IMPROVING SMA SANTO MIKAEL SLEMAN STUDENTS ABILITY TO CONSTRUCT SIMPLE SENTENCES BY USING JUMBLED WORDS

Transcription

1 IMPROVING SMA SANTO MIKAEL SLEMAN STUDENTS ABILITY TO CONSTRUCT SIMPLE SENTENCES BY USING JUMBLED WORDS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Tia Xenia Student Number: ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

2 IMPROVING SMA SANTO MIKAEL SLEMAN STUDENTS ABILITY TO CONSTRUCT SIMPLE SENTENCES BY USING JUMBLED WORDS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Tia Xenia Student Number: ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012 i

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5 The reward of a thing well done is to have done it Self-trust is the first secret of success. (Ralph Waldo Emerson) Success is going from failure to failure without loss of enthusiasm. Continuous effort not strength or intelligence is the key to unlocking our potential. (Winston Churchill) As soon as you trust yourself, you will know how to live. (Johann Von Goethe) I dedicate this thesis to my wonderful parents, my beloved sister and my great aunty for being the most important part in my life. iv

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8 ABSTRACT Xenia, Tia Improving SMA Santo Mikael Sleman Students Ability to Construct Simple Sentences by Using Jumbled Words. Yogyakarta: English Language Study Program, Sanata Dharma University. Writing cannot be separated from sentences. Constructing sentences is a start to write a composition since it has levels of difficulties starting from words to sentences, sentences to paragraphs, and paragraphs to longer composition. The quality in constructing sentences is needed to convey information clearly. Therefore, it is important for students to be able to compose sentences correctly. However, most of the students had problem in constructing simple sentences. They had lack of ability to construct simple sentences correctly. The error commonly occurred in the students writing was the sentence fragment. For that reason, the researcher used jumbled words as the solution to this problem. The primary aim of this research was to improve the students ability to construct simple sentences by using jumbled words. There were two research problems in this research, namely, how jumbled words were applied in SMA Santo Mikael Sleman and whether jumbled words could improve the students ability to construct simple sentences. The researcher conducted Classroom Action Research (CAR) to solve the research problem. There were two cycles conducted in the research. The number of the participants was 13 XB students in SMA Santo Mikael Sleman. The researcher used some instruments to obtain the data as well, such as observation sheet, field notes, questionnaires, interviews and the students writing. Jumbled words, as one of the grammar games, helped the students to write simple sentences correctly since those motivated the students to learn and increased the students interest. As a result, they were willing to think and learn the language in enjoyable learning. Moreover, the use of jumbled words could improve the students ability since there was repetition in the learning process. It provided drill exercises. In addition, the use of jumbled words was easy to understand. As a result, more than half of students improved their ability to construct simple sentences. It was shown from the error percentage of the students writing. Moreover, the average of error percentage of the students writing in simple sentences decreased significantly. It was concluded that the use of jumbled words could help the students to improve their ability to construct simple sentences. The researcher suggested English teachers apply jumbled words in the class to improve the quality of sentences which the students wrote. The researcher also suggested students practice their ability by using jumbled words. Keyword: jumbled words, simple sentences, composition, paragraph vii

9 ABSTRAK Xenia, Tia Improving SMA Santo Mikael Sleman Students Ability to Construct Simple Sentences by Using Jumbled Words. Yogyakarta: Pendidikan Bahasa Inggris, Sanata Dharma University. Menulis tidak dapat dilepaskan dari kalimat. Menyusun kalimat adalah tahap awal untuk menyusun sebuah karangan karena dalam menyusun karangan terdapat tingkat kesulitan yang berawal dari penyusunan kata menjadi kalimat, kalimat menjadi paragraf dan paragraf menjadi karangan yang lebih panjang. Kualitas dari menyusun kalimat sangat dibutuhkan untuk menyampaikan informasi dengan jelas. Oleh karena itu, kemampuan siswa dalam menyusun kalimat dengan benar sangatlah penting. Namun, sebagian besar siswa memiliki masalah dalam menyusun kalimat sederhana. Mereka kurang mampu dalam menyusun kalimat tunggal dengan benar. Kesalahan yang sering terjadi dalam tulisan siswa adalah sentence fragment atau lebih dikenal kalimat tidak lengkap. Oleh karena itu, peneliti menggunakan jumbled words (kata acak) sebagai solusi untuk menyelesaikan masalah. Tujuan utama dari penelitian ini adalah untuk meningkatkan kemampuan siswa untuk menyusun kalimat sederhana dengan menggunakan jumbled words. Dalam penelitian ini terdapat dua rumusan masalah. Yang pertama adalah bagaimana jumbled words diapplikasikan di SMA Santo Mikael Sleman dan apakah jumbled words dapat meningkatkan kemampuan siswa untuk menyusun kalimat sederhana. Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk menyelesaikan rumusan masalah. Dalam penelitian ini terdapat dua siklus. Jumlah responden dalam penelitian ini adalah 13 responden dari siswa XB di SMA Santo Mikael Sleman. Peneliti menggunakan alat penelitian untuk mendapatkan data seperti lembar tulisan siswa, lembar observasi, catatan lapangan, kuesioner, dan wawancara. Jumbled words sebagai salah satu dari permainan tata bahasa dapat membantu siswa untuk menulis kalimat tunggal dengan benar karena permainan tersebut memotivasi siswa untuk belajar dan meningkatkan minat siswa. Oleh karena itu, mereka bersedia untuk berpikir dan belajar bahasa dalam pembelajaran yang menyenangkan. Selain itu, penggunaan jumbled words dapat meningkatkan kemampuan siswa karena terdapat pengulangan dalam proses pembelajaran. Permainan tersebut memberikan latihan secara terus menerus. Selain itu, penggunaan jumbled words mudah untuk dimengerti. Oleh karena itu, lebih dari setengah siswa telah meningkatkan kemampuan mereka untuk menyusun kalimat tunggal. Hal tersebut dapat dilihat dari persentase kesalahan dari tulisan siswa. Selain itu, rata-rata dari persentase kesalahan pada tulisan siswa berkurang secara signifikan. Dapat disimpulkan bahwa penggunaan jumbled words dapat membantu siswa untuk meningkatkan kemampuan mereka untuk menyusun kalimat tunggal. viii

10 Peneliti menyarankan kepada guru Bahasa Inggris untuk mengapplikasikan jumbled words di kelas untuk meningkatkan kualitas dari kalimat tulisan siswa. Peneliti juga menyarankan siswa untuk melatih kemampuan mereka dengan menggunakan jumbled words. Kata kunci : kata acak, kalimat tunggal, komposisi, paragraf ix

11 ACKNOWLEDGEMENTS First of all, I would like to express gratitude to Jesus Christ as all of His blessing, helping hands, love, encouragement, and believing in doing this research, so that I could pass all of the obstacles both when I conducted the research and when I reported all in thesis. I thank God for all of His strength given to me when I went through the difficulties. I would also thank my best supervisor, C. Tutyandari, S.Pd., M.Pd. for her time, guidance, suggestions, patience, encouragement, support and motivation when I was doing the research and reported into thesis. My supervisor always opened my mind when I got stuck in doing my thesis. I also thank Sri Purwantoro, S.Pd., the principal of SMA Santo Mikael Sleman who gave permission to conduct research in SMA Santo Mikael Sleman. I would address my gratitude to Drs. A. Agus Wijayanto who had permitted me to conduct the research in his classroom. I truly thanked to Veronica Widi H, S.Pd., M.Hum. for her help, support, and suggestion from the very beginning of the research until the end of the thesis process. Moreover, I thank XB students in SMA Santo Mikael Sleman for their help and cooperation in conducting research in their class. I would like to thank Drs. Y.B. Gunawan, M.A. for his time, and suggestions when I wrote the thesis. He gave me a way out when I got lost in doing my thesis. I would like to thank Drs. Barli Bram, M.Ed., Ph.D. for his time, suggestions, and kindness, so I could motivate myself to face the final defend. x

12 This is my biggest gratitude for my beloved family. I thank my wonderful parents, Bapak Rudiyatno and Ibu Sih Widayati for their understanding, patience, love, pray and support. They let their children live their own life. I love them very much. I also thank my beautiful sister, Stephanie Otie Anggarani for accompanying me and caring me in doing this thesis. She always supports me when I am down. I also thank my beloved aunt, Mbak Ndari for supporting me to go on, and for praying for my success. I am grateful to Stefanus Eko Ardiyanto and Yohannes Jatmiko Yuwono, S.Pd. for all of their kindness, time, suggestion and willingness to be my proofreader for this thesis. I also thank my beloved partners, Bernadeta Diah R.A. and Agnes Siwi P. for working together, sharing ideas, and supporting each other from the very start of conducting research until finishing this thesis. I would like to address gratitude to my beloved, FX. Adityo Nugroho, S.T. for his support, motivation, love, encouragement, jokes and happiness, so I could smile and forgot all of the burdens for a while. I also thank my besties, Sely (Silly), Diah (Didi), Sepsi, Niken (Nican) for sharing happiness, support, jokes, motivation, and strength. I express my gratitude to Mas Sedik and Mas Marshel for being my wonderful seniors in PBI. I also thank to all of my friends whose names I cannot mention one by one. I also thank Mbak Dhanniek, Mbak Tari and the librarians in Sanata Dharma University for all of their help during the process of research. Tia Xenia xi

13 TABLE OF CONTENTS Page TITLE PAGE... i APPROVAL PAGES... ii DEDICATION PAGE... iv STATEMENT OF WORK S ORIGINALITY... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS... vi ABSTRACT... vii ABSTRAK... viii ACKNOWLEDGEMENTS... x TABLE OF CONTENTS... xii LIST OF TABLES... xv LIST OF FIGURES... xvi LIST OF APPENDICES... xvii CHAPTER I. INTRODUCTION A. Research Background... 1 B. Research Problem... 5 C. Problem Limitation... 5 D. Research Objective... 6 E. Research Benefits... 6 F. Definition of Terms... 7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description The Meaning of Composition Sentences... 9 a. The Definition of Sentence b. Four Sentence Structure Classifications c. Four Sentence Errors xii

14 d. Improving Sentence Structure Teaching Grammar a. The Meaning of Grammar b. The Method of Teaching Grammar c. Teaching Grammar through Games Classroom Action Research a. The Definition of Classroom Action Research b. The Advantages of Classroom Action Research c. The Model of Classroom Action Research B. Theoretical Framework CHAPTER III. RESEARCH METHODOLOGY A. Research Method B. Research Setting C. Research Participants D. Research Instruments E. Data Gathering Technique F. Data Analysis Technique G. Research Procedure CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Implementation of Jumbled Words in SMA Santo Mikael Sleman Preliminary Study First Cycle Second Cycle B. The Improvement of the Students Ability to Construct Simple Sentences The Main Result of the Students Improvement The Supporting Result of the Students Improvement xiii

15 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCES APPENDICES xiv

16 LIST OF TABLES Table Page Table 4.1. The Error Percentage in the Students Writing of Simple Sentences in Preliminary Study Table 4.2. The Error Percentage in the Students Writing of Simple Sentences in Cycle Table 4.3. The Error Percentage in the Students Writing of Simple Sentences in Cycle Table 4.4. Improvement of the Students Ability to Construct Simple Sentences Table 4.5. The Students Opinions toward Jumbled Words Table 4.6. Whether Jumbled Words Helped the Students to Construct Sentences Table 4.7. How Jumbled Words Helped the Students Table 4.8. Whether Jumbled Words Increased the Students Motivation xv

17 LIST OF FIGURES Figures Page Figure 2.1. Model of Action Research Figure 4.1. The Average of Error Percentage in the Students Writing xvi

18 LIST OF APPENDICES Appendix Page Appendix 1. Covering Letter for the Head of SMA Santo Mikael Sleman Appendix 2. Research Official Statement from SMA Santo Mikael Sleman Appendix 3. Lesson Plan and Teaching Materials of Preliminary Study Appendix 4. Field Notes of Preliminary Study Appendix 5. Observation Sheets of Preliminary Study Appendix 6. Lesson Plan and Teaching Materials of Cycle Appendix 7. Field Notes of Cycle Appendix 8. Observation Sheet of Cycle Appendix 9. Lesson Plan and Teaching Materials of Cycle Appendix 10. Field Notes of Cycle Appendix 11. Observation Sheet of Cycle Appendix 12. Questionnaire Appendix 13. The Raw Data of Questionnaire Appendix 14. Interview Guide Appendix 15. Interview Transcripts Appendix 16. Sample of the Students Writing in Preliminary Study Appendix 17. Sample of the Students Writing in Cycle Appendix 18. Sample of the Students Writing in Cycle Appendix 19. The Pictures of the Research Process xvii

19 CHAPTER 1 INTRODUCTION In this chapter, the researcher shows the research background, the research problem, the problem limitation, the research objectives, the research benefits, and the definition of terms. A. Research Background English becomes a universal language in which it is used around the world. It follows that learning the language is important in order to have the capability to communicate with other people throughout the world. Since mastering English is important, the Government of Indonesia includes English as school subject. In learning English, there are four skills to be mastered. One of them is writing. Writing cannot be separated from sentences. Brewton et al. (1962) add that writing cannot be separated from sentences since they are a habitual part of writing (p.189). For that reason, the quality in constructing sentences is needed to convey information clearly. Therefore, it is important for students to be able to compose sentences correctly. Composing sentences has levels of difficulties starting from words into sentences, sentences into paragraphs, and paragraphs into longer composition. If students lacked composing words into sentences, it will be the hindrance for students to move forward in composing complex composition. 1

20 2 Based on the researcher s observation when she was doing Program Pelaksanaan Lapangan (PPL) held in July to October 2011/2012, many English teachers do not take much time for the students to improve their writing skill. The majority of the learning process in the school is focused on reading. The students read a lot of passages and answer the questions given by the English teachers. The students do not have many writing practices. Since they do not have much time to practice in writing skill, they have difficulties in composing simple sentences and make many grammatical mistakes. Besides, many English teachers still apply the traditional methods. In the process of teaching grammar, the teachers speak, explain, and write the materials in the front of the class while the students copy the materials given by the teachers from the whiteboard to their notebooks. They follow the teachers instruction to do the exercises given. Tenth graders of the XB class in SMA Santo Mikael Sleman had lower ability in writing skill. They had not achieved the writing objectives of senior high school in which the students are expected to write a text. The problem was because they had difficulties to construct simple sentences. They did not put a subject or a verb in each sentence and did not convey one complete idea. It could be seen that the students had not understand yet what a sentence is. The students ability can be seen from the result of their mid-test held on September 12, The result was not satisfying. Nobody reached 70, even some of them reached below 50 in English mid-test.

