plan and it will be con
in the figure 2.1.
Figure 2.1. Model
B. THEORETICAL
In theoretical f the current research.
They are simple, com focused on the simple
by the students was abilities in constructi
Indonesia as they did According to M
sentence fragment, t conducted in next cycle. The model of action re
del of Action Research Kemmis and McTaggart
AL FRAMEWORK
al framework, the researcher would like to relat h. There are four kinds of sentences Mallery
ompound, complex, and compound-complex. ple sentences which the students wrote since the
as about constructing simple sentences. The cting simple sentences, even some students w
id not know how to write the sentences in Engli to Mallery 1957, there are four sentence erro
, the comma splice, the fused sentence, an 24
research is shown
art, 1982, p. 6
late the theories to lery, 1957, p. 71.
x. The researcher the problem faced
They had lack of s wrote in Bahasa
glish. rrors. They are the
and the dangling
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
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.
27
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
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