there will questions related to material, such as find the words showing simple past tense of paragraph 1 and 2, find the simple verbs of paragraph 1 and 2,
classify the irregular and regular verbs of paragraph 1 and 2, and so on. Then the students will discuss the questions in groups. The detail explanation of
implementing Course Review Horay has been explained in the previous explanation.
Learning grammar through genre itself is supported by Thornbury‟s theories. Thornbury 1999:89 states that language is context-sensitive which is to
say an utterance becomes fully intelligible only when it is placed in its context. According to Thornbury 1999:90, grammar is best taught and practised in
context. This means using whole texts as contexts for grammar teaching. Therefore, the researchers infer that grammar can be taught in a contextual text or
genre. In addition, Thornbury 1999:88 also asserts that a genre is a text-type
whose features have become conventionalised over time. Instances of genre share common characteristics, such as their overall organisation, their degree of
formality, and their grammatical features. Moreover, Thornbury 1999:89 also states that the advantage of genre allows the teacher to guide the students to
discovering its generic features, including grammar item.
2.2 The Theoretical Framework
In this part, I will make a brief conclusion from both previous studies and theoretical studies.
The effort in improving students‟ achievement involves such kinds of factors such as teacher, students, or school environment. Teacher has important
role in creating int eresting and fun situation in order to the students won‟t feel
bored in joining the class. The appropriate and suitable technique will influence the learning process
and students‟ achievement especially English lesson. The efforts to improve students‟ achievement could be carried out by implementing
teaching technique which appropriate to students‟ condition and competence.
This is a study of experimental research which compares two groups; they are experimental group and control group. The research design is true experimental
design. Both groups are given the same pre-test and post-test but different treatment. The experimental group is taught using Course Review Horay technique
but the control group is taught by conventional learning. Then, the population of this study is students of SMA N 1 Subah. The subject of this study is students grade
eleven of SMA Ngerei 1 Subah. Whereas the sampling technique used in this study is cluster random sampling because the technique of taking the sample is easy; the
students is equal, the students are in the same grade, the students get the same material in academic year, the level competency of students is the same, there is no
superior class, etc. To measure whether the try-out was valid and reliable or not, the writer
analyses the students‟ score using Arikunto‟s theory. It includes validity, reliability, item difficulty and discriminating power that will be discussed further in chapter
III. After analysing the try-out result, either experimental or control group are given
pre-test, treatment, and post-test. However, the treatments given are different. In
experimental group the treatment given is using Course Review Horay technique, whereas the treatment given to control group is conventional learning or without
using Course Review Horay technique.
CHAPTER III METHOD OF INVESTIGATION
This chapter discusses the method of investigation. It discusses research design, object of the study, population and sample, research variables, type of data,
instrument for collecting data, procedure of experiment, method of collecting the data, and method of analyzing the data.
3.1 Research Design
The design used in this research is true experimental pre-test-post-test control group design. According to Nunan 1993:73, if the procedures already
described, that is, randomly assigning the subjects either the control or experiment group, and administering pre- and post- treatment test. The purpose is I want to
know the effectiveness of using Course Review Horay technique in improving students‟ simple past tense mastery.
The design of the research is as follows: E
O
1
X O
2
C O
3
Y O
4
explanation: E :
Experimental group C :
Control group O
1:
Pre-test for the experimental group O
2:
Post-test for the experimental group
4 2