21 3 These are the students results on the mid-test in essay section which the students were asked to change the affirmative sentences to negative and interrogative sentences. Student 1: (+) They travelled in a comfortable coach with a toilet, music, and video. (-) Did not travelled in a comfortable coach with a toilet, music, and video. (It is missing a subject) (?) (This student did not answer this part) Student 2: (+) They travelled in a comfortable coach with a toilet, music, and video. (-) The travelled in a comfortable coach not with a toilet, music & video. (It is missing a subject) (?) In a comfortable coach with a toilet, music & video, they travelled? (It is missing a verb) Student 3: (+) They travelled in a comfortable coach with a toilet, music, and video. (-) The toilet, music, and video they travelled in a comfortable with coach. (It is missing a verb) (?) Where a toilet, music, and video? (It is missing a predicate verb) Student 4: (+) The body of an octopus looks like a big balloon. (-) Did not looks like big balloon. (It is missing a subject) (?) What did the body of an octopus looks like Most students tend to make the errors in constructing simple sentences. Mostly, the error that the students wrote in their writing was sentence fragment. More than 10 students did not put a subject and a verb in each sentence. It cannot be called a simple sentence if it does not only have a subject and a verb but also convey a complete thought. Since the researcher had found the problem faced by the students which was in constructing simple sentences, the researcher conducted Classroom Action

22 4 Research (CAR) in the class. CAR is an action research conducted in the classroom to solve a problem (Fraenkel & Wallen, 2008, p. 589). For this reason, the researcher conducted CAR to help the students of SMA Santo Mikael Sleman to improve their ability to construct simple sentences which means they are able to write sentences correctly, so they do not find any difficulties in constructing simple sentences anymore. When the researcher was doing her PPL, she implemented jumbled paragraphs in the class. It turned out that the students were so happy, active, and enthusiastic in arranging jumbled paragraphs. All of them took part in arranging jumbled paragraphs. Having known the students reaction when the jumbled paragraphs were implemented, the researcher conceived that using jumbled words as grammar games could be implemented in the class as the solution to the problem. The use of jumbled words is aimed to improve the students ability to construct simple sentences. Since jumbled words are included in grammar games, jumbled-words game motivates the students to learn the language since they will learn the language in enjoyable way. The students will be more active and take part in the learning activities. Subconsciously, they learn how to construct simple sentences correctly. Moreover, their mind will be guided in arranging a sentence since there is repetition in the learning process. Therefore, by this step, they will be able to understand how to construct simple sentences correctly. The researcher expected that jumbled words could help the students to organize their mind to construct sentences. The use of jumbled words makes the

23 5 teaching and learning activities become enjoyable in learning grammar. Playing and learning English can be integrated, so learning English will not be boring for the students when they deal with grammar. It means that the students can take part in the learning activities and can be motivated in learning. Hence, they can really understand the process of constructing simple sentences. This research is worth studying because it can improve the quality of the students writings. It will avoid the sentence fragment occurred in the students writing. The current study explores the use of jumbled words as grammar game in order to improve the students ability to construct simple sentences which express one idea in a sentence. B. Research Problems The research questions formulated would be as follows. 1. How are jumbled words applied in SMA Santo Mikael? 2. Do jumbled words improve the students ability to construct simple sentences? C. Problem Limitation The limitation of this current research is improving the students ability to construct simple sentences by using jumbled words. The participants were 13 students of XB in SMA Santo Mikael Sleman, academic year 2011/2012. The researcher limits the analysis on simple sentences. Normally, a simple sentence contains one independent clause which has a subject and a verb. It must convey

24 6 one complete idea as well. The researcher also concerns with simple sentences using past tense in the learning activities since the topics were in news item and recount text. Therefore, the students are also expected to be able to understand the tenses used in the topic. In the teaching and learning process, the students learn the sentence patterns inductively. D. Research Objectives The objectives of this study are to overcome the problem faced by the students of XB of SMA Santo Mikael Sleman in constructing simple sentences. This research will find out how jumbled words are applied in SMA Santo Mikael Sleman and whether jumbled words improve the students ability to construct simple sentences or not. E. Research Benefits This research will give contribution for the people as follows. 1. The Students of SMA Santo Mikael Sleman This current research will help and improve their ability to construct simple sentences. If they master in constructing words into sentences, they will not find difficulties to move forward to the next level which is sentences into paragraphs. By using jumbled words, they will not feel monotonous in learning. They will be more active, enthusiastic, and motivated in teaching learning activities. They learn in the simple and enjoyable way. Therefore, they can feel the ease to memorize and understand the material well.

25 7 2. The English Teacher of SMA Mikael Sleman The benefit of this research is that it will be helpful for the English teacher to use jumbled words in teaching and learning process, especially when the students deal with grammar. 3. The Researcher By conducting this research, the researcher can answer the problem which occurs in the classroom. Besides, this will be useful for the researcher to find out the new strategies in learning English. For further researcher, they are able to develop more activities and improve the students ability. F. Definition of Terms There are some terms used in this study. They are: 1. Jumbled Words Jumbled words are sentences in which the words are in the wrong order and will be arranged into a good sentence. In Oxford Advanced Learner s Dictionary (2000: 732), it is defined that the word jumble itself is untidy or confused mixture of things. 2. Simple Sentence Simple sentence contains an independent clause which consists of a subject and a verb. Mallery (1957) explains that the simple sentence consists of a single independent clause. Any sentence, however short or long, that contains one

26 8 subject and one predicate (p. 71). Therefore, a subject and a verb take an important role in each simple sentence. 3. XB Students in SMA Santo Mikael Sleman SMA Santo Mikael is one of the senior high schools which are located in the remote area in Sleman. Mostly, the students are from outside Jogjakarta. Most of them moved from other schools. They brought their own problems in the school. Ten B (XB) is one of the classes in SMA Santo Mikael Sleman, which consists of 13 students. There are seven boys and six girls. The ages of the students are between years old. The number of the students in the class XB was reduced from 22 students in the first semester into 13 students in the second semester since there was school s policy which required some students to move to other schools. Most of the ten B students had not achieved the writing objectives of senior high school in the English subject in which the students are expected to write texts. It was because they had not understood what a sentence means. The students wrote incomplete sentences and ungrammatical sentences. As a result, their writing products were difficult to understand. From the description, it could be concluded that the writing ability of ten B students was in the beginning level. They needed to learn and understand what a complete sentence meant.

27 CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher would like to put some theories which are relevant to the problem of the research. This chapter is divided into two parts. The first part is theoretical description and the other is theoretical framework. A. Theoretical Description In this theoretical description, the theories which are relevant to the research are discussed. They are the meaning of composition, sentences, teaching grammar, and Classroom Action Research (CAR). 1. The Meaning of Composition Mallery (1957) explains that Composition is concerned with putting together of parts to form a whole: words into sentences, sentences into paragraphs, and paragraphs into longer units such as essays and narratives (p. 2). Writing has levels of difficulties from constructing words into sentences, sentences into paragraphs, and paragraphs into longer composition. 2. Sentences In this part, the researcher is going to present the definition of sentence, four sentence structure classifications, four sentence errors, and improving sentence structure. 9

28 10 a. The Definition of Sentence Brewton et al. (1962) define a sentence as a word or a group of words containing a subject and a verb and delivering one idea (p. 191). Mallery (1957) states that subject is the word or words naming the person or thing about which something is asserted while predicate is the word or words which assert something about the subject (p. 3). The subject and the predicate take important role in every sentence which is built. b. Four Sentence Structure Classifications Mallery (1957: 71) classifies a sentence according to its structure into four. They are simple, compound, complex, and compound-complex. 1) The Simple Sentence Simple sentence is a writing composition which conveys one complete thought and basically contains one clause which has one subject and one predicate. Mallery (1957) explains, The simple sentence consists of a single independent clause. Any sentence, however short or long, that contains one subject and one predicate (p. 71). Murcia and Freeman (1999) add a simple sentence as an independence clause containing at least one subject and one verb (p.20). Independent clause is a sentence that can stand alone and expresses a complete thought. Moreover, Brewton et al. (1962) add that there are at least two parts which are simple subject and predicate verb to every complete sentence (p. 192). It is not about the number of words but the main contents are a subject and a verb. However, a simple sentence may contain compound subjects or compound verbs in a sentence.

29 Therefore, students are expected to be able to construct simple sentences since it is the simplest sentence structure classification. This is the example of a simple sentence taken from Mallery s book (1957) entitled Grammar, Rhetroric and Composition. The tired, dirty, and footsore hikers struggled wearily across the old bridge, up the hill, and finally, into the camp in the pine forest. 11 The example provided by Mallery is considered as a simple sentence because there are only one subject and one finite verb even though it contains many words. An imperative can also be called simple sentence even though there is not a subject in that sentence. The subject in imperative sentence is implicit. As a deduction, the meaning of the sentence is implied. It can be shown from the following examples. Sit! Open the door! Close the window! 2) The Compound Sentence The compound sentence is a kind of sentence that consists of two or more simple sentences joined by a coordinating conjunction. The coordinating conjunctions can be and, but, or nor. The important thing is there must be the subject in each clause (Mallery, 1957, p. 72). Hence, the subject must be clear in each clause. Mallery (1957) writes in his book that the compound sentence consists of two or more independent clauses joined by a coordinating conjunction. Each clause must be itself a simple sentence. (p. 72). Murcia and Freeman (1999) add that a compound sentence consists of two or more independent clauses (p.20).

30 12 The example of the compound sentence is provided below. Daniel Defoe was one of the earliest journalists, and his newspaper was extremely influential. (Mallery, 1957) 3) The Complex Sentence Mallery (1957) states that a complex sentence consists of one independent clause and one or more dependent clauses (p. 73). Murcia and Freeman (1999) define a complex sentence as a sentence containing a main clause and one or more subordinate clause (p.20). Independent clause expresses the complete thought. However, dependent clause cannot stand by itself. It depends on the independent clause. The examples of the complex sentences taken from Mallery s book (1957) entitled Grammar, Rhetoric and Composition are provided below. When the century began, there were many coffee-houses in London. We know that these gathering led eventually to the formation of a great insurance firm 4) The Compound-Complex Sentence The compound-complex contains two or more independent clauses and at least one dependent clause (Mallery, 1957, p. 73). This kind of sentence is more complex than the other types of sentence since it has two or more independent clauses and one dependent clause. Henceforth, it is called compound-complex sentence. This is the example of compound-complex sentence taken from Mallery s book (1957) entitled Grammar, Rhetoric and Composition.

31 Although their influence was, for the most part, a good one, the coffee Dependent clause houses sometimes fell into disrepute, and the authorities more than once Ind. clause complained that they were being used for seditious gatherings. Ind. clause 13 c. Four Sentence Errors There are four sentence errors which commonly occur in students writing (Mallery, 1957, p. 112). They are the sentence fragment, the comma splice, the fused sentence, and the dangling modifier. 1) The Sentence Fragment The error which commonly occurs in students writing is sentence fragment. A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both ( The Writing, 2012). Moreover, a fragment is a phrase or a dependent clause as it is thought as a complete sentence ( Sentence, n.d.). Complete sentence is a sentence which has a subject and a verb in a sentence and conveys one idea. A sentence is considered as a sentence fragment when it lacks a subject, a verb, or both. Mallery (1957) clarifies a sentence as a group of words expressing one complete thought (p. 112). Therefore, a sentence which expresses a complete thought is a complete sentence which has a subject and a verb in a sentence. Hence, a writer has to keep in mind that a sentence expresses a complete thought and have a subject and a verb in it. Mallery suggests some ways to avoid sentence errors occur in the writing composition. It is provided in the following suggestions:

32 14 1. Do not write a dependent clause as though it were a complete sentence. 2. Do not write an appositive (introduced by such expression as that is, for example, or namely) as though it were a complete sentence. 3. Do not write a participial phrase as though it were a complete sentence. (Mallery, 1957, pp ) It is clear that a sentence must express a complete thought. If the sentence is incomplete, it is considered as a sentence fragment. Besides, a dependent clause is not considered as a complete sentence as well as it does not represent a complete thought. They are provided in the following examples: Accompanied by some nurses in the hospital. (It is missing a subject) Information from television. (It is missing a verb) Because the weather is not good. (It is an incomplete thought) These examples are considered as sentence fragment because it does not have a subject and a verb in the sentence and do not express a complete thought either. 2) The Comma Splice The sentence error comes from the use of comma to join two clauses or complete sentences, whereas comma is a separating mark ( Sentence, n.d.). The example is provided below. Two children cook turkey behind their house, the turkey is well-cooked in the pan. In the compound sentence, there are two independent clauses. To avoid error of comma splice, the writer uses coordinating conjunctions, such as and, but,

33 15 nor or semicolon while to avoid error of comma splices in complex sentences, the writer is able to put subordinating conjunctions, such as because, since, when, while, etc if the dependent clause is in the first part. 3) The Fused Sentence Mallery (1957) notes two or more sentences run together with no mark of punctuation between them are said to be fused (p. 115). Therefore the way to avoid it is by separating them and punctuating them appropriately. The example is in the following. I work in the office every day I drive my own car after I have breakfast. 4) The Dangling Modifier Dangle can be explained like if a participle, for example, cannot be thus connected with its antecedent in the sentence, it is called dangle (Mallery, 1957, p. 116). It means dangling modifier is not really clear seen what it modifies. Dangling modifiers describe nothing and dangle in the sentences ( Sentence, n.d.). It occurs when the modifier is put in the wrong place. The example is provided below. Hanging from the ledge high over a mountain, Danielle saw the tree with their brightly colored fall leaves ( Sentence, n.d.). Hanging from the ledge high over a mountain is dangling modifier since it does not modify the right object it modifies. The modifier must be close to the object it modifies.

34 16 d. Improving Sentence Structure Brewton et al. (1962) write that improving sentence structure can be done by avoiding fragments (p. 249). This error is commonly occurred in students writing. Brewton et al. (1962) add that The sentence fragment is considered a very serious error in writing because it shows the writer s misunderstanding of what a sentence is (p. 249). The writer has made improvement of constructing sentences if the writer is able to write complete sentence. Brewton et al. (1962) state that To write sentences which express your ideas effectively, you must strive for unity and clarity (p. 251). The subject must be clear and related to the predicate. Then, clarity in a sentence is achieved. Brewton et al. (1962) write A sentence has unity when all the ideas expressed are closely related and contribute to a single impression (p. 252). Therefore, unity is included to the criteria of effective sentences. 3. Teaching Grammar It is important to teach grammar since producing good writing is related to the students ability in grammar. Cobbet (1819) states that to compose good writing, it cannot be separated from grammar. Grammar can teach the students how to make use of words in the proper manner (as cited in Nunan, 1999, p. 96). a. The Meaning of Grammar Nunan (2003) states grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level (p. 154). According

35 17 to Paulston and Bruder (1976), grammar is the possible forms and arrangements of words in phrases and sentences (p. 1). Grammar contains rules which are related to forms and arrangements of words. As a result, grammar helps the writer to produce good sentences which have relationship between words and have different function. Besides, Nunan (1999) defines grammar as (1) An analysis of the structure of a language, either as encountered in a corpus of speech or writinhhhg (a performance grammar) or as predictive of a speaker s knowledge (a competence grammar). A contrast is often drawn between a descriptive grammar, which provides a precise account of actual usage, and a prescriptive grammar, which tries to establish rules for the correct use of language in society. (2) An analysis of the structural properties which define human language (a universal grammar). (3) A level of structural organization which can be studied independently of phonology and semantics (p. 97). From the definitions above, it is clear that writing is related to grammar. Since grammar is related to writing, it is called performance grammar. It is called competence grammar if it is found in speaking. Therefore, grammar is important in learning language because it is related to many aspects. b. The Methods in Teaching Grammar Nunan (2003) divides the methods in teaching grammar into two methods (p. 158). The first one is deductive and the second one is inductive. Those will be listed as follows. 1) Deductive Method In deductive method, it focuses on the explanation then practicing in learning grammar. The teachers take the centre of the class. The teachers will

36 18 explain the grammar rules, and then the students make phrases or sentences using new language. The students do not have much time to take part in the teaching learning activities. 2) Inductive Method In inductive method, it focuses on practicing than generalizing the rule in teaching grammar. It means that the students have much time to practice in learning grammar. They see the example of the language, and then they try to practice by themselves. c. Teaching Grammar through Games According to Harmer (2007: 60), in recent years the researchers have turned their attention to the area of language humour and language play. The examples of language play are songs, games, etc. Therefore, songs and games are used to achieve the target language. 1) Definition of Games Games are activities in which learners learn in an enjoyable situation even though occasionally they do not realize it, meaning that by taking part in the games they learn about the materials in a fun way. They will enjoy the activities of learning in the class since the situation will not be tense to study. Martin (1995:1) defines game as: Game is any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable way (as cited in Brewster & Ellis, 2004, p. 172).

