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They locked up the house ind.cl, before they went on holiday dep.cl Downing Locke, 2002, p. 11.
Thus, the sentence above is a complex sentence since there are an independent clause and a dependent clause.
3. Jumbled-Word Game
According to Harmer 2007, there are some examples of grammar games that can be implemented in the classroom such as asking the right question,
putting sentences back together again, and answering one question behind p. 223. Putting sentences back together again is the same as word ordering.
Whereas, jumbled-words are the words on jumbled position. Jumble means an untidy or confused mixture of things Jumble, 2010
. Similarly, Gebhard‟s theory 1996 of unscrambling muddled sentences has the same rule as Harmer‟s theory.
In this game, students are given the sentences that are on the wrong order. The students have to put the sentences into the correct order. This game helps students
to be aware of the natural order and unnatural order of sentence. What is meant by natural order of sentence is that a sentence must consist
of subject followed by predicate. Brewton et al. 1962 say that “all or part of the
predicate precedes the subject” p. 195. In other hand, an unnatural order of sentence refers to a sentence in which the position of subject and predicate are not
natural: predicate precedes subject. In this research, through the use of jumbled- word game, the students learn to construct compound sentences in natural order
and complete form.
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4. Classroom Action Research
In this part, the researcher will elaborate the Classroom Action Research theories. There are three things discussed in this part, which are the definitions,
the aims, and the model of Classroom Action Research.
a. Definitions of Classroom Action Research
Kemmis and McTaggart 1988 say that action research is “a form of collective self-reflective enquiry undertaken by participants in social situations in
order to improve the rationality and justice of their own social or educational practices” p. 5. Mills 2011 adds that action research is any systematic inquiry
conducted by teachers, researchers, principals, school counselors, or other stakeholders in the teaching-learning environment to gather information about the
ways that their particular schools operate, how they teach, and how well their students learn p. 5. Moreover, Richards 2005 says that action research refers to
a systematic approach to carry out investigations and to collect information that is designed to illuminate an issue or problem and to improve classroom practice p.
171. In other words, Classroom Action Research is the appropriate research
which can be conducted by the researcher toward her classroom in order to obtain enough information of the problems faced by the students. Therefore, the
researcher can also find the appropriate solution towards the problems.
b. Aims of Classroom Action Research
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Classroom Action Research is research that is conducted to solve the problems raised in the teaching-learning process. The information gathered from
the action research aims to gain insight, to develop reflective practice, to achieve positive changes
in the school environment, and to improve students‟ outcomes Mills, 2011, p. 5. Moreover, in 2010, Ary, Jacobs, and Sorensen state that action
research aims to interpret events and to enable individuals or groups of people to formulate acceptable solutions to local problems, to seek viable, sustainable, and
effective solutions to common problems. Thus, this research aims to help the student to solve their problem in constructing sentences; especially compound
sentences.
c. Model of Classroom Action Research
There are many models of action research cycles. However, the researcher will use the Kemmis and McTaggart 1988 cycle model in this research. The
cycle is planning, action, observation, and reflection see Figure 2.1.
Figure 2.1. Kemmis McTa ggart’s Cycle of Classroom Action Research
From Kemmis and McTaggart, 1988
