Improving Students’ Competence In Constructing Noun Phrases Through Round Table Technique jurnal
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IMPROVING STUDENTS’ COMPETENCE IN
CONSTRUCTING NOUN PHRASES THROUGH
ROUND TABLE TECHNIQUE
Ediati1 , JokoNurkamto 2, Sumardi 2
English Departemen, Graduate School, Teacher Training and Education Faculty,
Sebelas Maret University Surakarta, 57126, Indonesia
[email protected] 1 , [email protected] 2 , [email protected]
Abstract
The ma in objectives of the resea rch a re: (1) to identify whether Round Table technique can
improve students’ competence in constructing noun phrases, (2) to know whether Round
Table technique ca n improve the qua lity of lea rning process. The Cla ss Room Acti on
Resea rch wa s ca rried out at one of Senior High School in Ka ra nganya r, Centra l Ja va. The
pa rticipants of this resea rch are the tenth gra de students consisting of 36 students. The
data were collected by using observation, interview, document analysis, a n d test. The
results of the data were: (1) Round Ta ble technique can improve students’ competence in
constructing noun phrases. The improvements include the students were a ble to construct:
(a ) (Determiner)/(Quantifier) + P remodifier + Head with two elemen ts, three elements a nd
four or more elements; (b) (D/Q) + Head + Post modifier a nd (c) (D/Q) + P re Modifier +
Head + P ost Modifier. (2) Round Table technique ca n improve the quality of lea rning
process which includes (a) the students’ motivation, (b) the cla ssroom situa tion, (c) the
students’ mastery on material , and (d) communication/interpersona l skills. Ba sed on the
results of the resea rch, it ca n be concluded that applying Round Ta ble technique can
improve students’ competence in constructing noun phrases and the quality of learning
process. Therefore, it is recommended that the tea chers ca n use Round Table technique a s
an effective technique to improve students’ competence in constructing noun phra ses.
Keywords: Cla ssroom Action Resea rch, noun phra ses, Round Ta ble technique
INTRODUCTION
A sentence is obviously constructed of a number of words, but the sentences
are not formed simply by putting words together. The sentence has more internal
structure. According to Hinkle (2004: 65) an example of a basic sentence structure
can consist of an optional adverb/prepositional phrase, subject noun (phrase), a
verb, and an object if the main verb intransitive (requires a direct obje ct). The
essential elements and their positions relative to one another are sometimes called
slots, and in many sentences some slots can be empty. Furthermore, Hinkle (2004:
67) states that in fact, subject and object slots are usually filled by a noun phr ase
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rather than a single-word because in real language use single-word nouns are
relatively rare.
The existence of noun phrases in a text is very important either in the oral or
written text. As stated by Vadas (2011: 53) noun phrases are a crucial part of
natural language, and can have a very complex structure. In addition, referring to
noun phrases Pastor (2008: 29) proposes that conveyed information is presented in a
shorter, more direct and condensed fashion, thus having greater impact upon the
reader. Nevertheless, noun phrases are more often found in formal writing than in
natural speech. Many ideas in writing are normally expressed much more concisely
as noun phrases so there is less repetition or redundancy.
The researcher found some facts that students had problems referring to
noun phrases. Those problems are as follows: (1) some students were not able to
construct noun phrases correctly. They were still influenced by Indonesian patterns.
This can be observed in the following examples, She likes boy band English . It must
be she likes an English boy band . (2) Sometimes, students failed in employing a
suitable word in constructing noun phrase, e.g. Her ta ll is about 160 cm. The
correct sentence is her height is about 160 cm. (3) Some students failed in
constructing complex noun phrases.
Parts of noun phrase are basically consisted of three elements. They are
determiners, head and modifiers. According to Biber, et al. (2004: 97) a noun
phrase in the strict sense consists of a noun as head, either alone or accompanied by
determiners (which specify the reference of the noun) and modifiers (which
describe or classify the entity denoted by the head noun). Leech, et al (2003: 251)
state that the head noun can be accompanied by determiners ( the, his, a, etc ) and
one or more modifiers. Modifiers which precede the head are called premodifiers
(e.g. new, very a ttra ctive ), and those which follow the head are called postmodifiers
(e.g. in his office ).