37 19 2) Advantages of Using Games in Language Learning Using games in language learning brings many advantages in teaching language. One of the advantages is increasing students motivation to learn language. In 2003, Wright, Betteridge, and Buckby states that Games help and encourage many learners to sustain their interest and work (p. 2). Harmer (2007) states that Students might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. (p. 98). Games motivate the students to follow and practice the teaching learning process in the class. Because of that, games stimulate the students to think and take part in the activities. As a result, learners direct their own learning. Students motivation becomes an important part of learning activities in the classroom. The obstacle of the process of learning activities in the classroom is when students have no motivation to study. Harmer (2007) states that the motivation is essential to success... Without such motivation we will almost certainly fail to make the necessary effort. (p. 98). Since students motivation is important to learn language, the teachers method used in the classroom takes an important role in the teaching and learning process. The teachers are expected to be creative to increase the students motivation in the teaching learning activities. Increasing the students motivation can be done by creating fun learning and good atmosphere in the class. It creates enjoyment in learning language. Harmer (2007) states that intrinsic motivation is the kind of motivation that is generated by what happens inside the classroom;

38 20 this could be the teacher s methods, the activities that students take part in (p. 20). Moreover, using games in the class does not only tend to motivate and be fun but can also improve the students skill, grammar, pronunciation and others. According to Brewster, Ellis (2004), Games are not only motivating and fun but can also provide excellent practice for improving pronunciation, vocabulary, grammar, and the four language skills (p. 172). Cook (2000) notes language play includes mimicry and repetition (as cited in Harmer, 2007, p. 60). Harmer (2007) adds, In language play, there is often repetition of structure and lines, and the use of meaning puns to create effects (p. 60). Since in language play there is repetition, it will be able to achieve learning goal. Besides, students experience by themselves in learning language. 3) Grammar Games Harmer (2007) states that grammar games will engage students and encourage them to use the target structures with enthusiasm (p. 223). Grammar games will build students enthusiasm in following the learning activities. The students will enjoy the teaching learning process since the learning process will be fun. These are the examples of grammar games that can be implemented in the classroom (Harmer, 2007, p. 223). a) Ask the Right Question Ask the right question can be implemented in any language material, older children plus, and for elementary plus. Harmer (2007) states that that game

39 21 forces the students to think extremely carefully about the exact construction of the questions they are asking (p. 223). b) Putting Sentences back together again Putting sentences back together again can also be called jumbled word. Jumbled word is word ordering. Therefore, in this game the students are given sentences in which the words are in the wrong order, and then they arrange the wrong words order into good sentences. The example is did / love / she / exercises / doing / not / English then the students arrange it into She did not love doing English exercises. This game helps students to set their mind to the natural order and unnatural order of a sentence. In natural order, the subject comes first, the verb comes after the subject, and the other elements follow while in unnatural order, all or part of the predicate precedes the subject (Brewton et al., 1962, p. 195). It means that jumbled words are able to help the students to write sentences since they have known and understood the right order. Besides, those will help the students to realize that each sentence needs a subject and a verb. c) One Question behind In this game, the students will obtain some questions. In the first question, they will not answer it. In the next question, they will answer the first question. Therefore, they have to remember the previous question. This game needs high concentration. This game is enjoyable, but it cannot go on too long.

40 22 4. Classroom Action Research In this part, the researcher would discuss the definition, the aim, the characteristic and the model of Classroom Actio n Research. a. The Definition of Classroom Action Research Fraenkel and Wallen (2008) state that action research is conducted by one or more individuals or groups for the purposes of solving a problem or obtaining information in order to inform local practice (p. 589). Action research has essential method that is trying out the ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning (Kemmis & McTaggart, 1982, p. 5). The aim of Classroom Action Research (CAR) is to improve educational practice in the certain situation which is conducted by groups or participants for the purpose. The result will be the improvement which occurs in the classroom. b. The Principles of Action Research McNiff and Whitehead (2002) state that action research can be conducted in several contexts, social and caring sciences, education, organization and other related studies (p. 15). Kemmis and McTaggart (1988), as cited by McNiff and Whitehead (2002), add that: Action research is a form of collective self-reflecive enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out (p. 24).

41 23 Lewin (1946), as cited by Kemmis and McTaggart (1982), adds that the process of the research begins with an observation of the circumstances and fact found in the circumstances (p. 6). From the explanation, it can be concluded that to conduct action research, the fact problems or practices in the particular situation that need attention are underlying the research. Thereafter, researchers take action to make improvement. c. The Advantages of Action Research There are five advantages of action research (Fraenkel & Wallen, 2008, p. 596). Those are provided in the following advantages. Action research is flexible. It can be conducted by any professional, in any type of school, at any grade level, and solving any kind of problem occurred in the particular area. Action research can improve educational practice. Teachers can practice their expertise in effective ways. Action research can help teachers identify problems systematically. Action research can build up a small community of research-oriented individuals within the school itself. d. The Model of Classroom Action Research Lewin (1946), as cited by Kemmis and McTaggart (1982), describes that action research is in a spiral steps (p. 6). There are four steps which are planning, action, observation, and reflection. If the research is successful, the researcher will re-confirm it in the next cycle. If the research fails, the researcher can revise the

42 24 plan and it will be conducted in next cycle. The model of action research is shown in the figure 2.1. Figure 2.1. Model of Action Research (Kemmis and McTaggart, 1982, p. 6) B. THEORETICAL FRAMEWORK In theoretical framework, the researcher would like to relate the theories to the current research. There are four kinds of sentences (Mallery, 1957, p. 71). They are simple, compound, complex, and compound-complex. The researcher focused on the simple sentences which the students wrote since the problem faced by the students was about constructing simple sentences. They had lack of abilities in constructing simple sentences, even some students wrote in Bahasa Indonesia as they did not know how to write the sentences in English. According to Mallery (1957), there are four sentence errors. They are the sentence fragment, the comma splice, the fused sentence, and the dangling

43 25 modifier (p.112). Based on the data, the error that commonly occurred in the XB students writing was the sentence fragment. The sentences were missing a subject or a predicate verb or both. They did not construct simple sentences correctly. By constructing a complete sentence, the students had improved the quality of the sentences they constructed. Cobbet (1819) states that to compose good writing, it cannot be separated from grammar (as cited in Nunan, 1999, p. 96). There are two methods of teaching grammar, deductive and inductive methods. In the first, the researcher used inductive method. She would let the students to practice by themselves through jumbled words. After that, the researcher used deductive method. She would explain and ask the students to construct sentences on a particular topic. The researcher would like to apply putting sentences back together again as known as jumbled words to improve the students ability to construct simple sentences. Harmer (2007) states that grammar games will engage students and encourage them to use the target structures with enthusiasm (p. 223). The researcher implemented the grammar game to achieve the target structures which is constructing good simple sentences. To answer the research problems, the researcher used some theories from several experts about both games and grammar games. In 2003, Wright, Betteridge, and Buckby states that Games help and encourage many learners to sustain their interest and work (p. 2). Harmer (2007) states that Students might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. (p. 98). By using jumbled words which are included

44 26 in grammar game, the students learn the materials in a fun way. They would be enthusiastic in following the learning process. For that reason, using games in the class can stimulate the students interest. Therefore, they are willing to learn how to construct good simple sentences. The students are going to set their mind in the order of constructing good sentences and it leads the students to construct good simple sentences. The use of jumbled words is able to increase the students motivation since they learn the language in enjoyable way. According to Brewster and Ellis (2004), Games are not only motivating and fun but can also provide excellent practice for improving pronunciation, vocabulary, grammar, and the four language skills (p. 172). Games are good to be implemented in learning grammar because it is not only fun and motivating but it can also improve the students ability to construct simple sentences since there is repetition of the learning, so that the students will remember how to construct good sentences. As a result, they could improve their ability to construct simple sentences. In this research, the researcher used Classroom Action Research. The aim of this research was to improve the students ability to construct simple sentences. Kemmis and McTaggart (1982) note that action research has essential method that is trying out the ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning (p. 5). The researcher used spiral model of CAR (Classroom Action Research). The improvement was shown from the students writing.

45 CHAPTER III RESEARCH METHODOLOGY This chapter presents the methodology used in the research. The researcher describes the research method, the research setting, the research participants, the research instruments, the data gathering technique, the data analysis technique, and the research procedure. A. Research Method The aim of this research was to find out how jumbled words were applied in SMA Santo Mikael and to find out whether jumbled words could improve the students ability to construct simple sentences or not. In order to find out the answers of the research problems, Classroom Action Research (CAR) was conducted in the current research. Kemmis and McTaggart (1982) state that action research has essential method that is trying out the ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning (p. 5). The action process starts with problem. After having found the problem faced by the students in the classroom, the researcher tried to find solutions to the problem. After deciding the best solution, the researcher implemented the solution in the action steps. At the end of the research, the researcher was able to know what worked best in the classroom based on the students situations in order to make improvement. Therefore, the researcher conducted this research using 27

46 28 Classroom Action Research (CAR) to give solution to the problems faced by XB students of SMA Santo Mikael in constructing simple sentences. The researcher used practical action research in conducting the current research. Mills (2000), as cited by Fraenkel and Wallen (2008), states that practical action research is intended to address a specific problem within a classroom (p. 590). The researcher used it since she would seek solutions to the students problem occurred in the XB class SMA Santo Mikael Sleman. Lewin (1946) describes that action research is in a spiral steps (as cited in Kemmis and McTaggart, 1982, p. 6). There are four steps in conducting action research which are planning, action, observation, and reflection. The next step was taken if there was additional and revising plan that would be implemented in the next cycle. 1. Planning The researcher found the problem that the students faced when she did PPL (Teaching Practice) held in July to October 2011/2012 at SMA Santo Mikael Sleman. The problem appeared when the Mid-term test was held on September 12, It could be seen from the unsatisfactory results of mid-term test. It showed that XB students lacked ability to construct simple sentences. However, the researcher ensured the problem by conducting preliminary study. In the preliminary study, the researcher asked the students to construct sentences in news item text. Most of them did not write good simple sentences since some sentences are missing a subject or a finite verb. It proved that the students had difficulties to construct sentences, even in simple sentences.

47 29 Having known the problem, the researcher started to design plan of action that would be implemented in the class to improve XB students ability to construct simple sentences. 2. Action In this step, the researcher implemented the jumbled words that would be used to solve the students problem in constructing simple sentences. In action step, the researcher would apply the learning scenario within the classroom. 3. Observation The observation was conducted at the same time when the action was implemented. The researcher asked two co-observers to help her observe the classroom while the implementation. It was aimed to find out what was going on during the implementation, what interactions happened in the class, what the students conditions were, and what the situation in the class was. Besides, the researcher could know the situations that the researcher could not see in the classroom while she was teaching in the class. 4. Reflection The last step was reflection. The researcher would analyze the results and relate them to the criteria of success. Therefore, the researcher could see whether the improvement has occurred or not. If the study was successful, the researcher would reconfirm the research in the next cycle. However, if it was not successful, the researcher would go to the next cycle to gain better results.

48 30 B. Research Setting This research was conducted in SMA Santo Mikael Sleman on April 23 May 30, The researcher chose XB class to conduct the research. C. Research Participants The participants of this research were 13 students of XB in SMA Santo Mikael Sleman in the 2011/2012 academic year. Most of the XB students in SMA Santo Mikael Sleman were the students who moved from other schools. Each of them had their own personal problems that they brought to the school. When the researcher conducted the preliminary study, there were 16 students in XB class. After that, there were three students who moved to other school because of a particular policy in the school. Therefore, there were 13 students in XB class. There were six girls and seven boys. They were in the tenth grade in which they were expected to be able to write English texts. However, they faced obstacles in writing English texts since they had difficulties to construct sentences, even in the basic sentence construction or the simple sentences. They had not constructed a complete thought in a sentence. The errors commonly occurred in the students writings were the sentence fragments in which the students wrote incomplete sentences and ungrammatical sentences. In other word, they had not understood what a sentence meant.

49 31 D. Research Instruments The researcher used some instruments to conduct this study. They were students writings, observation sheets, field notes, questionnaires, and interviews. 1. Students Writings This was the main source of the data. In the preliminary study, the students were asked to write news. They could choose the topic given by the researcher. After that, in the first cycle the researcher implemented the jumbled words in the classroom. Then the students wrote a news about accidents. It was still in news item text since the researcher followed the topic from the school. In the second cycle, the activities were same as the first cycle. In the end of the second cycle, the students were asked to write about their experiences in joining school competition. Therefore, the researcher conducted two cycles in this study. Since the researcher wanted to know the students ability not only in a particular genre of text (news item), she also implemented jumbled words in another genre of text (recount). However, it would not affect any result of the research because the researcher did not change the essence of the research. The focus was the simple sentences. 2. Observation Sheets Here, the researcher used observation sheets. These instruments were used to gather the data about the teaching and learning activity in the preliminary study and during the implementation. This instrument would be filled by the two outside observers. They would help the researcher to observe the teaching and learning

50 32 activities when the jumbled words were implemented. The researcher could know the activities comments given by the observers. 3. Field Notes Field notes were used to know what was going on in the classroom in the preliminary study and during the implementation in detail. Fraenkel and Wallen (2008) states In educational research, this usually means the detailed notes researchers take in the educational setting (classroom or school) as they observe what is going on (p. 506). In the preliminary study, field notes were used to know the students condition in the classroom. Besides that, the researcher asked an outside observer to help her in observing the class. Field notes were used during the implementation to know what was going on in the class, and the interaction happened in the class when the jumbled words were implemented in the class. The researcher asked for help to two co-observers to observe the class. The observers would write down everything that happened in the class, what they heard, saw, experienced and thought during the implementation. 4. Questionnaires The researcher distributed the questionnaires to the students in XB class. It would be distributed after the implementation. The aim of this instrument was to know the students opinions of the use of jumbled words in the class in written responses. Here, the researcher could know whether the use of jumbled words helped them to construct simple sentences or not based on the students opinions. It also could give other benefits of jumbled words based on the students opinions.

51 33 The questions were in the form of close-ended questions and open-ended questions. There are advantages of using close-ended questions and open-endedquestions. Fraenkel and Wallen (2008) have described about the advantages of using close-ended that it is easy to use, score, and code, while the advantages of using open-ended are it allows more freedom of response and it is easier to construct (p. 396). 5. Interviews The researcher asked four students of XB class to have interview. The researcher chose the participants randomly. According to Kemmis and Mctaggart (1982), Interview allows more flexibility than questionnaires and therefore useful for issues which are being explored rather than clearly defined from the outset (p. 41). Therefore, the researcher wanted to know the students opinions of using jumbled words in the class. It was aimed to know further about the implementation of jumbled words whether it could improve and help the students of SMA Santo Mikael Sleman class XB to construct simple sentences based on the students opinions. Besides, the researcher could find other benefits of the implementation of jumbled words. E. Data Gathering Technique The students writings are used to gain the students error percentage from each simple sentence. There were three parts of collecting the students writings. It was from the preliminary study, the first cycle, and the second cycle. Therefore, the researcher could know whether the students error percentage of their writing

52 34 decreased or not. It was aimed to know whether the students improved their ability to construct simple sentences or not. The other instrument was observation sheets. The observation sheets were used to know what was going on in the class when the implementation was carried out. It was aimed to know the situation in the class. It also helped the researcher to know further about the teaching learning process in the class, so that she could fix what did not work well during the class. The researcher asked for help to the two co-observers to observe the class. They were from the 8 th semester of the English Language Education Study Program of Sanata Dharma University. The observation sheet was the same as the lesson plan used by the teacher. However, the outside observers could give comment or note besides the check list. Therefore, she could know the activities existed or not. The researcher used field notes to obtain the situation in the class during the implementation of the research. The researcher asked two co-observers to describe the condition in the class. It included the situation of the students, the condition of the class, the learning activities, and the interaction that happened in the class. Therefore, the researcher could see the improvement of not only the students ability to construct simple sentences but also the students respond toward the learning process. After the implementation, the researcher used questionnaire to gain the students opinions toward the use of jumbled words in the class. There were twelve close-ended questions and six open-ended questions. The questionnaires were to be distributed to the students of XB class. By this instrument, the

53 35 researcher could know what the students thought about using jumbled words in the class. The last instrument was interview. The researcher chose four participants to conduct the interview. The researcher chose the participants randomly. There were no specific purposes of conducting the interview. It was aimed to know further the students opinions toward the use of jumbled words. F. Data Analysis Technique The most important instrument was the students writings. The researcher gained the students writing in the preliminary study (April 23, 2012), in the first cycle (April 30, 2012), and in the second cycle (May 7, 2012). The preliminary study started in April 23, 2012 after the school had its mid-term test. There were 16 students in XB class. However, there was an obstacle in the research that in the preliminary study, there were four students who did not join the class. Therefore, the researcher gained 12 students writing. In the first cycle, there were three students who moved to other schools and two students who did not join the class because of a particular reason. Therefore, the researcher only gained 11 writings. In the second cycle, there were two students who did not join the class. Therefore, the researcher only gained 11 writings in the second cycle. However, it did not influence the research result because the researcher analyzed the data from the students who attended the class. Besides, the two students who were absent in the first cycle and second cycle were the same persons.

