Efforts to Improve Student Grammar Ability in 11th Grade

Through the Quiz-Quiz Trade Technique At Senior

Highschool 3 Wonogiri 2017/2018

Proposed by:

TRI CAHYO WIDYARDHI

A320170254

Faculty of Teacher Training and Education

Department of English Education
2019
 CHAPTER I
INTRODUCTION

A. Background Of The Study

In English, there are elements of English that students must master, including
grammar, vocabulary, and pronunciation. Grammar or grammar always has an
important role in success or failure in formal communication (Abdulwahed, 2010).
Grammar is one important element that must be mastered by students. Grammar is seen
as an important element for communication to occur because it shows how language is
used. The grammar teaching process will be more successful when dealing with
grammatical which can be used for communication.

Therefore, students should first learn grammar deeper and often practice in learning
English. However, it is not easy to learn grammar in a short time. This also happens to
many students who have some problems when learning grammar in English. That's
because there are several different rules and structures between Indonesian and English.
Students must understand the use of tenses in context, so they can apply verbs in
contexts that are appropriate for writing text or even for communicating with others. In
addition, the English teacher must make a clear explanation about the various kinds of
tenses. The teacher must explain all aspects of Perfect Tense in a good way. Making
students more interested and not bored is the hardest thing to do because they are only
foreign students who can think that English is not important in their lives. However,
many teachers still apply conventional techniques to teach grammar.

Therefore, teachers must follow the rules to make the learning process different by
applying several techniques in teaching grammar, so students will learn more easily
and develop their knowledge more broadly than before. It also makes a different
atmosphere in the learning process and students will be more interested and not feel
bored anymore. To overcome the problems mentioned above, researchers use Quiz-
Quiz Trade techniques in the learning process. This technique is expected to improve
grammar mastery in Perfect Tense and improve student learning outcomes. So, this
technique is expected to be able to overcome the problems contained in the learning
process. Quiz Trade Quiz is one of the learning techniques of the cooperative learning
model that is suitable for increasing grammar mastery in Perfect Tense.

Cooperative learning is a learning process that involves small groups working

together to maximize research (Johnson et al, 2004). Cooperative learning is the use of
learning with small groups so students can work together to maximize their own and
others' learning. In this case, students must work in groups or couples to learn some
material in a fun and organized way. In addition, students learn together to solve
problems so they can collaborate and have the ability to socialize. However, when they
discuss some problems, the teacher will help and guide them to develop their
knowledge.

Besides that, the Trade Quiz has learning steps, namely: 1) The teacher prepares a
set of question cards for students about Perfect Tense including Past Perfect, Present
Perfect and Future Perfect then distributes them to students. 2) The teacher tells
students to "Stand up, put your hands up, and pair up." 3) Pair A gives a quiz B. 4)
Partner B answers. 5) Partner A compliments or justifies. 6) Couples switch roles. 7)
Couples exchange cards and thank each other.

Then, Kagan & Kagan (2009) expressed that learning Quiz-Trade Quiz has roles
such as class development, social skills, knowledge development and learning
procedures. The advantage of Quiz Trade Quiz is that this technique emphasizes
students how to exchange information, build knowledge and teach something to others,
so students are expected to absorb more material (Afian, 2011). The Quiz Trade Quiz
technique is expected to be able to improve grammar mastery in students especially
Perfect Tense. Student learning outcomes are also expected to improve with this
technique because this technique is considered to be very suitable for teaching Perfect
Tense material.

From the above problems, the researcher states the formulation of the problem of
this research is knowing how the application of the Quiz-Quiz Trade technique in
perfect tense learning in XI grade of SMA N 3 Wonogiri and knowing how the Quiz-
Quiz Trade technique can improve the ability of grammar in perfect tense in XI grade
students of SMA N 3 Wonogiri
B. Formulation Of The Study

From the background announced above, the problem can be formulated as

follows: Does the method of using Role Playing can improve the speaking skills of 8th
grade students at SMP 1 Tasikmadu in the odd semester of the 2019-2020 Academic
Year?

