DESIGNING GRAMMAR CARDS THROUGH CARRD.CO FOR 10
THGRADE STUDENTS OF SMAN 5
TANJUNGPINANG IN BLENDED LEARNING
SKRIPSI
Safhira Fauzia Ramadhanti 180388203025
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
2022
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DESIGNING GRAMMAR CARDS THROUGH CARRD.CO FOR 10
THGRADE STUDENTS OF SMAN 5
TANJUNGPINANG IN BLENDED LEARNING
Skripsi
Submitted as a Partial Fulfillment
for the Undergraduate Degree in English Language Education Study Program
Safhira Fauzia Ramadhanti 180388203025
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
2022
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MOTTO AND DEDICATION
MOTTO
َنيِذَّلا اَهُّيَأ اَي ْمُكَماَدْقَأ ْتِ بَثُي َو ْمُك ْرُصْنَي َهَّللا او ُرُصْنَت ْنِإ اوُنَمآ
“O believers! If you stand up for Allah, He will help you and make your steps firm.”
(Q.S. Muhammad (47) : 7)
DEDICATION
The researcher dedicated this skripsi to the people she loves with all her heart.
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ACKNOWLEDGEMENT
All praise is for Allah Swt., Lord of all worlds, because of His Will, the researcher can accomplish her skripsi with health and strength that He gives. Peace be upon the prophet and messenger Muhammad saw., an excellent paragon for all humankind.
This study aims to fulfill one of the undergraduate degree in English Education study program requirements. The background of the study was the shift of learning program that required suitable instructional media. The media in learning English grammar had to ease both teacher and students in the learning process. Therefore, the researcher designed grammar instructional media for the 10th grade students of SMAN 5 Tanjungpinang.
In writing this study, the researcher received much precious help and advice from various parties. Hence, the researcher prays to Allah Swt. that He may recompense them with abundant goodness. She also would like to express sincere gratitude 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 the lecturer.
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, the lecturer, and the second examiner.
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4. Assist. Prof. Rona Elfiza, S.Pd., M.Pd. and Assist. Prof. Gatot Subroto, S.S., M.Pd., as the advisors and lecturers who have given valuable guidance, advice, and knowledge in writing the skripsi.
5. Assist. Prof. Dewi Murni, S.S., M.Hum., as the chief examiner as well as the lecturer and Assist. Prof. Hanifah, S.Pd.I., M.Pd., as the first examiner and the lecturer.
6. Assist. Prof. Muhammad Candra, M.Ed., as the academic advisor and the lecturer who has given valuable advice and knowledge for the past 8 semesters.
7. Miss Yani, Ma’am Eka, and the students of X MIPA 3 in SMAN 5 Tanjungpinang who have helped the researcher by being the participants of her research.
8. The researcher’s family and relatives, especially her parents, Papa and Mama, have given the researcher prays, supports, loves, and facilities.
9. The researcher’s best friends, Tiara, Intan, Yanda, Husna, Ipit, Nanda, and Nadila who have being there for her and being good-listeners.
10. Also, the researcher’s best friends in campus, Cellia, Nadia Zain, Mila, and Zakiyah have comforted and encouraged the researcher to do her best.
11. Other parties, who can not be mentioned, have given support and help to the researcher.
12. Last but not least, the researcher herself, who has been struggling all this time and believing in herself.
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The researcher hopes this study will benefit the readers, although it is still far from perfection. The researcher expects and appreciates criticism and suggestions from the readers as a revision for the future.