54 36 After the researcher obtained the students writing, she analyzed sentence by sentence. Then the researcher gave error score in each sentence. The criteria of error used by the researcher to give error score in the students writing are following: The error score: 1 The students constructed incomplete simple sentence which has no subject or verb, or both (Mallery, 1944, p. 112). It is included in sentence fragment. The error score: ½ The students constructed good sentence, but there was inappropriate tense (simple past tense) and misspelling that was difficult to understand. The researcher gave error score ½ because she gave explanation to tenses, especially past tense which was related to the topic. The error score: 0 The students constructed a simple sentence correctly. If there were other mistakes in dictions, spellings, passive voices, and articles, the researcher did not pay attention to those since the researcher focused on the good simple sentences. If there were misspellings, but they were still understandable, it would be acceptable. After the researcher gave score in each sentence, she summed up the error score. Then, she counted the error percentage in each student s writing. The error percentage was counted by using formulation as the following:

55 37 Note: X N ΣN X= N x 100 % ΣN : the percentage mistakes in students composition : the number of wrong simple sentences that the students made : the sum of simple sentences that the students made In order to figure out that the research was successful or not, the researcher counted the average of error percentage from the students writing in XB class in the preliminary study until cycle 2. After that, she filled it in the table to see the improvement of the students ability to construct simple sentences. Therefore, the researcher could see whether the average of error percentage of the students writing decreased or not. There were two criteria of success in this research. More than half of the students improved their ability to construct simple sentences that could be shown from the error percentage of the students writing. The average of error percentage of the students writing decreased. G. Research Procedure The research found out the problem of constructing simple sentences which was faced by XB students when she did PPL (Program Pelaksanaan Lapangan) in SMA Santo Mikael Sleman which was held on July to Oktober 2011/2012. Having known the problem, the researcher decided to help the students of XB class in SMA Santo Mikael Sleman to improve their ability to

56 38 construct simple sentences. After that, the researcher asked permission from the principal of SMA Santo Mikael Sleman. To ensure the problem that XB students faced, the researcher conducted the preliminary study on April 23, She obtained the students writing and analyzed it. Therefore, it aimed to make sure the research problems. After observing and analyzing the students writing in the preliminary study, the researcher began to plan the action. The researcher prepared the lesson plans, Power Point for the teaching process, the worksheets, jumbled words and the instruments such as observation sheets, field notes, questionnaires, and interview guidelines. After that, the researcher collected data on April 30 and May 7, The first cycle was conducted on April 30 and the second cycle was conducted on May 7, The questionnaires were distributed at the end of the teaching and learning process of the second cycle. It was aimed to make the students feel easier to fill in the questionnaires since they still remembered what they had experienced using jumbled words. Several days later, the researcher conducted interview to four participants. Then, the researcher analyzed the data and gained the result of the research.

57 CHAPTER IV RESEARCH RESULTS AND DISCUSSION In this chapter, the researcher would like to present the implementation of jumbled words in SMA Santo Mikael Sleman, the improvement of the students ability to construct simple sentences, and other findings. A. The Implementation of Jumbled Words in SMA Santo Mikael Sleman The researcher conducted Classroom Action Research in two cycles. However, before the implementation, the researcher conducted the preliminary study to ensure the problem of the students ability to construct simple sentences by asking them to write news item text. After having ensured the students problem, the researcher implemented jumbled words as solution to improve the students ability to construct simple sentences. In this part, the researcher would like to present the preliminary study and the implementation of jumbled words in two cycles. 1. Preliminary Study The researcher did preliminary study before she implemented the action. She did it on April 23, She took a role as a teacher and taught readingwriting skills of news item. The time allocation was 80 minutes. There were 16 students in XB class. However, there were four students who did not join the class since two students were absent during that day because of the school s policy that had to be fulfilled, while the others were sick. 39

58 40 In the preliminary activities, the researcher firstly focused on the reading skill for 40 minutes. She talked about news item and distributed the model of news item text. After that, the students stated true or false in some statements given by the researcher based on the text. After the researcher and the students discussed together the answers, the researcher began to focus on the writing skill. The researcher asked the students to write news item text. They could choose the topics which were given. The topics were sport events, criminal, education, technology, contest, and tragedy. After they had finished, they submitted their writing products to the researcher. After they had submitted their writing products, the researcher started to identify the problem faced by the students by analyzing them. It was really clear that they had difficulties to construct sentences, even in the simple sentences. Most of the sentences were missing a subject and a finite verb. They did not write simple sentences correctly. Because they did not convey a complete thought, the sentence error which commonly appeared in the students sentences was the sentence fragment. These are the sentences that the students wrote. The names of the students were changed into the name of countries. It was aimed to keep the students privacy and to avoid racism. England - Information from Television. (It was missing a verb) - Visited the scene on Sunday. (It was missing a subject) - Accompanied by senior officials. (It was missing a subject)

59 Vietnam - Now in Indonesian wonderful. ( It was missing a subject and a verb) - Example: Handphone, computer, dll. (It was missing a subject and a verb. She also wrote etc in Bahasa Indonesia dll ) Wales - The many childrens down old. (It was missing a verb) - The criminal in Indonesia very publication is Televisi. (It was difficult to understand) - Banyak anak dibawah umur yang diperkosa akibat pemikiran seseorang yang kurang waras. (The student wrote in Bahasa Indonesia) 41 Most of them had difficulties to construct the simple sentences, even one of them wrote the text in Bahasa Indonesia. Moreover, according to 63.64% students taken from the questionnaires, the students thought that constructing sentences was difficult. It meant most of XB students failed to construct simple sentences correctly. In the questionnaires, the researcher asked them about the difficulties they faced when they were asked to write a story in English. The difficulties that they faced were constructing sentences (4 students), translating from Bahasa Indonesia to English (4 students), defining the verb (1 student), lack of vocabulary (2 student), and no difficulties (1 student). Each student had his/her own obstacle in the writing skill. The students lacked ability to construct simple sentences. It could be seen from table 4.1. The average of the error percentage in students writing products was 58.33%. It meant that the percentage of the students correct sentences was only 41.67% in this preliminary study.

60 Table 4.1. The Error Percentage in the Students Writings of Simple Sentences in the Preliminary Study No. Name of the Student Number of wrong sentences The sum of sentences 42 The percentage of errors in students writings (preliminary study) 1. Albania % 2. Angola % 3. Bolivia - - Absent 4. Brazil % 5. Canada % 6. Denmark % 7. England % 8. Finland - - Absent 9. France 0 1 0% 10. Japan - - Absent 11. Oman % 12. Romania % 13. Russia - - Absent 14. Venezuela 0 2 0% 15. Vietnam % 16. Wales % Average Σ percentage: 58.33%

61 43 By conducting the preliminary study, the researcher could obtain information about the students conditions and situations from the field notes. Observer A wrote: They began to talk to their friends and they went outside the class. Some of the students just sat at their seat, they looked confused and did not do anything. The situation of the class became noisy. They talked each other and they were not enthusiastic to write a news item text. The researcher motivated the students to write. She asked the students to write and concentrate again. It could be seen from the students behavior that they needed something fun to grab their attention. (Field note in the preliminary study, see appendix 4) They felt bored easily. They needed something new and interesting in their learning activities. As a result, they had willingness to learn in which they enjoyed the teaching and learning process in the classroom. 2. First Cycle The first cycle was conducted on April 30, In the first cycle, there were three students who moved to other schools since there was a particular school s policy that had to be fulfilled. As that result, the number of XB students was reduced into 13 students. Moreover, in that day, there were two students who did not join in the class. They prepared themselves to join a singing competition to represent their school. Therefore, there were 11 students who attended in the class. However, the result would not be influenced because the researcher took the data from the students who attended the class.

62 44 The researcher started to implement jumbled words in the first cycle. The first cycle consisted of four steps. They were planning, action, observation, and reflection. a. Planning The first step was the researcher s identification of the general idea that something might be improved. Having known the fact-finding about the students, the researcher would like to help the students to improve their ability to construct simple sentences. Therefore, the purpose of this research was to improve the students ability to construct simple sentences. Having known the purpose of the research, the researcher decided to use jumbled words as the solution to overcome the students problem in constructing simple sentences. The researcher applied jumble words as grammar game. After deciding the best solution to overcome the problem, the researcher prepared the instruments, the lesson plan, the jumbled words, the Power Point which was used to discuss the materials, and the worksheets where the students would write the sentences. In the pre-learning activities, the researcher planned to recall the students knowledge about news item text. After that in the main activity, she planned to play jumbled words. The students worked in groups. The researcher distributed three different jumbled words and asked the students to arrange them into good sentences. The tenses used were in both simple present tense and simple past tense. It was aimed to remind them about simple present tense before they would

63 45 focus on simple past tense. Then, the representative of each group wrote it in the whiteboard and discussed it together. The next plan was distributing other five jumbled words. The students arranged them individually. After they had finished, the researcher planned to discuss the result using Power Point. Considering that tenses are important in the writing skill, in the discussion, the teacher explained about the tenses. Here, the researcher explained the patterns of simple present tense and past tense using Power Point. After the discussion and the explanation, the researcher gave some other jumbled words using past tense. It was aimed to check whether the students had understood simple past tense or not. Simple past tense was important since it was related to the topic the students were going to write. The students would arrange the jumbled words orally and change them into negative and interrogative sentences. Furthermore, the researcher showed two pictures of car accidents. The students could choose one of the pictures and wrote news item text in ten sentences based on the pictures. If they had finished, they could submit their writings. The researcher reminded them not to forget to put a subject and a verb in each sentence. On the other hand, the researcher prepared the observation sheet and field notes for the two co-observers who helped the researcher to see and observe what was going on in the classroom when jumbled words were implemented in the

64 classroom. Therefore, the researcher could know what worked well and did not work well in the class. 46 b. Action The action was conducted on April 30, The time allocation was 80 minutes. In this step, the researcher took a role as a teacher in the classroom. There were only 11 students who joined the class. However, it did not influence the result since the researcher obtained the data from the students who attended the class. In the pre-learning activities, the researcher began to greet the students and then she checked the students readiness to start learning activities. After that, the researcher checked the attendance list. The lesson was continued by recalling the students knowledge about news item text such as the generic structure and the tense used in news item text. After the pre-learning activities were done, the researcher distributed three jumbled words game using simple present tense and simple past tense. The students would be divided into three groups. After that, the researcher asked the students to arrange the jumbled words into good sentences. Then, the representative of each group wrote the result in the whiteboard. The teacher and the students discussed the results together. The lesson was continued by distributing five other jumbled words. Individually, the students arranged them into good sentences. After they had finished, the researcher and the students discussed it together by using Power Point since it would catch the students attention. In the discussion, the researcher

65 47 explained and emphasized how to construct simple sentences correctly. Then, the researcher talked about the patterns of simple present tense and simple past tense since the students had to know when they were writing. In teaching grammar, the teacher used deductive and inductive methods. Therefore, the researcher integrated these methods. In inductive method, the researcher allowed the students to learn by their own, so the researcher let the students to arrange and analyze the sentences by themselves. After that, the researcher used deductive method in which the researcher explained the grammatical points. After that, the students made sentences using new language. Therefore, by integrating these methods, the students were easy to master the grammatical points that they had studied. The lesson was continued by giving some other jumbled words using past tense in PowerPoint. The students would arrange them and change the arranged sentences into negative and interrogative sentences orally. Sometimes, the researcher pointed one of the students to arrange the jumbled words. After that, the researcher gave two pictures about accidents and then the students were asked to write sentences based on the pictures. They could choose the pictures they would write about. The researcher kept reminding them to write sentences correctly. After they had finished writing, the researcher asked them to submit their writings. c. Observation The observation was conducted at the same time as the implementation action in the first cycle on April 30, The researcher asked for help to two

66 48 co-observers to observe what was going on in the classroom when the jumbled words were implemented. The first main activity was playing jumbled words game in group. The researcher distributed some words which were jumbled and asked the students to arrange the words into one good sentence. Those jumbled words were in both simple present tense and simple past tense. After that, the representative of each group wrote the result in the whiteboard. Based on the observation, the students felt motivated to join the teaching and learning activities. They were very enthusiastic and active in arranging the jumbled words. They all took part in the activity and worked well in their group. They discussed together how to arrange the jumbled words given. They tried their best to win the game. It meant that each of them had willingness to think and solve the problems. Observer B wrote: All students took part in the activity. They looked enthusiastic and active to work in groups. (The field note of cycle 1, see appendix 7). After that, the researcher distributed five other jumbled words. Individually, the students arranged them into five good sentences. The students did the task seriously. They were so busy with their own task. They really enjoyed arranging the jumbled words given. As a result, the class became so quiet. Observer B wrote: The class was so quiet because all students worked seriously. However, several students sometimes talked to their friends before they did the assignments again. (The field note of cycle 1, see appendix 7).

67 49 Based on the observation, some students chatted with their friends, but just for a few minutes, they looked back to their tasks. However, some students looked confused. Then, the researcher emphasized that there must be subject and verb in one sentence. Therefore, she asked the students to find the subject first and then find the finite verb. It would be easier to find the rest of the words. Observer B wrote: Some students asked to the researcher how to arrange jumbled words into good sentences. The researcher guided the students to finish the task. In order to help them, the researcher explained that a sentence contained subject and verb. The researcher asked the students to find the subject then the verb. It looked helpful to find the rest of the words. (The field note of cycle 1, see appendix 7). This was the example of jumbled words. SANDY WORK WENT AND BY BUS I LAST TO WEEK From that jumbled words, almost all of the students arranged them into: Sandy and I went to work by bus last week. The students had understood how to arrange them into a good sentence. It would set their mind that in a sentence there must be a subject and a finite verb. Next, the researcher and the students discussed the results together using Power Point. Observer B wrote in the field note that The researcher used Power Point to gain students attention. As a result, the students focused on the discussion. This avoided their attention distracted by their friends, so they paid attention to the discussion. (The field note of cycle 1, see appendix 7).

68 50 Based on the observation, by using Power Point, it could grab the students attention. They focused on the discussion in the class. Besides, they took part and were active. They read the answers, even though they did not raise their hand. As a result, the class became noisy since most of the students wanted to share their answers. By using Power Point, the researcher also gave some others jumbled words and the students arranged and changed them into negative and interrogative sentences orally. They were so active. They arranged them together and the class became so noisy. After that, the researcher gave two pictures about accidents then the students were asked to write sentences based on the pictures. They could choose the pictures they would write about. Based on the observation, they did it seriously. Some of them asked the researcher some words in Bahasa Indonesia and she answered and wrote them in the whiteboard, so the entire class could seen and enrich new vocabulary. Based on the observation, some of them felt confused about the pictures. Some students asked the researcher about the man who was lying in the street. They asked why the car s glass was broken, what thing crashed the glass so that it was broken, why the man acted like Superman, and etc. The questions came up from the pictures given by the researcher. After that, the researcher said that the students could write the chronology of the accident using their own imagination.

69 51 Observer A wrote: They asked the researcher about the pictures because the students were still confused with the pictures. (The field note of cycle 1, see appendix 7). Before the time was ended, the researcher asked the students to submit their works. After that, the researcher analyzed the students writing products and saw the improvement. These were the sentences written by the students. Albania: There was an accident in Ring Road near Monjali. Ten people died and six people were injured. Government suggested to driver. *If the driver was tired to rest. Canada: A young man was hit a car and he died in the location. A car hit young man at night. *because he was drunk and out of control. Finally ambulance come to location and a young man was brought in the hospital for autopsy. Japan: *They was an acident in Jl. Sleman. A man was crashed by car. A man wanted to go a cross. The car drove very fast. The driver was arrested by police to be asked about acident. Some of the sentences were still in ungrammatical sentences which were marked using (*). The students wrote the dependent sentences as the independent sentences. Besides, the students also made mistakes in diction, spelling, passive voice, and article. However, the researcher did not pay attention to those since the researcher focused on the ability of the students in constructing one complete sentence in the simple sentences.

70 52 Even though the researcher found some ungrammatical sentences, she could see that the students improved their ability to construct sentences. They constructed simple sentences in the first cycle better than constructed simple sentences in the preliminary study since the students had put the subject and the finite verb in each sentence. d. Reflection In this step, the researcher reflected the implementation. The researcher would find out what worked well and what needed improvement. Besides, the researcher would find out whether the action was successful or not and whether the students made improvement in constructing sentences or not. After that, the researcher would prepare for the next cycle. The first activity in the classroom was playing jumbled words game. Based on the observation, the students did it very well. They were very happy and active in the group. They shared their opinions. They got involved in the game and felt motivated in arranging the jumbled words. This activity would motivate the students to take part in the classroom. This kind of activity worked very well in the implementation. After that, the researcher gave five jumbled words in both simple present tense and simple past tense. Individually, the students arranged them into good sentences. Based on the observation, the students were willing to learn since they did the task seriously. They were busy with it and the class became so quiet. The researcher concluded that they enjoyed arranging the jumbled words.