Quirk et al in Vanestal (2004: 38) states that the internal structure of
prototypical English noun phrase is defined as a cluster of words with a “head”,
typically consisting of common noun, preceded by one or more “determiners” (also
called determinatives) and preceded and/or followed by one or more “modifiers”. In
addition, Leech, et al (2003: 251) states that the head noun can be accompanied by
determiners (the, his, a, etc) and one or more modifiers. Modifiers which precede
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the head are called premodifiers (e.g. new, very attractive), and those wh ich follow
the head are called postmodifiers (e.g. in his office).
Aspects of noun phrase in this research consists of elaborated premodifiers
and post modifiers. The indicators of this research can be shown in the following
table.
Table 1 The Elaborated Noun Phrases Based Complexity
Elaborated NP
Type/Code
(D)/(Q)+ Premodifier
+ Head
Two elements
(P 1)
(D)/(Q)+
Premodifier(s) +
Head
Three elements
(P 2)
4≤ elements
(P 3)
(D/Q) + H + Post
modifier
(PM)
(D/Q)+Pre M + H +
Post M
(PPM)
Description
Examples
a. Determiner(D)/Quantifier
(Q) + Head
Their performance (pg 21)
b. Adjective(Adj) + Head (H)
classical music (pg 4)
c. Participle (Part)+ Head(H)
Healing thoughts (pg 23)
d. Noun (N)+ Head(H)
ginger cookies(pg 34)
a. D/Q+ Adj + H
Our different cultures (pg 4)
b. D/Q+ Part+H
A hired servant (pg 45)
c. D/Q + N + H
the family business (pg 4)
d. Adj + Adj + H
large black stones (pg 76)
e. Adj + N+ H
Indian village scenes (pg 85)
f. N + N + H
Niagara adventure theater (pg
85)
Elements were composed in
most of the cases by nouns
and one or two adjectives
the new second week term (pg
106)
rainbow air helicopters tours
(pg105)
a. (D/Q) + H + Prepositional
Phrase
your name from my friend (pg 4)
b. (D/Q) + H + Participle
Phrase
an email telling her (pg 4)
c. (D/Q)+ H + to inf
some magnificent to visit (pg 5)
d. (D/Q)+ H + Adjective
Clause
a book that I’ve just read (pg 5)
The combination of P1or P2 or
P3 and PM
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my favorite subjects at school
(Pg 4)
many Hmong friends who were
not fully fluent in English (Pg 4)
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The problems of noun phrases were caused by some factors. The causes of
noun phrases are (1) the students did not understand
the material of noun phrases,
(2) the students did not have enough experimenting in implementing noun phrases
in writing, (3) the teacher did not enough time to give exercises for the students, (4)
the material of noun phrases did not state specifically in syllabus, it was only part of
another material in English.
The problems presented previously happened because of some factors. From
the students, first they tended to lose the focus on constructing noun phrases.
Second, they had limited vocabularies. Their vocabulary development depended
greatly on the teaching of their teacher. From the teacher, the lack of teacher’s
understanding of teaching technique was another source of problems. Furthermore,
the researcher also found that the students had low motivation in learning English.
In the class, some students did not pay attention and did not participate when the
teacher started the discussion. They did not show efforts optimally. They looked
bored and played something. There were also students who were sleepy and talked
with their friends.
Because of the above problems, the researcher came to a conclusion that it
was necessary to find out a strategy to solve them. One of the strategies was using
Round Table technique. Round Table technique was one of Cooperative Learning’s
techniques and it was applied in this research. As explained Kagan (2009: 6.34)
offers steps in applying Round Table technique. Set up: each team of four needs a
paper and pencil. 1) The teacher provides a task to which there are multiple
responses, and provides think time. 2) Students take turns passing a paper and
pencil or a team project, each writing one answer and making a contribution. The
teacher signals time, or students place thumbs up when done with the problem.