Tanjungpinang, 25th June 2022
The researcher
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TABLE OF CONTENTS
COVER... i
APPROVAL SHEET... ii
STATEMENT OF THE ORIGINALITY OF SKRIPSI... iv
MOTTO AND DEDICATION ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS... ix
LIST OF FIGURES ... xi
LIST OF TABLES ... xii
LIST OF PICTURES ... xiii
LIST OF APPENDICES... xiv
ABSTRAK ... xv
ABSTRACT ... xvi
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Identification of the Problems... 6
1.3 Research Questions ... 6
1.4 Research Objectives ... 7
1.5 Specifications of Product ... 7
1.6 Research Significances ... 8
1.6.1 Theoretical Significance... 8
1.6.2 Practical Significance ... 8
1.7 Assumption and Limitation ... 9
1.8 Definition of Key Terms ... 9
CHAPTER II REVIEW OF RELATED LITERATURE ... 12
2.1 Review of Related Theory ... 12
2.1.1 Grammar ... 12
2.1.2 Instructional Media ... 15
2.1.3 Blended Learning ... 20
2.2 Review of Related Findings ... 23
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2.3 Conceptual Framework ... 25
CHAPTER III RESEARCH METHOD ... 28
3.1 Research Design ... 28
3.2 Research Procedures ... 29
3.2.1 Define ... 29
3.2.2 Design ... 30
3.2.3 Develop ... 32
3.3 Research Instruments ... 33
3.3.1 Questionnaires ... 33
3.3.2 Validation Sheets ... 40
3.4 Technique of Analyzing Data ... 45
3.4.1 Qualitative Analysis ... 45
3.4.2 Quantitative Analysis ... 46
CHAPTER IV FINDINGS AND DISCUSSION ... 48
4.1 Findings ... 48
4.1.1 Define ... 48
4.1.2 Design ... 63
4.1.3 Develop ... 70
4.2 Discussion ... 78
CHAPTER V CONCLUSION AND SUGGESTIONS ... 82
5.1 Conclusion ... 82
5.2 Suggestions ... 82
REFERENCES ... 84
APPENDICES ... 91
CURRICULUM VITAE... 125
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LIST OF FIGURES
Figure 2.1 Conceptual Framework... 27
Figure 3.1 The 3 Steps of R&D... 28
Figure 4.1 The Students’ Experiences in Blended Learning... 51
Figure 4.2 The Students’ Grammar Mastery... 51
Figure 4.3 The Students’ Difficulties Experiences... 52
Figure 4.4 The Students’ Difficulties... 53
Figure 4.5 The Students’ Opinions on the Instructional Media... 53
Figure 4.6 The Students’ Views on Grammar... 55
Figure 4.7 Methods in Teaching-Learning Process... 55
Figure 4.8 Materials with Difficult Grammar... 56
Figure 4.9 Techniques Used in Learning Grammar... 57
Figure 4.10 Types of Grammar Material Explanation... 58
Figure 4.11 Types of Instructional Media... 59
Figure 4.12 Devices Used in Learning... 59
Figure 4.13 Media to Find out Information in Learning... 60
Figure 4.14 Aspects that Make Media More Interesting... 61
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LIST OF TABLES
Table 3.1 Teacher Questionnaire... 33
Table 3.2 Students’ Experiences Questionnaire... 34
Table 3.3 Students’ Need Analysis Questionnaire... 35
Table 3.4 Students Practicality Testing Questionnaire... 39
Table 3.5 Material Validation Sheet for the Expert... 40
Table 3.6 Media Validation Sheet for the Expert... 43
Table 3.7 Guideline for Need Analysis Questionnaire... 46
Table 3.8 Guideline for Practicality Test Questionnaire... 47
Table 4.1 Results of Material Validation... 71
Table 4.2 Results of Media Validation... 73
Table 4.3 Comments and Suggestions of Media Validation... 74
Table 4.4 Results of Practicality Testing... 75
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LIST OF PICTURES
Picture 2.1 Model of Blended Learning by Horn and Staker (2012) Adopted
from Sukardjo et al. (2020)... 22
Picture 4.1 Script of the Material... 65
Picture 4.2 Grammar Cards Design... 66
Picture 4.3 The Website’s Main Page... 67
Picture 4.4 Recount Text on the Website... 67
Picture 4.5 Grammar Cards Page... 68
Picture 4.6 Bonus Cards Page... 69
Picture 4.7 Exercises Page... 69
Picture 4.8 The Website’s Bibliography... 70
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LIST OF APPENDICES
Appendix 1. English Teacher Questionnaire... 92
Appendix 2. Students’ Experiences Questionnaire... 95
Appendix 3. Students’ Need Analysis Questionnaire... 99
Appendix 4. Material Validation Sheets... 104
Appendix 5. Media Validation Sheets... 105
Appendix 6. Students Practicality Test Questionnaire... 110
Appendix 7. Correspondent... 116
Appendix 8. Documentations... 123
Appendix 9. Certificate... 124