71 53 Based on the observation, some students found difficulties to arrange the jumbled words. They asked the researcher how to arrange them correctly. Therefore, the researcher needed to emphasize that normally in one sentence there must be a subject and a finite verb in the next cycle. Moreover, the researcher would ask the students to find the subject first and then the verb. It would make the students easier to arrange them. Besides, it would set the students mind to write the subject then the finite verb when they constructed a complete sentence. Therefore, the researcher planned to give other ten jumbled words to the students in the next cycle. Based on the observation, the discussion worked well in the class. The Power Point could grab the students attention. All of the students focused on the discussion of the exercise. They paid attention to the explanation in the Power Point. Hence, in the next cycle, the researcher would keep the use of Power Point. It made the students easier to understand the explanation. Before the students were asked to write, the researcher gave pictures to represent the topic that the students were going to write about. Based on the observation, the students faced difficulties to write about the pictures. Therefore, the researcher would not keep the use of pictures in the next cycle. The researcher provided the papers for the students to construct sentences. The students wrote the sentences in the form of paragraphs and they did not give space between the lines. The researcher felt difficult to analyze their writing products and give error scores in each sentence. Therefore, the researcher would

72 54 change the worksheets in the next cycle in order to feel easier in analyzing and giving scores in each simple sentence. Some of the students still forgot to use simple past tense in their writings. For that reason, the researcher planned to always remind the students to use simple past tense. From table 4.2., the researcher could see the error percentage from the simple sentences that they had constructed. Most of the students had been able to construct simple sentences correctly. It could be seen from the average of error percentage of first cycle in the students writings, 18.52% while the percentage of students correct sentences was 81.48%. Table 4.2. The Error Percentage in the Students Writings of Simple Sentences in Cycle 1 No. Name of the Student Number of wrong sentences The sum of sentences The percentage of errors in students writings (cycle 1) 1. Albania 0 5 0% 2. Angola % 3. Bolivia - - Moved to other school 4. Brazil % 5. Canada % 6. Denmark % 7. England % 8. Finland - - Moved to other school 9. France % 10. Japan %

73 No. Name of the Student Number of wrong sentences The sum of sentences 55 The percentage of errors in students writings (cycle 1) 11. Oman 0 8 0% 12. Romania - - Preparing for competition 13. Russia - - Preparing for competition 14. Venezuela - - Moved to other school 15. Vietnam % 16. Wales % Average Σ percentage: 18.52% 3. Second Cycle The second cycle was conducted on May 7, Actually there were 13 participants in this research. However, there were only 11 students in the class because there were two students who did not join the class. They represented the school to join a singing competition. However, the result would not be influenced because the researcher analyzed the data from the students who attended the class. After conducting the first cycle and the result was satisfying, the researcher started to conduct the next cycle to confirm that the use of jumbled words could improve the students ability to construct simple sentences. Besides, the researcher would fix what did not work well in the first cycle. It was same as the first cycle that there were four steps in this research, namely planning, action, observation, and reflection.

74 56 a. Planning Knowing that the result has improved, the researcher did not add another method in the research. The researcher just kept the activities that worked well in the classroom and fixed the activities or method that did not work well in the classroom. After reflecting what worked well and what did not worked well in the first cycle, the researcher began to plan for the second cycle. In the first activity of the first cycle, the researcher held a game. The students worked in group and arranged the jumbled words given by the researcher. Based on the observation, most of the students were active and enthusiastic. They gave solutions or opinions for their own groups. They worked very well in the groups and supported each other. As that reason, in the second cycle, the researcher planned to recall the students knowledge of constructing simple sentences by playing jumbled words game as the warming up in a group of three to four. The researcher planned to give present for the winner, so that they felt more motivated. In the first cycle, the researcher gave five jumbled words in both simple present tense and simple past tense. Individually, the students arranged them into good sentences. Based on the observation, the students did the exercise seriously. The class became so quiet. As that reason, the researcher kept this activity. However, she would focus only on simple past tense which was related to the topic which the students were going to write. In the first cycle, the jumbled words given were in the form of sentences which were not connected each other. In the second cycle, the researcher planned

75 57 to distribute jumbled words that were arranged into ten good sentences. The note was that the sentences were connected each other and formed past experience. Hence, the students had known that they should write in good order. After that, the researcher would discuss the results together with the students using Power Point. Based on the observation in the first cycle, the students paid attention to the discussion. Power Point helped the researcher in delivering the information to the students. Consequently, in the next cycle the researcher planned to call one by one and tell his/her answer. Then, the researcher showed the correct answers in the Power Point. In the first cycle, after the students had arranged the jumbled words and discussed them together, the students were asked to write based on the pictures given by the researcher. Based on the observation and the researcher s reflection, the pictures did not help the students. They felt confused about what they would write. Thus, the researcher planned not to use pictures to represent the topic which they were going to write. In the next cycle, the researcher planned to give different topic. The researcher gave the topic that was related to their own experiences. It was aimed to know the students ability in another topic. However, it would not change the essence of the research since the researcher focused on the students sentences, not on the genre of writing. While the students wrote their sentences, the researcher planned to remind them to use simple past tense and emphasize how to write sentences correctly, so

76 58 that the error could be avoided. Besides, the researcher would also plan to write the difficult vocabulary in the whiteboard. In the first cycle, the researcher provided the papers for the students to construct sentences. They wrote them in the form of paragraphs. Besides, the students did not give space between each sentence. Here, the researcher felt difficult in analyzing their writing products and giving scores in each sentence. To analyze the sentences easier, the researcher changed the form of the worksheets where the students would write in. The researcher overcame the problem by making numbering 1-10 in the papers, so that the students would write in each number directly. It also made the students easier to construct sentences since they did not need to count one by one to construct sentences. After that, the researcher prepared Power Point, jumbled words, lesson plan, and the worksheets. Besides, the researcher prepared the observation sheets and the field notes for the co-observers. The observation sheets and the field notes could help the researcher to reflect what was going on in the classroom when the jumbled words were implemented. Hence, the researcher could know what the researcher could not see when she was teaching. b. Action The implementation was held on May 7, The time allocation was 80 minutes in the fifth to sixth subject. There were 13 students in XB SMA Santo Mikael Sleman. However, there were only 11 students who attended the class since there were two students who did not join the class. They joined a singing competition to represent their school. However, it did not affect the research result

77 59 because the students who attended the class were the same students in the first cycle. The researcher began to start the class. She entered the class and asked them to go to multimedia. After they arrived there, the researcher greeted them and asked their conditions. The researcher checked the attendance list. All of the activities worked like what the researcher had planned before. After that, to recall the students knowledge of constructing simple sentences, the researcher gave jumbled words as a game for warming up. The students had to work in group. They could choose their own groups. Each group was consisted of three to four members. After that, the researcher announced that the winner would get a prize. The researcher began to explain the rule of the game to the students. The researcher distributed jumbled words in each group then the students arranged them into good sentence. The group who had finished first and arranged into correct sentence would be the winner. After the researcher found out the winner, she gave the prize to the winner. The game went on three minutes. After that, the researcher discussed together the result. The next activity was distributing ten jumbled words using simple past tense. The sentences formed a text about traditional dance competition. The students worked individually, but they could discuss with their friends. After that, the teacher discussed the results together using Power Point. Before the researcher presented the results in the Power Point, she asked the answers to the students one by one and then she showed the answers in the Power Point. Then, the researcher

78 60 reminded them to write sentences correctly and use verb2 if they wrote in the past activities. After the discussion, the researcher asked them to write about joining school competition in ten sentences. The researcher reminded them about the school competition held last semester. There were wall magazine, basketball, futsal, and clean classroom competition. Like what had been planned, the researcher gave worksheets with numbering. While the students were writing, the researcher always reminded them to use simple past tense and emphasized that the sentences must be connected each other. After the students had already finished writing, the researcher asked the students to submit their work. The class was nearly over. The researcher and the students concluded what they had learnt. To know the students opinions toward the use of jumbled words, the researcher distributed questionnaires and asked the students to fill them up. After the students submitted, she greeted and thanked them for helping her to do the research. Then, the class was ended. c. Observation The observation was conducted at the same time as the implementation of the jumbled words in the second cycle. The researcher asked for help to the two co- observers to observe what was going on in the classroom on detail. After that, the researcher would present what worked well and what did not work well when jumbled words were implemented in the classroom. Firstly, the researcher entered the class first and asked the students to go to multimedia. After they arrived there, the researcher greeted them and asked their

79 61 conditions. They answered enthusiastically. Based on the observation, the condition was effective to establish the teaching and learning activities. However, one student was looked bored and lazy to join the class. The student forced herself to join the teaching and learning process. When the researcher gave jumbled word game in the group, she forgot what she felt. She joined and took part in her group. When jumbled words were implemented, the students were so excited and very active, moreover when the researcher told them that the winner would get a prize. Each of them tried to make her/his group win in the game and get the prize. When they had finished, they competed to raise their hands to show that their group had finished. After that, the researcher decided the winner and gave the group the prize. Henceforth, the researcher discussed the result and recalled the students knowledge about constructing simple sentences. Based on the observation, the prize encouraged the students to take part in their group. Observer A wrote: The researcher started the learning activity by giving jumbled word games. The students were active and enthusiastic following the jumbled word games. They wanted to be the winner so they gave their best to finish the games. They tried to finish the games as soon as possible. (The field note of cycle 2, see appendix 10). The next activity was distributing ten jumbled words and arranging them into good sentences. The researcher improved the systematic of the jumbled words. She made jumbled words that were arranged into ten sentences formed a text about joining traditional dance competition. Based on the observation, the students worked seriously and individually. Sometimes, they discussed together

80 with their friends. They completed the knowledge each other. Some students asked the teacher how to arrange jumbled words. The confusion appeared in their faces. Therefore, the researcher reminded all of the students to find the subject first then the finite verb in the jumbled words. After that, they would find the complement without difficulties to make the sentence completed. The students felt that arranging jumbled words was not difficult anymore. These were some examples of the jumbled words that the students had to arrange them into good simple sentences. 1. joined Traditional in Dance I Jakarta last year 2. there by I went plane 3. in arrived at I Jakarta 7 a. 4. in arrived at I Jakarta 7 a. m 5. the in dressing preparation I room did the 6. nervous was really I 7. confidently on stage performed the I 8. did feel nervous not I anymore 9. waited the I announcement for the of result 10. place the I first got 62 The lesson was continued. After they had finished arranging the jumbled words, the researcher discussed the results together with the students using Power Point. She asked the students one by one to tell their answers. After that, the researcher showed the results in the Power Point and discussed the results together with the students. Based on the observation, they were so active in the class. They competed to raise their hands to tell their answers. However, there were two or three students who did not pay attention. Therefore, the researcher sometimes called them many times and asked them to tell their answers. Finally, they paid attention to the learning process.

81 63 Observer A wrote: The students were asked to answer the question by the researcher. Most of the students wanted to answer the question. They raised their hands and answered the question. The students were very active. Most of them could answer the question. However, there were some students who did not pay attention to the discussion. The researcher called that students and asked them to answer the question. Those students answered the question and paid attention to the lesson again. (The field note of cycle 2, see appendix 10). Furthermore, after the discussion, the researcher asked the students to write recount text about their experiences in joining school competition. Based on the observation, the students did it individually. The researcher had changed the worksheets where the students would write. She gave numberings 1-10 to make the students construct simple sentences easily. They would not concern about how many sentences that they had written. They only focused on the sentences they had to write in which the sentences must be related each other. Moreover, the numberings helped the researcher to analyze and give scores in each sentence. Some of the students used the dictionaries to find the vocabulary that they did not know. However, some of the students asked the vocabulary to the researcher since the library only provided five dictionaries. The researcher wrote the difficult vocabulary in the whiteboard, so that all students could see it. After they had finished writing, they submitted their writings. The students sentences were provided as follows. Brazil: 1. *I joined football competition among schools. 2. *It represented my school. 3. *When we arrived, we preparation for the match. 4. The match began at 5 p.m.

82 64 5. *In the first round, my school made a two goals. Japan: 1. *I joined wall magazine competition. 2. *I joined competition in It was my first competition. 4. I made a story for the wall magazine. 5. The story was about poetry. Vietnam: 1. I joined wall magazine competition. 2. It was my amazing competition. 3. I went there motorcycle. 4. I arrived in school at 6.45 a.m. 5. I went to shop to buy materials for wall magazine. From the sentences, most of the students had put a subject and a finite verb in each sentence. The sentences were not confusing anymore. However, some of them still made mistakes and basic grammatical points. Some of the sentences were missing the determiner. As that reason, the researcher marked the ungrammatical sentences using (*). Some of them also made mistakes in tenses. Even though the research did not focus on tenses, the researcher kept considering them as error since the topic of the text was in simple past tense. Therefore, the researcher gave error score ½ if the tenses errors appeared in the students sentences. d. Reflection The researcher reflected what worked well and what did not work well in the classroom. This reflection was the last step in this cycle. The reflection started when the researcher entered the class and asked the students to go to multimedia room. After they arrived there, the researcher greeted

83 65 them and asked their conditions. Therefore, the researcher could know whether the students were ready to join the teaching and learning activities or not. Once, the researcher checked the attendance list. After that, the researcher held a jumbled words game in the class before starting the main activities. Giving game was good because it was not boring. In the game, they played together, but they were still in the topic. Even though, the class became so noisy, it was not the problem for the researcher since it was included in the learning process. After that, the researcher discussed the results together using Power Point. The researcher also applied some backgrounds in the Power Point that were interesting. Based on the observation, the students were so active in discussing the results. In addition, using Power Point could grab the students attention. Based on the observation, there were two or three students who did not pay attention to the explanation. They were busy with themselves. The researcher warned them. By doing this, the students would feel that they have disturbed others. The students would feel reluctant to do it again. Finally, they paid attention to the explanation. Here, the researcher needed big patience in facing the students. The researcher did not give pictures to guide them to the topic they were going to write. Thus, they did not give all of their attention to the pictures and asked something that did not make sense about the pictures. They focused on the ideas which they would write in their worksheets.

84 66 The students wrote in the recount text. Therefore, the researcher narrowed the topic about their experiences in joining school competitions. It made the students feel easy to write since they wrote about their own experiences. The researcher gave the model of writing in the form of jumbled words that the students have arranged them. The jumbled words were arranged into a text about joining dance competition. The model of the text helped the students to imagine how they wrote their story. The worksheets had been changed into numberings. It helped the students to construct the sentences. They did not count one by one to know how many sentences they had made. They focused on the sentences that must be connected each other. Some of the students looked for the vocabulary by themselves in the dictionaries. They were so independent for their own responsibility. However, the researcher allowed the students to ask the vocabulary to her since the library only provided five dictionaries. Besides, it saved time. There was improvement of students ability to construct simple sentences. The result was shown in table 4.3. It was very satisfying. From being unable to construct sentences in English became able to construct sentences correctly. Most of the students had lower error percentage in their composition. There were five students who had 0% of errors in their writing. Moreover, the average of error percentage in the students writings was 6.02 %. It meant that 93.98% was the correct simple sentences.

85 No. Table 4.3. The Error Percentage in the Students Writing of Simple Sentences in Cycle 2 Name of the Student Number of wrong sentences The sum of sentences 67 The percentage of errors in students writings (cycle 2) 1. Albania % 2. Angola % 3. Brazil 0 9 0% 4. Canada % 5. Denmark % 6. England % 7. France % 8. Japan % 9. Oman % 10. Russia - - Joining competition 11. Romania - - Joining competition 12. Vietnam % 13. Wales % Average Σ percentage: 6.02%

86 68 B. The Improvement of the Students Ability to Construct Simple Sentences In this part, the researcher would like to present the improvement of the students ability to construct simple sentences using jumbled words into two parts. The first part is the main result of the students improvement in constructing simple sentences and the second part is the supporting result of the students improvement. 1. The Main Result of the Students Improvement In this part, the researcher would present the result of the preliminary study, cycle 1, and cycle 2 which showed the improvement that had been achieved when the use of jumbled words was implemented in the class. The result would be the answer of the research problem which was whether jumbled words improved the students ability in constructing simple sentences or not. The result was satisfying since the use of jumbled words could improve the students of SMA Santo Mikael Sleman s ability to construct simple sentences. It could be seen from table 4.4. From the data, there were eight students who had improved their quality of simple sentences they constructed while there were three students from 11 students who failed as their improvement was not consistent. Hence, it could be concluded that more than half of the students had improved their ability to construct simple sentences.