The objectives of the research are: (1) to find out whether Round Table technique
can improve students’ competence in constructing noun phrases (2) to examine
whether Round Table technique can improve the quality of learning process.
Aspects of learning qualities are (1) students’ motivation, (2) classroom
situation and (3) students’ content mastery.
RESEARCH METHOD
The research was carried out in one of Senior High Schools in Karanganyar,
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Central Java. The subjects used by the researcher were the students of the tenth
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grade. They were 36 students totally, consisting 10 male students and 26 female
students. It was carried out about 6 months from July to December 2014. The
researcher acted as both as a teacher and an observer. She collaborated with another
observer as a collaborator
The research method used in this study was a classroom action research.
This research was conducted in three cycles which each of them consisted of four
steps as Kemmis and Taggart in Wiriatmadja (2007: 66-67) offer. In each cycle, the
procedures were: planning, action, observing and reflecting.
The data in the research were collected by using quantitative and qualitative
data. The quantitative data of the research was collected by using writing tests. The
test was carried out before and after each cycle was implemented. The purpose of
the test was to know whether the students’ competence in constructing noun phrases
improved or not. Meanwhile qualitative data, the data was taken from the result of
interview, observation, and document analysis.
The interviews were done twice, before and after research. The researcher
interviewed the collaborator and four students to get information about their
personal perception, experiences, opinions, and ideas related to the Round Table
technique implementation in the classroom during teaching learning process. The
information covered their ideas about the use of Round Table technique in
constructing noun phrases and their motivation. Ary (2009: 438) purposes that
interviews are used to gather data from people abo ut opinions, beliefs, and feelings
about situations in their own words.
Observation was carried out for collecting the data. The data gathered were
related to the students’ activities and behaviors in the classroom during teaching
learning process. The observation was focused on students’ competence in
constructing noun phrases using Round Table technique. Observations are argued
by Morrison in Cohen (2005: 305), enabled to gather data on: 1) the physical
setting (e.g. the physical environment and its organization); 2) the human setting
(e.g. the organization of people, the characteristics and makeup of the groups or
individuals being observed, for instance gender, class); 3) the interactional setting
(e.g. the interactions that are taking place, formal, informal, planned, unplanned,
verbal, non-verbal etc.); 4)
the program setting (e.g. the resources and their
organization, pedagogic styles, curricula and their organization).
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Documents were analyzed to get the data. The documents included the
students’ worksheets, field notes, and diary of the research, interview transcripts,
questionnaires and photographs. The Questionnaires were given in the beginning
and the end of the research. It was done to know the students’ motivation in
learning English. Ary (2009: 442) adds that the term documents here refers to a
wide range of written, physical, and visual materials, including what other authors
may term artifacts. Documents might be personal, such as autobiographies, diaries,
and letters; official, such as files, reports, memoranda, or minutes; or documents of
popular culture, such as books, films, and videos.
The researcher used interactive model in analyzing qualitative data as Mile
and Huberman in Denzin (1994: 427-428) offer. The components in analyzing the
data were data collection, data reduction, data display, and
conclusion
(drawing/verifying). While in analyzing quantitative data, a descriptive statistical
technique was used to find the students’ mean score of test. The test was evaluated
to know the students’ competence in employing noun phrases. The test was carried
out before and after each cycle was implemented.
The researcher measured the students’ competence in constructing noun
phrases. The formula to measure the students’ competence in constructing noun
phrases was suggested by Olateju (2006: 14). The total noun phrases answered
correctly by the students are divided with total noun phrases made by the students
then the results were multiplied with one hundred percents.
RESEARCH FINDINGS
After analyzing the data of this study, the researcher found several findings to
answer the problem formulation. In the pre research, she found that 26 students of class X
MIA 2 had low score in employing noun phrases. Considering the fact, the researcher
proposed this research by using Round Table technique as a solution and an interesting
technique to improve the students’ competence in employing noun phrase. The result of
using Round Table technique showed that the students’ competence in constructing
noun phrases improved. The improvement can be identified by comparing the mean
score among pre-test, post test 1, post test 2, and post test 3. The detail results are
described in the table 2.
