IMPROVING STUDENTS' GRAMMAR PROFICIENCY USING MATCHING GAME MEDIA IN EIGHTH GRADES OF GENERAL MIDDLE SCHOOL. In this research, the researcher uses game media to improve students' grammar mastery. The result of this research shows that the media of match games can improve the grammar mastery of students in the eighth grade of Ma'arif 09 High School in Way Jepara East Lampung.
Match Game Media can improve the grammar mastery of students among the eighth graders of Junior High School Ma'arif 09 in Way Jepara East Lampung.". The data preliminary study showed that the grammar mastery of the students is very low. Can match game to improve the grammar of students in the eighth graders of Junior High School Maarif 09 Way Jepara, East Lampung.
The Concept of Match Game a. The Definition of Match Game
In ordinary language, we speak of a "game" as a (generally amusing) process of interaction involving a given population of individuals, subject to some fixed rules and having a predetermined set of payoffs associated with each possible outcome are associated.28 Games are important because they have certain characteristics in common with real communicative events, there is a purpose to the exchange.29 Game theory as the (relatively) rigorous analysis of situations of strategic interdependence.30. The researcher completes the statement that play is an activity that helps the person to be more active in doing something without leaving the previously agreed role and one of the functions of play is to give a positive effect in the development of learner understanding. Games such as supermarket alphabet.32 The games are designed to get students to practice a grammar point within a context.
Students are able to express themselves, although it is quite limited in this game, there is also a lot of repetition in this game. 33. According to Diana Larsen, the advantage of using the game is to improve the usual learning that is usually formal teaching, the pace of learning and also maintaining motivation, increasing communication, fun classes, students can learn in the real context and purpose of the audience. 32 Diana Larsen, Techniques and Principles in Language Teaching., p.47 .. implied by the game of use can make students do fun activity.
If the students who were playing made a mistake analyzing the sentence, the opportunity is lost and the opportunity is replaced by the next students to analyze and fix the sentence. The students have more opportunity to analyze and remember the form of question q. The students or the participants will enjoy the games if the context of the games activity is clear.
Games will be more fun and communicative if the player is actively involved in the game. By using games, students already have a context in which using the target language is immediately useful.
Action Hyphotesis
If the number of students is too many, it is difficult to involve all students in games.
Setting and Subject of the Research
Object of the Research
In Gane, students form a group and play games to understand the material so students can improve grammar and achieve the goals.
Action Plan
Based on the above explanation, it can be concluded that action research in the classroom is an investigation or approach that is done along with the instruction of the teacher in the learning process and it can improve the quality of the learning process. Planning is the first step in teaching and prepares the investigator to perform an action. Based on the observation, the researcher can determine whether there is anything that needs to be improved in terms of grammar in the study.
In this step, the researcher observes the teaching learning process using format observation. If from cycle 1, there are some unsuccessful students, so the researcher should do cycle 2. The result from cycle 1 is for assessment material for reflection until cycle 2. The researcher makes a group, then gives a set of cards to each group in related to the following question, students then perform the match game and answer the question based on the text.
In this step, the writer observes the process of teaching learning by using the form of observation to collect data in action plan II. In this step, the researcher would compare the pre-test and post-test result.
Data Collection Method
The result shows that there is any influence by using match games to improve the student's grammar ability. Nasution (1988) states observation is the basic of all science'.6 Observation is a systematic monitoring and recording of the phenomenon being investigated. In this research, the researcher uses the observation sheet, it is used to observe the students' activity in the classroom.
The purpose of observation is to obtain data about the students and the teacher's activity later in the teaching learning process. Documentation as the method used to obtain information from the written source or document (eg: books, magazines, notes and other) of information. Using documentation to get information and data from the school such as the total number of students, teachers and the condition of Junior High School Maarif 09 Way Jepara, East Lampung.
You will keep notes of the situation "on the ground" such as important cases of critical incidents. The field can be a workplace, a bus queue, a classroom, a home.” It means that the researcher needs field notes to record all the data.
Data Analysis Method
Indicator of Success
Description of the Research
The History of SMP Ma’arif 09 Way Jepara
Source: The school official date of the Junior High School Ma'arif 09 Way Jepara academic year 2015/2016.
The Profile of School
Research Finding Description
Cycle 1 a. Planning
The meeting began with a prayer, greeting, review of the list of attendees and asking the students about the situation. Before moving on to the material, the researcher asks the students to mention the taq question, but no one knows about the taq question. The researcher guides the students to memorize the taq question formula.
At the end of the meeting, the researcher motivated the students and encouraged them to complete the material. The meeting begins with a prayer, a greeting, a review of the list of those present and an inquiry about the state of the students. In post test 1 only 6 . students who took the test, but the students' test score was better than the students' pre-treatment test.
This cycle also showed that the average score in the pretest of the students was 58.5. Although the researcher had explained the material reading especially reading comprehension clearly, but the students were still confused and had difficulty remembering the formula. In the first meeting of cycle 1, the students started to be active and interested in teaching learning process.
The table above shows that not all students are active in the learning process of teaching. The teacher kindly guided the students who could not remember the taq question formula.
Cycle 2
The teacher kindly encouraged the students, for example by rewarding the student who answered the question bravely. This meeting began with a prayer, a greeting, an inquiry about the condition of the students, and a review of the list of those present. In this meeting, the researcher donated grammar materials, which is more interested in the teaching and learning process, so that it can make students interested in learning English, especially grammar.
Then the researcher gave the paper which consists of 2 columns; column A and column B, then the students have to match column A with column B. The researcher started the lesson by praying, greeting, checking the attendance list and asking the students about the condition. In the first meeting in the second cycle, the students started to be active and interested in the learning process.
In this learning process, there were also four indicators that were used to know the students' activities as in the learning process before. The students' activity that had a high percentage was doing the task, all students (100%) could do the task well, and the other high percentage was paying attention to the teacher's explanation, which was 16 students (80%). For the students' activity that had a low percentage, 9 students (60% . asked or answered questions from teacher) and 12 students (60%) were active in following Match Game Media, but it also already had an improvement from cycle I to cycle II.
Based on the result of the learning process of observation in the 2nd cycle, we can conclude that most students pay attention to the teacher. This means that the learning process of teaching using matching game media has a positive effect and can improve students' mastery of grammar.
Interpretation
The Result of Cycle I and II
The researcher concludes that this research is successful and will not be continued in the next cycle. The comparison of the average of the students' score on pre-test, post-test 1 and post-test 2. Based on the results of pre-test, post-test 1 and post-test 2, it can be concluded that an improvement of students' grammar mastery.
It means that match game media has a positive effect on the teaching and learning process, especially in improving the students' grammar skills. Based on the result of post-test 2 (80.5), the investigator was discontinued from the study because it exceeded the Minimum Standard of Criteria. MSC) English (77) in Junior High School Ma'arif 09 Way Jepara, East lampung.
The Result of The Students’ Activities
Cycle 2
Conclusion
Reflecting on the result and discussion of the research, the researcher would earnestly like to conclude that the use of match game media improves the grammar mastery of students in the eighth grade of Junior High School Ma'arif 09 in Way Jepara East Lampung, can create the students'. It is supported by the pre-test score being lower than the post-test score. The improvement of the English language learning process such as the students in English learning has improved, the students felt easy and satisfied in understanding the material that was given, and the students could achieve the objective.
It means that the students' score could reach the target and the use of Match Game Media can improve the grammar mastery of the eighth grade students of the Junior High School Ma'arif 09 Way Jepara, East Lampung.
Suggestion
- For the students
- For the English Teacher
- For the Principle
- For the Researcher