87 Table 4.4: Improvement of the Students Ability to Construct Simple Sentences. 69 No. Name of the Student Errors in students writings (preliminary study) Errors in students writings (cycle 1) Errors in students writings (cycle 2) Note 1. Albania 100 % 0% 5% failed 2. Angola 58.33% 22.22% 5% succeeded 3. Bolivia Absent Moving to Moving to - other school other school 4. Brazil 66.67% 18.18% 0% succeeded 5. Canada 37.5% 33.33% 5.56% succeeded 6. Denmark 100% 7.14% 0% succeeded 7. England 64.29% 35% 0% succeeded 8. Finland Absent Moving to Moving to - other school other school 9. France 0% 28.57% 35.71% failed 10. Japan Absent 5% 0% succeeded 11. Oman 37.5% 0% 10% failed 12. Romania 50% Preparing for Joining - competition competition 13. Russia Absent Preparing for Joining - competition competition 14. Venezuela 0% Moving to Moving to - other school other school 15. Vietnam 85.71% 14.29% 0% succeeded 16. Wales 100% 40% 5% succeeded Average Σ percentage: Σ percentage: Σ percentage: 58.33% 18.52% 6.02% Decreased

88 70 The result could also be summarized in the chart to see the significant reduction of the average of error percentage in the students writings from the preliminary study to cycle 2. 70% 60% 50% 40% 30% 20% 10% 0% Students' error percentages of simple sentences Figure 4.1 the Average of Error Percentage in the Students Writings In the preliminary study, the result was really poor. Most of the students wrote sentences without a subject and a finite verb in the complete sentence. From the data, the error percentage average was 58.33%. It meant there were only 41.67% of the correct simple sentences the students had constructed. In the first cycle, the average of error percentage in the students writings decreased. It decreased significantly seeing as the error percentage reduced from 58.33% to 18.52%. It could be seen that most of them were able to construct simple sentences correctly. They had understood what a sentence meant.

89 71 In the second cycle, the result was satisfying. The average of error percentage was 6.02%. The average of the correct sentences was 93.98%. Most of the students had constructed simple sentences correctly. The average of error percentage in the preliminary study, first cycle and second cycle were 58.33%, 18.52, and 6.02%. From the data, there was significant reduction from the preliminary study to cycle 2. It could be concluded that the average of error percentage in students writings decreased significantly. 2. The Supporting Results of the Students Improvement In this part, the researcher would present the supporting results of the students improvement obtained from questionnaires and interviews. a. Questionnaires The questionnaires were distributed to 11 students at the end of the teaching learning process in the cycle two. It was aimed to make the students feel easier to fill up the questionnaires as they had fresh memories related to the use of the jumbled words in the class. The questionnaires were aimed to know the students opinions towards jumbled words, whether the use of jumbled words helped to construct sentences, how jumbled words helped the students, and whether the use of jumbled words improved the students ability to construct sentences based on the students point of view. First, the researcher obtained the students opinions toward jumbled words. From table 4.5., the students felt that jumbled words were easy to absorb and fun. However, there was one student who felt that jumbled words were

90 difficult to understand. Hence, most of the students had positive opinions toward jumbled words. 72 Table.4.5. the Students Opinions toward Jumbled Words Statements Jumbled words given by teacher are easy to understand. Using of jumbled words in the class is fun. Σ Response (11 Responses) Strongly Strongly Disagree Agree Disagree Agree Σ % Σ % Σ % Σ % Second, from the questionnaires, jumbled words helped the students to construct sentences. It could be seen from table 4.6. From the table, most of the students agreed that the use of jumbled words helped them to construct sentences. Table 4.6. Whether Jumbled Words Helped the Students to Construct Sentences Statements Using jumbled words helps me to construct sentences correctly. Using jumbled words helps me to classify subject and verb. Using jumbled words helps me to construct affirmative sentences. Using jumbled words helps me to construct negative sentences. Using jumbled words helps me to construct interrogative sentences. Using jumbled words makes me easier to construct sentences. Σ Response (11 Responses) Strongly Strongly Disagree Agree Disagree Agree Σ % Σ % Σ % Σ %

91 73 Third, from the questionnaires, it was obtained that jumbled words helped them in constructing sentences correctly, in writing simple essay in English, and in understanding subject and verb. It could be seen from table 4.7 below. Table 4.7. How Jumbled Words Helped the Students Responses Opinions 6 Jumbled words helped them in constructing sentences correctly 4 Jumbled words helped them in writing simple essay in English 1 Jumbled words helped them in understanding S+V Moreover, one student wrote the reasons in the questionnaires why jumbled words helped him to construct sentences. Denmark wrote: Iya. sangat membantu saya dalam membuat kalimat. Karena tekniknya enak dalam bentuk games dan mudah dipahami. (Yes. It is because the technique that is in the form of game is fun and easy to understand.) (The raw data of questionnaire see appendix 13). The other students stated in the questionnaires: Japan: Iya. lebih mengerti subject dan verb. (Yes. I can understand more about subject and verb) (The raw data of questionnaire see appendix 13). France: Yes. Karena menyenangkan. (Yes. It is because it is fun) (The raw data of questionnaire see appendix 13). It could be seen that the use of jumbled words helped the students to construct sentences because it was fun and easy to understand. In addition, the use of jumbled words enriched the students knowledge about the subject and the verb. Fourth, more than half of the students agreed that they were able to construct sentences correctly after the jumbled words were implemented in the

92 74 class. There were 9 students (81.82%) who disagreed and 2 students (18.18%) who agreed that before they talked about jumbled words, they have been able to construct sentences correctly. Furthermore, based on the students point of view, the use of jumbled words in the class could improve the quality of their writing products. Come to an end, the researcher would like to conclude that most of the students had positive opinions toward jumbled words. They thought jumbled words were fun and easy to understand. Because of that, the use of jumbled words helped them to construct sentences. As a result, the students improved their ability to construct simple sentences. They felt that their writing products improved after the jumbled words were applied in the class. Besides, the improvement could be seen from the average of error percentage in the students writings in the preliminary study (58.33%), the cycle one (18.52%), and the cycle two (6.02%). b. Interviews The researcher conducted interview after she implemented jumbled words in the class. She chose four participants randomly. The researcher did interview face to face with two participants each. It was aimed to make the participants feel comfortable. From the interview, most of the students had opinions that the jumbled words helped the students to construct sentences, especially in simple sentences. Researcher : Ok. Nah kemarin waktu memakai jumbled word itu, setelah belajar jumbled word bisa menyusun kalimat. (Ok. After we learn by using jumbled words, are you able to construct sentences?)

93 England + Wales: Bisa banget (Sure) Researcher : Berarti jumbled word itu membantu dalam menulis karangan Bahasa Inggris enggak? (Does it mean that jumbled word helps you to write story in English?) England : Membantu sekali (Yes, it did helped me a lot.) Wales : Iya. Membantu. (Yes, it helped me too.) (Interview transcript, see appendix 15). 75 From the students point of view, the jumbled words could help the students to construct simple sentences. As a result, they felt that their ability improved. They said that their writing products were better than before. Researcher : Nah sebelum menggunakan teknik jumbled word, menurut kamu tulisanmu itu udah bagus belum? (Before the teacher used jumbled word technique, do you think that your writing is good?) England : Belum (not yet) Wales : Belum sempurna (it is not perfect yet.) Researcher : Kalau setelah menggunakan jumbled word kemarin? (What do you think about your writing after the teacher used jumbled words?) England+Wales: Sempurna (It is perfect) (Interview transcript, see appendix 15). For the interview, the students thought that jumbled words had improved their ability to construct simple sentences. The use of jumbled words helped the students to understand the sentence structure and the tenses. Moreover, it motivated the students to learn the language. In the teaching and learning process, they were enthusiastic and active. They were willing to learn the language.

94 76 Researcher : Berarti jumbled word itu membantu kamu dalam menulis karangan Bahasa Inggris? (Does the use of jumbled words help you to compose texts in English?) Albania : He e. Iya. (Yes, it does.) Researcher : Kenapa? (Why?) Albania : Tapi harus ngapalin kosakatanya juga si. (However, I must memorize the vocabulary as well.) Researcher : Berarti yang penting itu kosakatanya sama (So, the important things are the vocabulary and ) Albania : Struktur. Tenses nya juga. (Sentence structure and the tenses) (Interview transcript, see appendix 15) In addition, two students stated the reason why jumbled words helped them to construct complete sentences in the following statements. Wales : Karena jumbled words dapat memotivasi dan mendukung dalam belajar saya, terutama dapat memahami kosa kata yang mudah ke yang sulit dalam membuat kalimat Bahasa Inggris dengan baik dan benar dengan menggunakan metode jumbled words. (It was because jumbled words can motivate and support me in my study. I can understand the vocabulary from the easiest to the most difficult vocabulary in constructing sentences correctly by using jumbled words) England: Karena jumbled words sangat penting buat belajar Bahasa Inggris kalau tidak ada jumbled words belajar Bahasa Inggris tidak mengasyikan. (It is because jumbled words are important to learn English. If there is no jumbled words, learning English will be boring) (Interview transcript, see appendix 15). Based on the students opinions, it could be concluded that the use of jumbled words could help the students to construct simple sentences since it helped to understand the sentence structure and tenses. Besides, it motivated the students to learn the language. As a result, they felt that there was improvement on their writing products.

95 77 C. Other Findings From the data, there were some students who constructed complex sentences in their writings. However, they did not know how to construct the complex sentences correctly. They put the dependent clauses as one complete thought, whereas the dependent clauses could not be apart from the independent clauses. Moreover, some of the students had constructed simple sentences correctly. However, they had not understood yet how to construct passive voice correctly. They did not change the verb into V3 in the sentences. The other finding in the research was the use of jumbled words in XB class increasing the students motivation to follow the class and to write the sentences enthusiastically. Based on the observation, applying of jumbled word could increase the students motivation to join the learning activities. Moreover, in the questionnaires, Most of the students agreed that jumbled words could motivate the students to join the learning activities and motivate them to construct sentences shown on table 4.8. Table Whether Jumbled Words Increased the Students Motivation Statements Using jumbled words in the class motivates me to learn about constructing sentences. Using jumbled words in the class motivates me to participate in the teaching and learning activities. Σ Response (11 Responses) Strongly Strongly Disagree Agree Disagree Agree Σ % Σ % Σ % Σ %

96 78 They wrote in the questionnaires the reasons why jumbled words motivated them to join the learning activities. It was because the technique was easy to understand (4 students), it was fun (3 students), they could construct sentences correctly (2 students), and they could understand the vocabulary that they did not know yet (1 student). Furthermore, the researcher found out that jumbled words not only help the students to construct simple sentences but also help the students to understand the tenses and enriched their vocabulary as well. Some of them stated in the questionnaires that the use of jumbled words could help them to understand the tenses and add new vocabulary. Hence, the use of jumbled words gave a lot of benefits in learning the language.

97 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS In this chapter, the researcher would like to present the conclusions of the research results which were obtained when the researcher conducted research in SMA Santo Mikael Sleman. Besides, she would like to give recommendations for English teacher, further researcher, and students. A. Conclusions The research problems are how jumbled words are applied in SMA Santo Mikael and whether jumbled words can improve the students ability in constructing simple sentences or not. The researcher used jumbled words as a solution to helping the students of SMA Santo Mikael grade XB to improve their ability to construct simple sentences. Jumbled words were applied as a grammar game in the class. In playing the game, the students played and learned at the same time. At the beginning, the jumbled words were applied as a group game. In the group game, the students were very active. They worked well in their group since they discussed together how to arrange the jumbled words given. They tried their best to win the game. It meant that each of them tried to think and solve the problem. After that, the jumbled words were applied as individual game. The students worked seriously and individually. They expressed themselves freely. 79

98 80 The implementation of jumbled words could improve the students ability since it motivated the students to learn and be willing to think and learn the language in enjoyable learning. Based on the data, the students were active and enthusiastic when the jumbled words were implemented in the class. Furthermore, they worked seriously in individual game. Subconsciously, they constructed good sentences from arranging the jumbled words into good sentences. Therefore, the implementation of jumbled words could increase the students motivation to join the learning process. Moreover, the jumbled words, one of grammar games, could help the students to improve their ability to construct simple sentences since there was repetition in learning process. Most of the students felt that jumbled words helped them in constructing sentences since they stated that it was easy to understand. From the data that the researcher had, from eleven students, there were only three students who failed. Besides, the average of error percentage of the students writing in simple sentences decreased. It could be shown from the students sentences in preliminary study, cycle 1, and cycle 2. The result showed that more than half of the students improved their ability to construct simple sentences. Therefore, the jumbled words not only could motivate the students but also improve the students skill in constructing simple sentences.

99 81 B. Recommendations The English teachers are encouraged to apply jumbled words in the class, so that the students were able to improve their ability to construct sentences. In this research, the researcher used jumbled words to focus on simple sentences. Then, the learning process can be focused on the higher level which is complex sentences. Therefore, the students have the quality of sentences in their writing product. For further research, researchers can improve the use of jumbled words in the learning process. They can apply jumbled words to help students to construct not only simple sentences but also compound sentences, complex sentences, or compound-complex sentences. Therefore, the students improve their ability to construct sentences from the simplest one to the complex one. After students can master how to construct good sentences, they can move to master how to write a good paragraph. Hence, jumbled words can be conducted in other researches. For students, they can practice by themselves at home as jumbled words can be found easily in the text book, internet and other sources. Therefore, they can keep practicing and improving their ability.

100 REFERENCES Brewster, J., Ellis, G., & Girard., D. (2004). The primary English teacher's guide. Harlow: Pearson Education Limited. Brewton, J. E., Peterson. R. S., Kinnick, B. J., & McMullan, L. (1962). Using good English. River Forest, IL: Laidlaw Brothers. Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher s course. Boston: Heinle & Heinle. Cobbett, W. (1819). A grammar of the English language. Oxford: Oxford University Press. Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press. Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education (7 th ed.). Boston: Megraw-Hill Higher Education. Harmer, J. (2007). The practice of English language teaching (4 th ed.). New York: Pearson Education Limited. Kemmis, S., & Mc.Taggart. R. (1982). The action research planner. Victoria: Deakin University. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, Mallery, R. D. (1957). Grammar, rhetoric, and composition for home story. New York: Barnes & Noble, Inc. McNiff, J. & Whitehead, J. (2002). Action research: Principle and practice (2 nd ed.). New Fetter Lane: RoutledgerFalmer. Mills, G. E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill. Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle. Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill Contemporary. 82

101 Oxford. (2000). Oxford advanced learner s dictionary (6 th ed.). Oxford: Oxford University Press. Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: techniques and procedures. Cambridge: Winthrop Publishers. Sentence skills review. (n.d.). Retrieved August, 3, 2012, from ntence-placement.pdf. The Writing Center. (2012). Retrieved November, 19, 2012, from Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning (3 rd ed.). Cambridge: Cambridge University Press. 83

102 APPENDICES 84

103 APPENDIX 1 Covering Letter for the Head of SMA Santo Mikael Sleman 85

104 86

105 APPENDIX 2 Research Official Statement from SMA Santo Mikael Sleman 87

106 88

107 APPENDIX 3 Lesson Plan and Teaching Materials of Preliminary Study 89

108 90 LESSON PLAN (Preliminary Study) School : SMA Santo Mikael Sleman Subject : English Class/Semester : XB / 2 Skills Focus : Reading and Writing Time Allocation : 2 X 40 minutes A. Competence Standard: 1. Understanding the meaning of short functional written and simple essay in a form of narrative, descriptive, and news item in the context of daily life and to access knowledge. 2. Expressing meaning in short written functional texts and simple essays in the form of recount, narrative, and procedure in the daily life context. B. Basic Competence: 1. Responding the meaning and rhetorical step of essay written text accurately, fluently, and acceptable in the context of daily life and to access knowledge in a form of: news item. 2. Expressing meaning and rhetoric steps in written texts and simple essays using written language pattern accurately, fluently, and acceptably in daily life context in the form of news item. C. Indicators: 1. The students are able to identify the main idea of news item given by the teacher. 2. The students are able to identify the specific information of news item text given by the teacher. 3. The students are able to construct sentences related to the topic which is news item text.