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Table 2 Scores of Noun Phrases Based on the Complexity
The Scores of Each Aspects of Noun Phrase
No
Indicators
Pre Test
Post Test 1
Post Test 2
Post Test 3
1
P1
67.25
84.21
84.62
91.41
2
P2
38.39
63.39
65.79
82.18
3
P3
5.56
18.98
23.61
31.25
4
PM
21.06
50.72
62.41
76.75
5
PPM
13.89
17.45
57.59
77.45
Score total NP
57.76
70.99
80.21
85.75
Table 2 shows that the level of the students’ competence in constructing
noun phrases improved. The research analyzed that mean score of pre -test and posttest. The results of mean score of pre-test 57.76; the mean score of post test 1 was
70.99; the mean score of post test 2 was 80.21 ; the mean score of post test 3 was
85.75. Based on the data above, it could be concluded that the students’ competence
in constructing noun phrases increased. The students’ mean score for each score
increased significantly. Moreover, the level of the students’ competence in
employing noun phrases based on the complexity also improved. It can be seen
from the each aspect of noun phrases. It improved from post test 1 to post test 3.
This research also proved that there was a change for the quality of learning
process after implementing Round Table in the class. The quality of learning
process consists of students’ motivation, class situation, the students’ mastery on
material, and communication/interpersonal skills. From the result of questionnaire,
the percentage of the students who were motivated in learning English before the
implementation of the technique was 66.48%. After the implementation of the
technique was 91.57. The score increased 25.09%.
The class situation in the pre test showed that many students were not
involved and were not enthusiastic in the teaching learning process. They were
sleepy and some talked with friends. When she asked them to do the exercise, they
did it individually. There was no cooperation among them. After the researcher
implemented Round Table technique, the classroom situation changed. They
discussed actively.
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Before implementing Round Table technique, the students had difficulties in
understanding the concept of noun phrase material. After the researcher
implemented Round Table technique, gradually they understood and knew how to
apply noun phrases in a sentence. Even though there was one indicator that could
not reach the passing grade 70, that is indicator P3, it was generally said that the
students mastered noun phrase material.
The research was Classroom Action Research using Round Table technique to
improve the students’ competence in constructing noun phrases. The researcher
observed two major points as follows: (1) Round Table technique can improve the
students’ competence in constructing noun phrases and (2) Round Table can
improve the quality of learning process.
The result of data analysis of noun phrases in English revealed that th ere was
improvement of students’ scores from cycle 1 to cycle 3. The implementation of
Round Table technique could improve the students’ competence in constructing
noun phrases. Round Table technique is a part of cooperative learning showed
positive influence to the students’ achievement in constructing noun phrases.
Slavin in Barkley, et al. (2009: 18) concluded that achievement under cooperative
learning structures was significantly positive. In addition, Loom (2011: A67) states
like many other active learning strategies Round Table ensures that every student in
the classroom is generating knowledge and contributing to a discussion
simultaneously. It improved the achievement of the weaker students when they were
grouped with higher achieving students.
Furthermore, it also developed higher
level thinking skills.
In constructing noun phrases, the most important thing for the students is they
have to understand the concept of noun phrases. They have to recognize the head.
The head is the element which carries the key meaning of the phrase.
It is
positioned next to the premodifiers or postmodifiers. Indonesian students should
understand this position. So, they will not find difficulties to understand the process
of identifying and constructing expanded noun phrases.
There are many patterns of noun phrases. The patterns are from the very
simple structure until the complex ones. The patterns are as follow : (D)/(Q)+
Premodifier + Head with two elements (P 1); three elements (P 2); four or more
elements(P 3); (D/Q) + Head + Post modifier(PM); and
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(D/Q)+Pre Modifier +
Head + Post Modifier (PPM). In applying the patterns, in a concise or academic
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writing, the patterns are not able to be separated each other. They are usually
applied together or one or two patterns are sometimes not employed.
