Here, the students will not only learn about the theory of grammar, but also they can feel a fun learning with an
interactive grammar.
D. Previous Related Studies
There have been several researches conducted to use an interactive grammar for improving students‟ ability. The first is Yan Xiao-Yun
30
. She discusses about some techniques for teaching interactive grammar in a
traditional grammar classroom. Yan also believes that interactive grammar teaching can encourage active participation in communication through
grammar class. The researcher has conducted a 16-week experiment of interactive
grammar teaching. The author used an eclectic approach for the traditional grammar class, the aids of this experiement are text, tables, pictures, video
clips, objects, and printed materials. The first, the students get a treatment about the text which was projected onto the screen with emphasis the
example of some sentences with different colors and fonts. Tables were also used in controlled response exercise. Third, pictures were used to
assist interactive activities such as showing the prepostion. Next, video clips were inserted in power point slides to add a touch of entertainment.
Fifth, objects were used to give students a deep impression of how adjectives are arranged in front of a noun. The last is printed material used
as a handout. All of the aids proves that grammar can be interesting, inspiring, and be a creative and interactive activities for the traditional
grammar classroom.
31
Hence, the way to teach grammar will become meaningful and more active if interactive technique inductive learrning is
provided in the classroom. The researcher has revealed that inductive grammar is effective to make an interactive grammar teaching.
30
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3, 2012, pp.34-37.
31
Ibid
Moreover, Yahya
32
also discusses about a foregrounding subject in language teaching namely grammar teaching. With regard to the critical
situation of grammar teaching in his English departments in Morocco, this research is based on the assumption that formal grammar teaching does not
provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the aim of this study is to
review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of
methods, lack of communicative grammar text books, the difficulties in students‟ mastery of the English grammar even when students get plenty
comprehensible input, and finally the teaching of grammar according to syllabus not students‟ needs. At the end finally the study proves that with a
new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, Production and
Integration Model.
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It states more clearly that the old fashioned of traditional grammar or the formal grammar is not effective. Exploration,
Production, and Integration Model becomes a unity part that must be involved in a learning process, in order to achieve the interactive grammar
teaching. In addition Md. Kawsar Uddin Tazin Ahmed
34
also reveal that to internalize grammar, it essentially should be taught in inductive and
contextual approaches. The experiment was conducted in Bangladesh which at the first time English is taught separately and deductively through
rules memorization. This was an experiment that was conducted in summer 2012. At the beginning of the semester, a class of 30 students of the
Department of English was asked for sit for a proficiency test. The result showed that students were divided into 2 category based on their learning
32
Dkhiss, Yahya, An Integrative Model of Grammar Teaching: From Academic to Communicative Needs, International Journal of Language and Linguistics. Vol. 2, No. 3, 2014,
pp. 145-153.
33
Ibid.
34
Md. Kawsar Uddin Tazin Ahmed, Inductive and Contextual Approaches to English Grammar teaching, Language in India Journal, vol. 12, 2012, pp. 1-14.
style. Group A was conducted in a deductive grammar during the learning process. Whereas Group B, was applying an inductive grammar. The result
showed that at the first time, Group A is higher but during the process, at the end of the semester Group B got a better score than Group A. So, not
only given a treatment of experiment by providing inductive approach rule discovery, learner-centered, self-directed and bottom up teaching. But ,
after that this study also conducted a short survey to measure the impact of inductive approach. The methodology includes field work and critical study
for data collection and data analysis. At the end it showed that inductive grammar improve the students‟ ability and also they feel more confident
and active. All of the previous studies show that a monotonous grammar
learning can be changed into an interesting fun learning. The writer will also conduct a research about grammar, she tries to change the paradigm of
monotonous grammar teaching- learning into fun activities. So, different from the the previous researchers, they conduct an experiment with
interactive grammar. Here, the writer will investigate one of the part in grammar conditional sentence to be implemented and taught through an
interactive grammar. The design of the research is also different because it will be qualitative through classroom action research. Whereas, the
previous studies conducted a quantitative research. So, the way in improving stu
dents‟ ability of Conditional Sentence Type III Through Interactive Grammar will be conducted as the writer‟s research.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents and discusses about the description of the research method used in this study, including place and time of the
research, method and design of the research, researcher‟s role, instrument of the research, data collecting technique, data analysis technique,
trustworthiness, and criteria of the success.
A. Place and Time of the Research
The research was held in SMAN 7 Kota Bekasi.It is located in Jl. Lingkar Tata Kota No.107, Jatisampurna, Kota Bekasi. The research was
conducted for a month started from September to October 2016.
B. The Method of the Research
The researcher employed aqualitative design of Classroom Action Research CAR. The rationale to use this method was because, first there
were some problems in a classroom especially about the understanding for students in english grammar conditional sentence and it needed to be
solved. Second, the learning process should be achieved by the improvement of students ability.As Burns states that the central idea of
action research is to intervene the problematic situation in order to bring changes or improvements.
1
So, imp roving students‟ ability in grammar can
be achieved through action research. Third, the teacher‟s ability in
teaching about this subject need to be improved. The writer implemented a combination of qualitative and
quantitative design becausenot only a primary data of qualitative which was needed in this study, but also the numerical data of quantitative was
important to support the data. Sometimes, the primary data of qualitative
1
Anne Burns, Doing Action Research in English Language Teaching, New York : Routledge, 2010, p.2.