C. Objective Of The Study

Based on the statement of the problem above, the objectives of this study are:

1. To improve speaking skills the sdutent of 8th grade at SMP N 1 Tasikmadu in the odd
semester of the 2019-2020 Academic Year

2. To identify whether the application of role playing techniques in the teaching of

speaking skills can improve the learning skills of 8th grade SMP N 1 Tasikmadu students
in the odd semester of the 2019-2020 Academic Year

D. Significance Of The Study

The results of this research are expected to provide benefits for schools, in order to
solving the problem on students’ ability in writing skill by knowing the difficulties of
student when learning English especially in writing at SMA N 3 Wonogiri. With this
research, teachers are expected to be more able to motivate students of SMA N 3
Wonogiri, to be more interested in Learning English, especially in writing descriptive
text.
 CHAPTER II

LITERATURE REVIEW

A. Relevant Studies

There are several Action Research (CAR) that are almost similar to this research,
especially in terms of learning methods. , including: first, research conducted by Marvin
C. Arkin, Christina A. Christie (2002) with the tittle “The Use of Role-Play in Teaching
Evaluation”. This paper describes the use of role-play in creating an experiential learning
environment for graduate students enrolled in a comparative evaluation theory and/or an
evaluation procedures course. Role-play exercises have been designed for each course
that increase student involvement in the learning process, which promotes a deeper
understanding of and engagement in course content. The specific exercises used, which
are described in detail, require students to think beyond the words they read—to learn by
doing in a safe environment.

The second relevant study is Classroom Action Research by Jassim Mohammed

Rayhan (2014) with the tittle ” The Impact of Using Role Play Techniques on Improving
Pupils' Speaking Skill for Primary School”. The current study aims at investigating the
impact of using role -play on improving students' speaking ability for the primary school.
The study is restricted to sixth grade female pupils in the primary schools in Babylon
City during the second term of the academic year 2011–2012.The population consists of
(160) Iraqi EFL students distributed over two sections A and B. Sixty students are chosen
randomly to represent the main study sample and other twenty students represent the pilot
administration. To achieve the aim of the study, two tests are constructed. The total
number of items of the first test which represents written test is (10). While, the second
test represents oral test. From the analysis of the data, it is found that the mean of post-
scores of the experimental group is (57.7333), which is higher than the mean scores of
the control group that is found to be (48.1000). This indicates that students’ achievement
in the experimental group is better than that of the control group, which shows that role –
play technique is more useful for them in teaching speaking skill than the lecture method
teaching
B. Theoritical Framework

A. Definition Of Speaking Skills

Teaching English as a foreign language (TEFL) requires students to learn the four
skills: writing, reading, listening and speaking. This later, which aims at developing
learners‟ abilities in producing oral discourses, has different meanings according to each
teacher‟s or author‟s point of view.

According to Bygate (1987), the term oral expression involves making the correct
choices when using language forms, following the right order, sounding in a way that is
similar to that of native speakers, and producing the right meanings that can be
understood by the listener. For him, speaking is a skill that all people use when they are
interacting among each other; therefore, speaking is regarded as the most important skill
that learners require in order to be able to speak fluently in the classroom situation (p.5).

In addition to the previous definitions, Hedge (2000, p.261) considers speaking

as, “a skill by which they [people] are judged while first impressions are being formed.”
This means that speaking is an important skill because it has given more attention in both
first and second language and because it reflects people‟s thoughts and opinions.

B. The Function of Speaking

The mastery of speaking skills in English is a priority for many second and
foreign language learners. Several language experts have attempted to categorize the
functions of speaking in human interaction. According to Brown and Yule there are three
functions of speaking. “…three part version of Brown and Yule’s framework: talks as
interaction: talk as transaction: talk as performance.”

C. Teaching Speaking

According to (Brown, 2007: 7) Teaching is guiding and facilitating something in

the learning process, allowing students to learn, setting conditions conducive to learning.
This means that teaching speaking is to guide and facilitate students to be able to speak
clearly and fluently, enable students to learn to speak fluently, and establish conditions
conducive to learning to speak.

