.00 Quite Good 62.75 X < 69 B- 2.51 – 2.75 Fairly Good 50.25 X < 62.75 C+ 2.01 – 2.50 Poor
44 X < 50.25 C 1.76 – 2.00 Fairly Poor ∑x
x = ──
N
Qualitative data analysis refers to the process of systematizing descriptive of data collected through interviews, surveys, and observations.
b. Practicality Checklist
In order to see the practicality of the web-based basic English material, the researcher gave the practicality checklist to the forst year students of English education department after giving the implementation.
In terms of the practicality checklist, the data analyze using a percentage to determine the frequency of choice in practicality checklist. The highest percentage represent the level of practicality of web-basedbasic English grammar after giving the reatment. The data on the practicality of web- based basic English grammar are analyzed using formulas.
Criteria for testing practices that have been modified from Riduwan (2012) can be determined using Table 3.3
Table 3.3 Product Practicality Criteria
No Percentage Criteria
1. 0% - 20% Not Practical
25.25 X < 44 C- 1.01 – 1.75 Very Poor 0.25 X < 25.25 D 0.01 – 1.00 Inadequate
2. 21% - 40% Less Practical
3. 41% - 60% Pretty
Practical
4. 61% - 80% Practical
5. 81% - 100% Very Practical
c. Questionnaire
In analyzing the questionnaire, it classified into five statements. Then calculate the percentage with the formula:
Description:
P : Percentage score
f : Number of statement types n : Number of activities 100% : Constant number
Table 3.4 Criteria for giving questionnaire value
No. Percentage (%) Criteria
1. 83-100% Not Practical
2. 68-82% Less Practical
3. 52-67% Quite practical
4. 37-51% Practical
5. 0-36% Very practical
The result of presentage score gave the interpretation of the implementation outcomes that is adapted from Proctor et al. (2011).
2. Qualitative Data Analysis
According to Miles et al. (2014), qualitative analysis is data in the form of extended text. The result of the interview was transcribed qualitatively. In this matter, the researcher uses qualitative data analysis techniques by Miles et al. (2014) which consist of three procedures such as data condensation, data display and conclusion drawing.
a. Data Condensation
Data condensation refers to the process of selecting, focusing, simplifying, abstracting, or transforming the data that appear in the full corpus of interview transcripts (Miles et al., 2014). The interview results done through data condensation to organizes the data before going through the data display.
b. Data Display
Designing displays is deciding on the rows and columns of a matrix for qualitative data and deciding which data, in which form, should be
entered in the cells (Miles et al., 2014). After passing the data coding, the data display operate to which will assembly information to allow conclusion to be drawn for the results of the interview in last producere.
c. Conclusion Drawing and Verifying
After going through the data display process by assembly informations to draw the conclusion of the data interview, conclusions are verified as the analyst proceeds. As the matrix fills up, preliminary conclusions are drawn, but they lead to the decision, for example, to add another column to the matrix to test the conclusion (Miles et al., 2014).
46 CHAPTER IV
RESULTS AND DISCUSSION
This chapter provides the explanation of findings and discussion regarding implementation outcomes and practicality of the web-based basic English grammar materials of adverbs.
A. The Test Result
Grammar material of Adverbs for the first year students of the English education department at UIN Alauddin Makassar. This research includes 24 responses from respondents. The responses’ rate percentages on the grammar test are listed below.
Table 4.1 The Result of The Practicality Checklist
No Criteria Frequency Percentage
1 Very Good
88.75 X < 94
1 4.17%
2 Good
75.25 X < 88.75
6 25%
3 Fairly Good
62.75 X < 69
1 4.17%
4 Poor
50.25 X < 62.75
9 37.5%
5 Fairly Poor
44 X < 50.25
2 8.33%
6 Very Poor
25.25 X < 44
3 12.5%
7 Inadequate
0.25 X < 25.25
2 8.33%
Total Mean Score Fairly Good
64.09
24 100%
It may be inferred from the table above that the scores are determined by the outcomes of the test that respondents have taken. As can be observed, one respondent scored very good (88.75 X < 94), six respondents scored good (75.25 X < 88.75), one respondent scored fairly Good (62.75 X < 69), nine respondents scored poor (50.25 X < 62.75), two students scored two fairly poor (44 X < 50.25), three students scored very poor (25.25 X < 44), and two respondents scored Inadequate (0.25 X < 25.25) from the test. As a result, the respondents’ overall avera