From the patterns above, the most common pattern was the two- element
pattern and the least common one was the four or more-element pattern. The
students did not get difficulties in constructing noun phrase with the two element
pattern. But if the students often apply this pattern in their writing, it will i nfluence
the quality of their writing. Their writings will not be concise and interesting.
On the contrary, the four or more-element pattern was rarely employed by
the students. There were reasons why this pattern was hardly ever used in their
writing. The competence of the X grade students in vocabulary and grammar was
limited. So, it would influence their competence and creativity in their writing. It
will be different if the object of the research is higher-leveled students. They might
have high competence in vocabulary and grammar. They should not have
difficulties in applying the pattern in the writing. Moreover, the use of multi
premodifiers was not a common structure. According to Bibber’s, et al. (2004: 597)
findings, the use of multiple premodifiers is certainly very efficient, packing dense
informational content into as a few words as possible (when compared with the use
of post modifiers or separate clause). However, the use of multiple premodifiers
places a heavy burden on readers and listeners, since the logical relations among
constituents must be inferred.
To achieve the purpose above, Round Table technique can be implemented
in constructing noun phrases. The steps of Round Table technique can be combined
with the process of constructing noun phrases. The students start by finding the
concept of noun phrases and its indicators by writing in a piece of paper. Then,
his/her friend next to him / her continues his /her writing until all the members of
the group get a turn and until the time ends. Finally, when they are asked to employ
noun phrases in the writing, they can create a good writing. So, the implementation
of Round Table technique can improve their competence in constructing noun
phrases.
The implementation of Round Table technique can also improve the quality
of learning process. According to Millis (2014) in Round Table, the multiple
answers encourage creativity and deeper thinking. This activity builds positive
interdependence among team members because of the shared writing surface, but
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more importantly, it builds team cohesion and reinforces the power of teamwork
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because students see in action the value of multiple viewpoints and ideas. In this
study, the indicators of quality learning process are the increase of
the students ’
motivation, class situation, the students’ mastery on material, and communication
skills.
There was a collaboration which was shown by the students in their groups.
When Round Table technique was applied, they made groups. Each group consists
of four or five students. They did it happily and enthusiastically. They passed their
paper to their friend and the situation of the classroom looked noisy but it did not
become the problem as long as they were focused on the teaching learning activity.
They participated actively in the classroom activity. There was positive interaction
in this stage. Mandal (2009: 97) points out that cooperative learning is a successful
teaching strategy in which small teams, each with students of different levels of
ability, use a variety of learning activities to improve their understanding of a
subject. Each member of a team is responsible not only for learning what is taught
but also for helping teammates learn, thus creating atmosphere of achievement.
There was also improvement in mastering the material of noun phrases. In
this research, the students understood the concepts of noun phrases. When they
applied Round Table technique, they were motivated to learn noun phrase materials.
Mandal (2009: 97) states that Round Table technique, as a part of Cooperative
learning, facilitates and deepens learning. It results in higher levels of
understanding and reasoning, the development of critical thinking, and the increase
in accuracy of long – term retention.
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CONCLUSION
The researcher concluded that (1) Round Table technique can improve the
students’ competence in constructing noun phrases and Round Table technique can
improve the quality of learning process. Based on the findings above, the researcher
made conclusions as follows:
The improvement of the students ‘competence in constructing noun phrase
can be indicated by some aspects. They are able to fulfill indicators of noun phrases
in their writing, such as (D)/(Q) + Premodifier + Head with two elements (P 1);
three elements (P 2); with four or more elements (P3) ; (D/Q) + H + Post modifier
(PM); and (D/Q) + Pre Modifier + H + Post Modifier (PPM). The improvements
occurred in the student’s mean score in constructing noun phrases from one cycle to
the next cycle.
Round Table technique can improve the quality of learning process. By
applying Round Table technique, the quality of learning process improves. The
improvement can be seen from the indicators. First, the students’ motivation
improves. During teaching and learning process, the students were motivated in
joining teaching and learning process by applying Round Table technique. They had
high enthusiasm and participation in constructing noun phrases. It stimulates the
classroom situation more enjoyable. They sat face to face. They wrote in turn and
passed the paper to their friend. They involved fully in the class. When one of the
students in the group presented their findings to the whole class, the class would
give respond so there would be lively discussions. The students tried to understand
the concepts of noun phrase constructions gradually. They applied noun phrases in a
sentence and in a paragraph. They needed more practices and many examples.