According to (Harmer, 2007: 275) The success of the task skills (writing and
speaking skills) depends on how the teacher organizes activities and how they respond to
students' work. Harmer suggested a basic methodological model for teaching productive
skills embedded in the teaching and learning process carried out in this study. The steps
are to lead, organize tasks, monitor the process, and assign feedback.

Teaching begins with directing students to the topic. In this step, the teacher can
ask a number of questions related to the topic to activate the knowledge background
possessed by the students. The next step is to arrange the task. After involving students
with the topic, the teacher explains what students will do. Teachers need to make all
students active and provide all the information needed to carry out activities.

After the activity begins, the teacher will monitor the process. Teachers can walk
around the classroom, see students work, and also help them when in trouble. After the
activity is complete, the teacher provides feedback to students. In providing feedback,
responses not only focus on the language used by students, but also the contents of the
assignment. In addition, by showing the positive aspects of achieving their values for the
task it is also very important that the teacher does not concentrate solely on their failures.

D. The Nature Of Role Play Method

What is the role playing method? Sandra de Young in Nursalam and Efendi
(2008) states that the method of role playing or known as role playing is one form of
drama. In this method, students are asked to play a drama, spontaneously to demonstrate
their roles in interacting. The role carried out relates to problems and challenges and their
relationship with humans.

Another opinion of Perdana (2010) states that the role playing method is a method
of learning, in which the subject is asked to pretend to be someone with a particular
profession in that person. In addition, the subject is also asked to think like that person so
he can learn about how to become someone with that profession.
 Tangdilintin (2008) states that the role playong method can also be referred to as
sociodrama. He stated that this method can show the impact of the pressure we exert on
others, be able to show a real life condition, and temporarily stop a drama to find out and
reflect the feelings shown by the role. Fatmawati (2015) states role playing is a learning
model that asks students to carry out a role in accordance with the scenario that has been
prepared. The goal is to achieve the competencies needed in learning.

C. Conceptual Framework

It appears that there is still a lack of speaking skills possessed by 8th grade at SMP N
1 Tasikmadu in the odd semester of the 2019-2020 academic year students due to grades
that are not so high and are still included in the average. That's why an innovation is
needed in order to improve the students' speaking skills. The researcher decides to apply
the role play method that will be used to improve the speaking skills of the students.

The use of the role play method can improve students' speaking skills because by
using this method students will immediately feel the role of a character in a story. In this
way it will make the students immediately practice so that their speaking skills will also
increase.

First Condition : Teacher :

Student :
Students' speaking skills are Not give a method to improve the Willingness to improve
still low speaking skill speaking skills are low

Teacher : Student :
Action :
Help the student to improve Willingness to improve
Make a role play activities for
their speaking skill thorung speaking skills began to
the student
using a method emerge

Final Condition : Willingness to improve

Students’ speaking skill are speaking skills increases
increase
D. Hypothesis

To answer the problem of research that has been described about can put forward
hypothesis as follow: role play strategy can improve students speaking skill in English
lesson in VIII of Junior High School 1 Tasikmadu 2019/2020 academic year.

CHAPTER III

METHODOLOGY

A. Research Design

This type of research is classroom action research, in which the researcher conducts
research on the results of learning English in the Tasikmadu 1 Junior High School, by using
the Role Play method.

B. Research Setting
1. Setting of Time
The research was conducted for 5 (five) months, from July to December 2019. The
description can be seen in the research schedule as follows:
July: submission of proposals
August: preparation of research instruments
September: data collection
October: data analysis, discussion and discussion
November: write the results of the report.
2. Setting of Place
This research was conducted in class VII at Tasikmadu 1 Junior High School.
Researchers chose the place, because the Tasikmadu 1 Junior High School in
Karanganyar was a place for researchers to provide community service, with extra-
curricular teaching. Researchers only took a sample of 1 class, namely class VIII C,
to make it easier for research.
C. Subject And Object Research
The subjects of this study were 32 students of VIII C Class Tasikmadu 1 Junior
High School as many as 32 students consisting of 16 male students and 16 female
students. And the object of this research is the role play method to improve the student
speaking ability.