109 91 D. Classroom Activities Students Activities Pre Learning Activities a. The teacher greets the students. (politeness) b. The teacher checks the attendance list. (discipline) c. The teacher asks some questions before entering the topic (news item text). Main Learning Activities a. The students are distributed news item text that has been jumbled and given the generic structure in each paragraphs. b. The students are asked to re-arrange jumbledparagraphs given by the teacher into good text and stick it in their book. c. The students are asked the generic structure of news item text and the tense used in news item text. d. The teacher and the students discuss together the generic structure of news item text. e. The students are given some statements based on the text given by the teacher at the beginning of the main activity. f. The students are asked to state whether the statements are true or false. g. The students and the teacher discuss together the answers of the statements. (being active) j. The students are asked to write news item text in 10 sentences. k. The students are asked to submit their work. Time Allocation 5 70 Notes

110 92 Students Activities Post Learning Activities a. The teacher and the students conclude what they have learnt. b. The teacher greets the students. (politeness) Time Allocation 5 Notes E. Learning Media Board marker, white board, and hand out. F. Assessment Form: Students writing Score: Note: X N ΣN X= N x 100 % ΣN : the percentage mistakes in students composition : the number of wrong sentences that the students made : the sum of sentences that the students made The Criteria of error: Error Score Criteria 1 The students constructed incomplete simple sentence which has no subject or verb, or both. It is included in sentence fragment (Mallery, 1944, p. 112). ½ The students constructed good sentence, but there was inappropriate tense (simple past tense) and misspelling that was difficult to understand. 0 The students constructed a simple sentence correctly. There were no error score for other mistakes in dictions, spellings, passive voices, and articles. If there were misspellings, but they were still understandable, it would be acceptable

111 93 Seven Killed in Accident on Jalan Sultan Seven people were killed in a collision between a bus, a car and a truck at 10:35 p.m. on Jalan Sultan last night. newsworthy event The dead were all passengers in the car. Police believe the car may have been trying to overtake the bus when it was struck by a truck coming from the opposite direction. The driver of the car may not have been using his lights, as the truck driver said he did not see the car approaching. background event The police said the car should not have been trying to pass the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police reported that the car a small Japanese car should not have been carrying more than five people. The names of the victims are not yet known. source State whether the following statements are true or false based on the text No. Statements True/False 1. The bus must have been travelling too fast. 2. The driver of the car must have been driving dangerously. 3. The driver of the truck may not have been driving carefully. 4. The bus was struck by the truck. 5. The bus and the car were in the same direction. 6. To overtake is forbidden on Jalan Sultan. 7. The first paragraph consists of the summary of the event. 8. The second paragraph consists of the event, the people involved and the place where the event happened. 9. The third paragraph is about the comments of the event from the authorities. 10. The police have known the victim s identity.

112 94 Create a map of your news report, and then develop it into a good news item text. You can choose one of the following topics. Topics: 1. Sport Events 2. Criminal 3. Education 4. Technology 5. Contest (speech, debate) 6. Tragedy Newsworthy Event - The event in summary form: -The events: Background Events -The people involved: -The place where the event happened: Source Information from: - Witnesses: - Expert s opinion: - The authority:

113 APPENDIX 4 Field Notes of Preliminary Study 95

114 96 FIELD NOTES (Preliminary Study) The first meeting was held on April 23, The research was conducted in class XB in SMA Mikael Sleman. Actually, there were 16 students in the class but today there were four students did not come to the class. There were 2 students who got their own problem outside the school and other students were sick. The time allocation was 80 minutes. In the beginning of the class, the students were busy with their own activities. The researcher greeted the students and checked the attendance list. The students also greeted the researcher happily. The material today was news item text with reading-writing integrated. After having some chit-chat with the students, the researcher gave a jumbled paragraph to every student then asked them to arrange it. The jumbled paragraph was about news item. After that, the researcher distributed the True/False tasks and asked the students to do the tasks individually. That True/False tasks related to the jumbled paragraph which had been arranged by the students. The students seemed enjoy the exercise, they did the task happily. Some of the students discussed the tasks together with their friends. However, it did not matter because it was an exercise. It means the interaction was student-student. Sometimes, the students asked some difficult vocabularies to the researcher and the researcher answered it. The interaction occurred was teacher-student. The researcher also provided some dictionaries to

115 97 help the students to answer the question. Some of them used the dictionaries well and the rest of them answered the question by themselves. The next activity was writing. The researcher asked the students to write a news item text. The researcher distributed a piece of paper for every student. After that, the researcher gave some interesting topics to help the students writing the news item texts. The students seemed happy because they could choose their favorite topic. The students began to write a news item text in their paper. However, in this activity the students seemed bored. They began to talk to their friends and they went outside the class. Some of the students just sat at their seat, they looked confused and did not do anything. The situation of the class became noisy. They talked each other and they were not enthusiastic to write a news item text. The researcher motivated the students to write. She asked the students to write and concentrate again. It could be seen from the students behavior that they needed something fun to grab their attention. They were lack of motivation. They needed something fun to help them while learning the English lesson. Finally the students could finish their writing. The researcher asked the students to submit their writing product in the end of the class.

116 98 FIELD NOTES (Preliminary Study) The preliminary study was conducted on April 23, The lesson lasted for 80 minutes. There were 16 students in the class. It means that there were 4 students who were absent. Two students missed the class because they were sick, while the other two students did not attend the class because they had to meet the headmaster. In this meeting, the researcher integrated reading and writing. The topic chosen was news item. When the researcher entered the class, the students were not ready to join the lesson. Some of them still wandered around the class. The other students still busily talked with their friends. When the researcher asked them to start the lesson, they looked tired and bored. They were still reluctant to study. The situation changed when the researcher asked the students to arrange jumbled paragraphs. The students were enthusiastic to join the activity. This motivated the students to do the next task. After arranging the jumbled paragraphs, the students answered True-False questions as the reading activity. They participated in the activity. None of the students was reluctant to follow the activity. After reading activity, the researcher asked the students to write their own news items. In order to help the students, the researcher provided some topics that

117 99 could be chosen by the students. Some students were interested in writing news item because they were allowed to choose the topic. Even though the students followed the activities enthusiastically, the atmosphere of the class was not always supportive. After they went through several activities, they became bored. They lost their motivation to learn English. Those who felt tired decided to sleep or only lean their backs to the chair. The other students was confused. They did not know what to do. Thus, they only kept silent. From this situation, it could be seen that the students needed new learning activities which could motivate them to learn. Observer B, Agnes Siwi Purwaning Tyas English Education

118 APPENDIX 5 Observation Sheets of Preliminary Study 100

119 101

120 102

121 103

122 104

123 APPENDIX 6 Lesson Plan and Teaching Materials of Cycle 1 105

124 106 LESSON PLAN (Cycle 1) School : SMA Santo Mikael Sleman Subject : English Class/Semester : XB / 2 Skills Focus : Writing Time Allocation : 2 X 40 minutes A. Competence Standard: Expressing meaning in short written functional texts and simple essays in the form of recount, narrative, and procedure in the daily life context. B. Basic Competence: Expressing meaning and rhetoric steps in written texts and simple essays using written language pattern accurately, fluently, and acceptably in daily life context in the form of news item. C. Indicators: 1. The students are able to re-arrange jumbled words into good sentences given by the teacher. 2. The students are able to construct sentences of news item text. D. Classroom Activities: Students Activities Pre Learning Activities a. The teacher greets the students. (politeness) b. The teacher checks readiness and the attendance list. (discipline) c. The teacher recalls the students knowledge about news item text. Time Allocation 5 Notes

125 Students Activities Main Learning Activities a. In a group of three-four, each group is distributed different jumbled words (team work) b. The students are asked to re-arrange the jumbled words into good sentence. c. The representative of each group writes the sentence in the whiteboard. c. The teacher and the students discuss together the result. (being active) d. The students are given 5 jumbled words and asked them to arrange into good sentences individually. e. The teacher and the students discuss the results together by using power point. f. By using power point, the teacher gives some other jumbled words using past tense. g. The students arrange it and change it into negative and interrogative sentences orally. (spontaneity) h. The teacher shows two pictures of car accidents. h. The students are asked to write news item text based on the picture they choose. i. The students submit their work. Time Allocation 70 Notes 107

126 108 Students Activities Post Activities a. The teacher and the students conclude what they have learnt. b. The teacher greets the student. (politeness) Time Allocation 5 Notes E. Learning Media Board marker, white board, power-point, and worksheets F. Assessment Form: Students writing Score: Note: X : the percentage mistakes in students composition N : the number of wrong sentences that the students made ΣN: the sum of sentences that the students made The Criteria of error: Error Score Criteria 1 The students constructed incomplete simple sentence which ½ X= N x 100 % ΣN has no subject or verb, or both. It is included in sentence fragment (Mallery, 1944, p. 112). The students constructed good sentence, but there was inappropriate tense (simple past tense) and misspelling that was difficult to understand. 0 The students constructed a simple sentence correctly. There were no error score for other mistakes in dictions, spellings, passive voices, and articles. If there were misspellings, but they were still understandable, it would be acceptable

127 109 Jumbled Words Games SANDY WORK WENT AND BY BUS I LAST TO WEEK SANDY WORK GO AND BY BUS I TO HANDSOME PETER IS Arrange the jumbled words below into good sentences 1. grandpa nose has my a big 2. five o clock finishes work she at 3. foodcourt went at to lunchtime Sandy a yesterday 4. dinner television watch after they 5. parents at the had last dinner restaurant night

128 APPENDIX 7 Field Notes of Cycle 1 110

129 111 FIELD NOTES (Cycle 1) The second meeting was the first cycle. It was held on April 30, The time allocation was 80 minutes. The research was conducted in class XB SMA Mikael Sleman. Actually, there were 16 students in the class but today there were just 11 students who came to the class. Three students were dropped out from the school because they made some problems outside the school. Two students could not come because they had a preparation for school competition. In the beginning of the class, the researcher greeted the students and checked the attendance list. The researcher began the activity by asking the students about news item text. The researcher asked some question about news item. It was a good because the researcher could recall the students memory about news item. Some students could answer the question but some of them were passive. The next activity was warming up. The researcher used jumbled words for warming up activity. The researcher asked the students to make a group of three or four. After that, the researcher distributed the jumbled words to every group. The students were very active and enthusiastic. They worked together with their group s member to finish the jumbled words as soon as possible. All of them wanted to be the winner. It could be seen that jumbled words could motivate the students to be enthusiastic in learning activity. The activity worked well although

130 112 some students still asked some difficult vocabularies. The students seemed enthusiastic to follow the next activity because they did not seem sleepy or bored. After that, the researcher distributed five jumbled words to every student. The researcher asked the students to arrange the jumbled words into a good sentence. The students looked serious. They were enthusiastic to finish their work. They received the jumbled words and they began to arrange it. They seemed serious with their own work. Every student did the exercise well. Sometimes, some students asked some difficult vocabularies to the researcher. Some students also talked to their friends but after several times they began to do their work again. Some students asked the researcher about how to make a sentence and the researcher answered it. The researcher reminded the students that there are always subject and predicate in a sentence. The researcher always remind it to the students so the students became more understand how to make a good sentence. The next activity was discussing the exercise using power point. The researcher prepared some slides to answer the exercise. The students seemed serious while the researcher explained the material. The researcher explained about verbs, verb, objects and how to construct a complete sentence. The students were also active in answering the question. They raised their hands and answered it directly. Sometimes, the class became so noisy but sometimes could become quiet. By using power point, the researcher gave some other jumbled words using past tense. The students arranged and changed it directly and orally. They

131 113 were so enthusiastic. They arranged it together and actively. Sometimes, the teacher asked a student to arrange it. It looked that the students were happy. The next activity was writing. The researcher provided two pictures in the slide show. The students were asked to write some sentences about the pictures. They were enthusiastic to write the sentences, it could be seen from the students activities. They asked the researcher about the pictures because the students were still confused with the pictures. The researcher said that the students could write anything based on the pictures. The students could use their own imagination. In this activity, the students looked serious and enthusiastic to write some sentences. After that, the researcher asked the students to submit their writing product. Observer A, Bernadeta Diah R.A. English Education Language Study Program

132 114 FIELD NOTES (Cycle 1) The researcher conducted the first cycl e of the research on April 30th, Before she started the lesson, she asked the students to sit on their chairs because some students still wandered around the class. After the students were ready, she asked them to go to Multimedia Room because she would use Power Point. As warming up activity, the researcher asked them to join a brainstorming game. She asked the students to arrange the jumbled words into a good sentence. All students took part in the activity. They looked enthusiastic and active to work in groups. After that, the teacher discussed it together with the students. Then, the teacher gave five jumbled words to the students. Each of the students had to arrange them into five good sentences. The class was so quiet because all students worked seriously. However, several students sometimes talked to their friends before they did the assignments again. Some students asked to the researcher how to arrange jumbled words into good sentences. The researcher guided the students to finish the task. In order to help them, the researcher explained that a sentence contained subject and verb. The researcher asked the students to find the subject then the verb. It looked helpful to find the rest of the words.

133 115 When the students finished the task, the researcher invited the students to discuss the result of their works. The researcher used Power Point to gain students attention. As a result, the students focused on the discussion. This avoided their attention distracted by their friends, so they paid attention to the discussion. The students were active to answer the questions given by the researcher. All students were so confident that their answers were correct, so all of them answered without raising their hands. The class was noisy because all students competed to answer the questions. The teacher gave the jumbled words using past tense. Those were showed in the power point. The students arranged it orally. After they had arranged it, they changed it into negative and interrogative sentences directly. It was great since the teacher could know whether the students had understood or not. After discussing the jumbled words, each student was asked to write a news item. The researcher provided two pictures of accident to the students. Each students had to choose one of the pictures to be the topic of the news item. This could help the students to focus on the idea. All students wrote the news item seriously. The students still found difficulty in the vocabulary.they asked the researcher about the words in English. Besides the vocabulary, some students were confused with the topic. Many students asked the researcher about the meaning of the picture. After they understood the idea reflected from the picture, they could write the news item. When they finished writing, they submit their works.

134 116 Before the researcher closed the meeting, she invited all students to conclude the lesson they had that day. From the activity, it could be seen that the students could understand the material well. They could mention all tense patterns they learned. Observer, Agnes Siwi Purwaning Tyas English Language Study Program

135 APPENDIX 8 Observation Sheets of Cycle 1 117

136 118

137 119

138 120

139 121

140 APPENDIX 9 Lesson Plan and Teaching Materials of Cycle 2 122

141 123 LESSON PLAN (Cycle 2) School : SMA Santo Mikael Sleman Subject : English Class/Semester : XB / 2 Skills Focus : Writing Time Allocation : 2 X 40 minutes A. Competence Standard Expressing meaning in short written functional texts and simple essays in the form of recount, narrative, and procedure in the daily life context. B. Basic Competence: Expressing meaning and rhetoric steps in written texts and simple essays using written language pattern accurately, fluently, and acceptably in daily life context in the form of recount. C. Indicators: 1. The students are able to re-arrange jumbled words into good sentences given by the teacher. 2. The students are able to compose sentences related to the topic in recount text. D. Classroom Activities Students Activities Time Allocation Pre Learning Activities a. The teacher greets the students. b. The teacher checks the attendance list. 10 Notes

142 124 Students Activities c. The teacher recall the students knowledge of constructing simple sentences by giving jumbled words game in a group of three to four as warming up. Main Activities a. The teacher distributes 10 jumbled words b. Individually, the students are asked to arrange 10 jumbled words into good sentences. d. The teacher and the students discuss the results together. e. The students are asked to write recount text Joining School Competition in 10 sentences. f. The students are asked to submit their work Post Activities a. The teacher and the students conclude what they have learnt. b. The teacher distributes questionnaires. c. The teacher asks the students to fill the questionnaires. d. The teacher ends the lesson. Time Allocation 65 5 Notes E. Learning Media Board marker, white board, power point, and worksheet F. Assessment Form: Students composition Score: X= N x 100 % ΣN

143 125 Note: X : the percentage mistakes in students composition N : the number of wrong sentences that the students made ΣN: the sum of sentences that the students made Criteria of Error Error Score Criteria 1 The students constructed incomplete simple sentence which has no subject or verb, or both. It is included in sentence fragment (Mallery, 1944, p. 112). ½ The students constructed good sentence, but there was inappropriate tense (simple past tense) and misspelling that was difficult to understand. 0 The students constructed a simple sentence correctly. There were no error score for other mistakes in dictions, spellings, passive voices, and articles. If there were misspellings, but they were still understandable, it would be acceptable

144 126 Jumbled Games to save his wanted the help people life victim the to 10 Jumbled Words Arrange these words into good sentence 1. joined Traditional in Dance I Jakarta last year 2. my was biggest it competition 3. there by I went plane 4. in arrived at I Jakarta 7 a. m 5. the in dressing preparation I room did the 6. nervous was really I 7. confidently on stage performed the I 8. did feel nervous not I anymore 9. waited the I announcement for the of result 10. place the I first got

145 APPENDIX 10 Field Notes of Cycle 2 127

146 128 FIELD NOTES (Cycle 2) The third meeting was conducted on May 7, There were eleven students in the class. The researcher asked them to go to Multimedia room. The researcher greeted the students after all of them gathered in the room. The students looked happy because they answered the researcher enthusiastically. The students felt happy because they just had the break time. It was good because the students were ready to follow the lesson. The researcher started the learning activity by giving jumbled word games. The students were active and enthusiastic following the jumbled word games. They wanted to be the winner so they gave their best to finish the games. They tried to finish the games as soon as possible. The researcher also motivated the students more and more. The researcher gave suggestion and motivation so the students felt motivated in following the lesson. The students seemed enthusiastic to arrange the jumbled words games. The researcher promised to give presents for the winner so the students became more enthusiastic to finish the game. After finishing arranged the game, the researcher and the students discussed the games together. The researcher discussed the games and recalled the students knowledge of constructing simple sentences. The students still remembered how to construct good sentences. It could be seen from the students participation in answering the researcher s question. The students were active and could answer the question well.