Applying Round Table technique can help the teaching learning process
running well. This attractive and challenging technique can increase the students
‘competence in constructing noun phrases. It is very effective and provides the
chance for the students to apply noun phrases in their writing. Round Table
technique used to teach noun phrases can make the process of teaching and learning
more alive and challenging. It can be known from the students’ motivation to learn
more and more. The class situation became better because the student s involved
cooperatively with their group. If the students enjoy the class, they will be
motivated to learn; therefore it can improve their learning achievement.
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The researcher provides several suggestions after she conducted this
research. There are some suggestions which are addressed to the teachers, students,
and other researchers. For the teachers, Round Table technique is an alternative
technique to teach how to construct noun phrases. In applying this technique the
teachers should know the steps of teaching noun phrases. The teachers have to teach
the concepts of noun phrases first. It starts from the simple patterns o f noun phrases
to the complicated ones. Then, for more exercises they are able to implement this
technique. They are also able to apply some variations, such as using picture s and
dictionaries. For the students, using Round Table technique is not the only problem
solving technique used to overcome students’ problem in constructing noun phrases.
It can be said that using Round Table technique is included as one of good
strategies to overcome students’ problem in constructing noun phrases.
They
should be able to motivate themselves in learning and don’t depend on teaching
technique from the teacher. For other researchers, this research is expected to be a
reference and contribute to solve the same problem. It is hoped that Round Table
technique can be a way to improve the students’ competence in constructing noun
phrases in their writings. The findings of the research are expected to use as a
starting point to conduct the further research in the same field.
BIBLIOGRAPHY
Ary, Donald. 2009. Introduction to Research in Educa tion . Australia: Wadworth.
Barkley, Elizabeth F, et al. 2005, Collabora tive Lea rning Technique, San Fransisco:
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Biber, Douglas, et al. 2004, Longman Gramma r of Spoken and Written English ,
Harlow Essex: Pearson Education Limited.
Brown, H. D., 2004, Language Assessment principles and Cla ssroom Practice, New
York: Person Education.
Cohen, Louis et. al. 2005. Resea rch Methods in Educa tion . London Taylor &
Francis e-Library.
Denzim, Norman K & Lincoln, Yvona S., 1994, Handbook of Qualitative Research.
California: Sage Publications,
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Kagan, S., 2009, Kagan Coopera tive Lea rning , California: Kagan Publishing.
Leech, Geoffrey & Svartvik, Jan, 2003, A Communica tive Gra mma r of English ,
Essex: Pearson Education/Longman.
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technique %20teaching%20pdf 26 Feb 2014.
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Mandal, Rita Rani, 2009, Cooperative Learning Strategies to Enhance Writing Skill,
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Millis, Barbara J. 2014. Using Groups Both Wisely and Well. http://www.
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Taylor and Francis Group.
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learners. RESLA 21 Retieved from http://www.dialnet. unirioja.es/
descarga/articulo/2925910.pdf.