D. Data And Source Of Data

Original data sources consist of primary data sources, obtained through
observations of research subjects, as well as secondary data sources, namely data
obtained other than the subject, in this case the researcher uses a list of values, as a
source of data.
Sources of data relating to its form, consists of two kinds, namely data in the
form of numbers (learning outcomes) or often also referred to as quantitative data, and
data in the form of non-numbers (qualitative). For example in the form of praise with
good words, enough, less, and so on that is obtained from the results of saving learning
process.
There are three data sources that researchers use in this study, namely three,
namely the data of the students' initial conditions prior to the study, the data of the first
cycle after the research was held, the data of the second cycle, also after the research
was held.

E. Data Collection Techniques

This data collection technique aims to support the success of research. this helps
the researchers to obtain data and information about the process to improve students'
speaking skills by using imitating dialogue method in film on learning process of
English. Associated with the research, researchers used several techniques to collect
data, namely:
1. Observation
 Researchers and collaborators use observation because they want to know
the activities of the fifth year students in speaking skills in the speaking class. In
the observation the researcher uses observation sheets and interview guides as a
tool to collect data. Researchers observed the activities of students during the
classroom and how to teach teachers during the class progress. Researchers then
interviewed students and teachers to get more information about the teaching and
learning process of English in class V. Researchers used recorders to record
interviews and video recorders to record teaching and learning during class and
camera to take pictures of the classroom situation.
2. Test
This test is used by researchers to know the ability of students to speak. The
tests used in this study consisted of pre-test and post-test. Pre-tests are given to
students who aim to know their abilities in speaking skills prior to the first cycle.
Posttest is given to students at the end of the second cycle. This test is in the form
of description. Students are asked to describe the toys to be carried by the
researcher. Researchers used toys as a pre-test instrument and a score table to write
the students' speaking values. The instrument is intended to obtain data related to
students' speaking skills.
3. Documentation
Payne and Payne (2004) in his book state that documentary methods are used
in this research to investigate and categorize the physical sources, the most
frequently written documents, whether in the private or public domain. The
document provides information relevant to the investigation of the problem. There
are many documents included in the study, namely: field grid, lesson plans and
student scores. The documents used in this study are: student names, students'
speaking values, and photographs and videos of the activities in the study.
4. Interview
in this research interview used to get data about student response after
teaching and learning process. Researchers ask a few questions, prepared for the
respondent (students). Researchers also interviewed English teachers to obtain
research-related information. Researchers use general interview guides to make the
 interview process work smoothly. Furthermore, detailed research instruments are
presented in the following table.

Techniques Instrument Result

Observation Observation the guideline Field note

Test Test for the student of Score

speaking skills

Documentation Documenting activities Photo and video

and tools and materials as

the research progresses

Interview Guideline of interview Transcript

(students and teachers)

F. Techique of Validating Data

This study uses source triangulation. The technique in this study uses different
sources but uses the same technique to obtain data. The author chooses the teacher
and two peers as sources and interviews as a technique.

G. Data Analysis Techniques

Qualitative data were analyzed from field notes and interviews during the
study. Meanwhile, speaking tests conducted by students were scored using speaking
rubric. Data were analyzed in five stages proposed by Burns (1999). The first stage is
to compile the data. At this stage the data is collected for re-reading to state the key
 points for demonstrating broad patterns and classifying them. The second stage is the
coding of data in which data can be determined. The next stage is to compare the data
that has been determined to see the repetition of data patterns and connections
between different data sources. The next stage is to build interpretations. At this stage
will develop an explanation of why certain patterns of interaction and attitudes arise
in this project. The last stage is reporting where data is presented to others.

H. Research Procedure
The method used by researchers in this study in the classroom action method with
actions in the form of the use of the Role Play Method.
Each cycle consists of 4 (four) stages, namely planing, acting, observing, reflecting.
These stages can be described as follows:
I. Indicator Of Research Achievement

J. Predicate Percentage

A 90% - 100%

AB 75% - 89%

B 60% - 74% (Passing grade)

BC 45% - 59%

C 30% - 44%

D Under 30%

Problem Initial condition Final condition Predicate

Students’ learning speaking 40% 85% AB

ability motivation
Students’ spealing ability 30% 80% AB
mastery
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