147 129 After that, the researcher gave ten jumbled words to every student. They were asked to arrange the jumbled words into a good sentence. The students did it seriously. Some of them still confused and asked the researcher how to make a good sentence. The researcher always reminds them about complete sentence. The students did the jumbled words very well after hearing the researcher explanation. The next activity was discussing the jumbled words. The students were asked to answer the question by the researcher. Most of the students wanted to answer the question. They raised their hands and answered the question. The students were very active. Most of them could answer the question. However, there were some students who did not pay attention to the discussion. The researcher called that students and asked them to answer the question. Those students answered the question and paid attention to the lesson again. The researcher asked the students to compose ten sentences. The topic was school competition. The students were asked to write about their experience in joining school competition. Some students still asked the researcher about some difficult vocabularies. The researcher wrote the vocabularies in the white board so all of the students could see well. The students seemed enthusiastic to write the students. They did the tasks very well. Most of the students were serious in writing. All of them were great. After that, the researcher asked the students to submit their work and they asked them to fill the questionnaires. Then, they greeted the researcher and thanked to her.

148 130 Observer A, Bernadeta Diah R.A. English Education Language Study Program

149 131 FIELD NOTES (Cycle 2) The cycle 2 was held on May 7th, To open the class, the researcher greeted the students and asked their condition. In this meeting, the teacing and learning activity were conducted in Multimedia room. The purpose was to invite the students to learn in new situation after they studied in the classroom all day. When the researcher asked the students to study in Multimedia room, they looked very enthusiastic. This condition supported the teaching and learning activity in class. However, one student looked uninterested to learn. The researcher talked to her and motivated her to learn. As warming up activity, the students were invited to join arranging jumbled words game. The students had to work in groups and cooperate to arrange the words into the correct orders. Since the researcher promised to give present to the winner, all of them became very active to join this activity. It shows that the researcher was able to encourage the students to take part in the learning activities. In the game, the students competed to win the game. After the game, the researcher invited the students to recall the pattern of simple past tense. All of the students successfully mentioned the pattern. This shows that the warming up game was also useful to help the students recall the knowledge of simple past tense pattern. To make sure that the students had already mastered the pattern, the researcher invited the students to arrange other

150 132 jumbled words. Each student was given ten jumbled words telling about joining traditional competition. From each set of jumbled words, the students constructed a sentence. By arranging these jumbled words, the students tried to form a story about joining dance competition. The students did this task seriously. Those who found difficulty tried to discuss the answers with their friends. Some students even asked the researcher about the sentence pattern. It shows that these students did not know how to form a good sentence. To help them, the researcher guided them to find the subject first, then determined the verb. After being helped by the researcher, the students were expected to work independently. It was found that the students learned well from the explanation. They could do the exercise successfully. It can be seen that they enjoyed the learning activity. When the students had finished doing the exercise, the researcher invited them to discuss the answers. To gain their attention, the researcher used attractive PowerPoint presentation. The students were very active to share their answers. They competed to raise their hands. It shows that the students were highly motivated to learn through the activity. However, there were two students who did not pay attention. They busily talked about something else. To engage them to join the discussion, the researcher called their names and asked them to answer the questions. After the discussion, the students were asked to write ten sentences about their experience in joining school competition which was held last semester. The

151 133 students did the task very well. They did not ask the researcher about the sentence pattern anymore. Those who did not have the dictionary only asked about the vocabulary. If a student asked about the meaning of a word in English, the reseacher wrote it on the whiteboard, so the other students could also see the word. When the students had finished writing, they were allowed to submit their works. Before the researcher closed the class, she invited the students to review the material they learned that day. Observer B, Agnes Siwi Purwaning Tyas English Education

152 APPENDIX 11 Observation Sheets of Cycle 2 134

153 135

154 136

155 APPENDIX 12 Questionnaire 137

156 138 KUESIONER Nama No.absen Kelas : : : Isilah kuesioner ini dengan memberikan tanda centang ( ) pada kolom yang sudah tersedia. No. Pernyataan 1. Menyusun kalimat itu sulit 2. Sebelum belajar jumbled words, saya dapat menyusun kalimat dengan benar 3. Penggunakan jumbled words di kelas itu menyenangkan 4. Penggunaan jumbled words di kelas memotivasi saya untuk belajar dalam menyusun kalimat 5. Penggunaan jumbled words banyak membantu saya dalam menyusun kalimat dengan benar 6. Penggunaan jumbled words membantu saya dalam mengklasifikasi subject, verb, 7. Penggunaan jumbled words membantu saya dalam membuat kalimat positif dengan benar 8. Penggunaan jumbled words membantu saya dalam membuat kalimat negative 9. Penggunaan jumbled words membantu saya untuk membuat kalimat tanya dalam bahasa Inggris 10. Penggunaan jumbled words mempermudah saya dalam membuat kalimat 11. Jumbled words yang diberikan guru mudah dipahami 12. Penggunaan jumbled words dikelas memotivasi saya untuk ikut berpartisipasi dalam pembelajaran Sangat tidak setuju Tidak setuju Setuju Sangat setuju

157 139 Berikan pendapatmu berdasarkan pertanyaan dibawah ini. 1. Kesulitan apa yang anda rasakan ketika diminta untuk menulis karangan sederhana dalam bahasa Inggris? 2. Apakah anda sudah mengalami belajar sktruktur kalimat menggunakan jumbled words sebelumnya? Pada saat apa? 3. Apa pendapatmu tentang penggunaan jumbled words dalam pembelajaran? 4. Apakah penggunaan jumbled words membantu anda dalam menulis karangan Bahasa Inggris sederhana? Bila iya, sejauh mana penggunaan jumbled words membantu anda? 5. Apakah penggunaan jumbled words memotivasi anda untuk mengikuti pembelajaran di kelas? Mengapa? 6. Bagaimana pendapatmu tentang teknik (jumbled words) yang digunakan guru saat mengajar? Hal apa yang perlu diperbaiki dan ditingkatkan?

158 APPENDIX 13 The Raw Data of Questionnaire 140

159 141 THE RAW DATA OF QUESTIONNAIRE Close-ended Questions No. Statements 1. Constructing sentences is difficult. 2. Before I learn by using jumbled word, I could construct sentences correctly. 3. Using of jumbled words in the class is fun. 4. Using jumbled words in the class motivates me to learn about constructing sentences. 5. Using jumbled words helps me to construct sentences correctly. 6. Using jumbled words helps me to classify subject and verb. 7. Using jumbled words helps me to construct affirmative sentences. 8. Using jumbled words helps me to construct negative sentences. 9. Using jumbled words helps me to construct interrogative sentences. 10. Using jumbled words makes me easier to construct sentences. 11. Jumbled words given by teacher are easy to understand. 12. Using jumbled words in the class motivates me to participate in the teaching and learning activities. Σ Response (11 Responses) Strongly Strongly Disagree Agree Disagree Agree Σ % Σ % Σ % Σ %

160 Open-ended Questions 1. What is your difficulty when you are asked to write simple essay in English? - Constructing sentences (4) - Translating from Indonesia to English (4) - Defining the verb (1) - Vocabulary (1) - No difficulties (1) Have you ever learnt sentence structure by using jumbled words before? When is it? - Not yet (6) - When in Junior High School (4) - Forget (1) 3. What do you think of using jumbled words in teaching and learning activities? - It helps me to construct sentences (7) - No idea (2) - It helps me to understand the tenses (1) - It is fun (1) 4. Does the use of jumbled words help you to write simple English essay? If yes, what far does the use of jumbled words help you? - It helps me to construct sentences correctly (6) - It helps me to write simple essay in English (4) - I can more understand the subject and the verb (1) 5. Does the use of jumbled words motivate you to follow the teaching and learning activities in the class? - Yes, the technique is easy to understand (4) - Yes, it is fun (3) - Yes, I can construct the sentences correctly (2) - Yes, I can know the vocabularies that I have not known yet. (1) - No, it does not. (1) 6. What is your opinion about the technique (jumbled words) which is used by the teacher when she teaches? What thing does she need to revise and improve? - The way of teaching is good (10) - No suggestion (1)

161 APPENDIX 14 Interview Guide 143

162 144 INTERVIEW GUIDE 1. Do you think that English is difficult? 2. Do you think that learning English is fun? Why? 3. Have you understood how to construct good sentence? 4. Have you understood about the use of subject and verb? 5. Have you known about jumbled words? 6. Do you think learning English by using jumbled words is fun? Why? 7. Can jumbled words help you to construct sentences in English? Why? 8. Can jumbled words help you to write simple essay in English?Why? 9. Does the use of jumbled word motivate you to write in English? Why? 10. Do you think that your writing is better after jumbled words were implemented in the class? 11. What do you think about the use of jumbled words in the class? 12. What do you think about the technique used by the teacher when she taught in the class using jumbled words? 13. What is your suggestion about using jumbled words in teaching learning activities?

163 APPENDIX 15 Interview Transcripts 145

164 146 Note: R = the researcher W = Wales E = England Interview Transcript with Wales and England Place: Library R : Ya, Wales dan England. Menurut kamu belajar Bahasa Inggris itu susah ga si? E : Kalau menurut saya si agak susah ya karena dalam mengerti dalam pelajaran Bahasa Inggris kalau tidak tahu artinya atau tidak tahu Bahasa Inggris nya itu tambah susah. R : Kalau Wales? W :Kalau aku, kalau belajar Bahasa Inggris ya itu mengasyikan tapi kosa katanya itu yang susah dimengerti R : Kosa kata nya? W : Iya R : Oke. Terus belajar Bahasa Inggris itu menyenangkan atau enggak si? E : Menyenangkan W : Ya sama menyenangkan R : and then, sudah cukup paham dalam membuat kalimat dengan benar? E+W: cukup paham, akhir-akhir ini cukup paham. R : Kalau Wales? W : Akhir-akhir ini juga. R : Cukup paham ya. Then, mengerti gak penggunaan subject, verb itu? E : Kalau menurut saya si belum ya karena belum terlalu bisa R : Kalau Wales? W : Lumayan. R : nah, sebelumnya udah tau gak tentang jumbled word itu apa? E : Udah tahu. Waktu SMP. W : Sama. Udah tahu waktu itu kan waktu SD udah diajarin gitu sampai SD, SMP sampai SMA. R : Ok. Nah kemarin waktu menggunakan jumbled word di kelas meenyenangkan enggak si? atau bosen atau enak belajar dengan cara simple. E : Menyenangkan (antusias) menyenangkan banget W : he e. Ya sama, menyenangkan R : Jadi ga bosen ya? W+E: Enggak R : Ok. Nah kemarin waktu memakai jumbled word itu, setelah belajar jumbled word bisa menyusun kalimat E+W: Bisa banget R : Berarti jumbled word itu membantu dalam menulis karangan Bahasa Inggris enggak?

165 147 E : Membantu sekali W : Iya. Membantu R : Nah sebelum menggunakan teknik jumbled word, menurut kamu tulisanmu itu udah bagus belum? E : Belum W : Belum sempurna R : Kalau setelah menggunakan jumbled word kemarin? E+W: Sempurna R : tekniknya tu udah bener belum? W : menurut saya si udah, mudah dipahami terus mudah dimengerti juga. E : lebih baik daripada sebelumnya R : Mengapa jumbled words dapat membantu kamu dalam membuat kalimat? W : Karena jumbled words dapat memotivasi dan mendukung dalam belajar saya, terutama dapat memahami kosa kata yang mudah ke yang sulit dalam membuat kalimat b.inggris dengan baik dan benar dengan menggunakan metode j.w. E : Karena jumbled words sangat penting buat belajar b.ing kalau tdk ad j.w belajar b.inggris tidak mengasyikan. R : Ada saran untuk teknik ini? W+E: Tidak R : Ok.Makasi ya.

166 148 Note: R = the researcher AR = Angola AL= Albania Interview Transcript with Wales and England Place: Library R : Yak ini Albania dan Angola, menurut kalian Bahasa Inggris itu sulit enggak si? AL : Kalau enggak tahu kosakatanya si sulit AR : Sama. Kalau enggak tahu kosakatanya sulit R : Nah belajar Bahasa Inggris itu menyenangkan enggak? AL : Kalau di SMP ku menyenangkan R : Kalau di sini? Al : Kalau di sini enggak begitu. AR : Enggak terlalu R : Kamu sudah cukup paham dalam membuat kalimat dengan benar belum? AL : hmm dikit AR : lumayan R : Nah, sudah mengerti tentang subject, verb AL : Sudah tahu AR : Sudah tahu juga R : And then, sebelumnya sudah tahu tentang jumbled word belum? AL : hmm..udah AR : Gak tahu. Lupa. R : Kalau Alex dimana? AL : Di SD dulu R : di SD. OK. Belajar jumbled word, menurut kalian jumbled word itu menyenangkan enggak si? AL : hehehe agak menyenangkan AR : menyenangkan R : Kemarin waktu memakai jumbled word itu menurut kalian dapat membantu kalian dalam membuat kalimat dengan benar dalam artian ada Subject ada kata kerja gitu? AL : ya bisa bisa. R : bisa membantu? Al : Bisa AR : Bisa R : Berarti jumbled word itu membantu kamu dalam menulis karangan Bahasa Inggris? AL : He e. Iya R : Kenapa? AL : Tapi harus ngapalin kosakatanya juga si. R: berarti yang penting itu kosakatanya sama AL : Struktur. Tenses nya juga

167 149 R AR R AR R AL AR R AL AR R AL AR : kalau Syarifudin? : membantu : kenapa? : ininya, struktur sama membantu kosakatanya : Jumbled word memotivasi kamu dalam menulis enggak? : mungkin iya : menambah : Sebelumnya kalian kan pernah menulis sebelum ini, menurut kalian tulisan mu yang sekarang berubah enggak setelah menggunakan jumbled word? : berubah. : berubah : Menurut pendapat mu teknik yang digunakan guru memakai jumbled word sudah benar atau belum? : Sudah benar kok. Ada games nya gitu supaya enggak monoton lah bosen : supaya enggak bosen jadinya lumayan

168 APPENDIX 16 Sample of the Students Writing in Preliminary Study 150

169 151

170 152

171 APPENDIX 17 Sample of the Students Writing in Cycle 1 153

172 154

173 155

174 APPENDIX 18 Sample of the Students Writing in Cycle 2 156

175 157

176 158

177 APPENDIX 19 The Pictures of the Research Process 159

178 160 THE PRELIMINARY STUDY IN SMA SANTO MIKAEL SLEMAN In the beginning, the students were serious in following the lesson. The researcher explained by using Power Point. The students paid attention. They began to chat with their friends. The class became so noisy. They were not enthusiastic to write a news item text.

179 161 THE FIRST CYCLE IN SMA SANTO MIKAEL SLEMAN The researcher explained by using Power Point. The students paid attention very well. The researcher explained by using Power Point. The students paid attention. The students were writing in the class. Some of them used dictionaries and some of them asked the researcher about the vocabulary they did not know.

180 162 THE SECOND CYCLE IN SMA SANTO MIKAEL SLEMAN In the jumbled words game, most of the students were very active in arranging the right order in group. The researcher explained by using Power Point. The students paid attention. The researcher distributed ten jumbled words. The students arranged it individually. They did it seriously. Some of them were confused and asked the researcher how to arrange it.

181 163 The researcher explained by using Power Point. The students paid attention. The researcher wrote the vocabulary that the students did not know.