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IMPROVING STUDENTS’ COMPETENCE IN
CONSTRUCTING NOUN PHRASES THROUGH
ROUND TABLE TECHNIQUE
Ediati1 , JokoNurkamto 2, Sumardi 2
English Departemen, Graduate School, Teacher Training and Education Faculty,
Sebelas Maret University Surakarta, 57126, Indonesia
[email protected] 1 , [email protected] 2 , [email protected]
Abstract
The ma in objectives of the resea rch a re: (1) to identify whether Round Table technique can
improve students’ competence in constructing noun phrases, (2) to know whether Round
Table technique ca n improve the qua lity of lea rning process. The Cla ss Room Acti on
Resea rch wa s ca rried out at one of Senior High School in Ka ra nganya r, Centra l Ja va. The
pa rticipants of this resea rch are the tenth gra de students consisting of 36 students. The
data were collected by using observation, interview, document analysis, a n d test. The
results of the data were: (1) Round Ta ble technique can improve students’ competence in
constructing noun phrases. The improvements include the students were a ble to construct:
(a ) (Determiner)/(Quantifier) + P remodifier + Head with two elemen ts, three elements a nd
four or more elements; (b) (D/Q) + Head + Post modifier a nd (c) (D/Q) + P re Modifier +
Head + P ost Modifier. (2) Round Table technique ca n improve the quality of lea rning
process which includes (a) the students’ motivation, (b) the cla ssroom situa tion, (c) the
students’ mastery on material , and (d) communication/interpersona l skills. Ba sed on the
results of the resea rch, it ca n be concluded that applying Round Ta ble technique can
improve students’ competence in constructing noun phrases and the quality of learning
process. Therefore, it is recommended that the tea chers ca n use Round Table technique a s
an effective technique to improve students’ competence in constructing noun phra ses.
Keywords: Cla ssroom Action Resea rch, noun phra ses, Round Ta ble technique
INTRODUCTION
A sentence is obviously constructed of a number of words, but the sentences
are not formed simply by putting words together. The sentence has more internal
structure. According to Hinkle (2004: 65) an example of a basic sentence structure
can consist of an optional adverb/prepositional phrase, subject noun (phrase), a
verb, and an object if the main verb intransitive (requires a direct obje ct). The
essential elements and their positions relative to one another are sometimes called
slots, and in many sentences some slots can be empty. Furthermore, Hinkle (2004:
67) states that in fact, subject and object slots are usually filled by a noun phr ase
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rather than a single-word because in real language use single-word nouns are
relatively rare.
The existence of noun phrases in a text is very important either in the oral or
written text. As stated by Vadas (2011: 53) noun phrases are a crucial part of
natural language, and can have a very complex structure. In addition, referring to
noun phrases Pastor (2008: 29) proposes that conveyed information is presented in a
shorter, more direct and condensed fashion, thus having greater impact upon the
reader. Nevertheless, noun phrases are more often found in formal writing than in
natural speech. Many ideas in writing are normally expressed much more concisely
as noun phrases so there is less repetition or redundancy.
The researcher found some facts that students had problems referring to
noun phrases. Those problems are as follows: (1) some students were not able to
construct noun phrases correctly. They were still influenced by Indonesian patterns.
This can be observed in the following examples, She likes boy band English . It must
be she likes an English boy band . (2) Sometimes, students failed in employing a
suitable word in constructing noun phrase, e.g. Her ta ll is about 160 cm. The
correct sentence is her height is about 160 cm. (3) Some students failed in
constructing complex noun phrases.
Parts of noun phrase are basically consisted of three elements. They are
determiners, head and modifiers. According to Biber, et al. (2004: 97) a noun
phrase in the strict sense consists of a noun as head, either alone or accompanied by
determiners (which specify the reference of the noun) and modifiers (which
describe or classify the entity denoted by the head noun). Leech, et al (2003: 251)
state that the head noun can be accompanied by determiners ( the, his, a, etc ) and
one or more modifiers. Modifiers which precede the head are called premodifiers
(e.g. new, very a ttra ctive ), and those which follow the head are called postmodifiers
(e.g. in his office ).
Quirk et al in Vanestal (2004: 38) states that the internal structure of
prototypical English noun phrase is defined as a cluster of words with a “head”,
typically consisting of common noun, preceded by one or more “determiners” (also
called determinatives) and preceded and/or followed by one or more “modifiers”. In
addition, Leech, et al (2003: 251) states that the head noun can be accompanied by
determiners (the, his, a, etc) and one or more modifiers. Modifiers which precede
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the head are called premodifiers (e.g. new, very attractive), and those wh ich follow
the head are called postmodifiers (e.g. in his office).
Aspects of noun phrase in this research consists of elaborated premodifiers
and post modifiers. The indicators of this research can be shown in the following
table.
Table 1 The Elaborated Noun Phrases Based Complexity
Elaborated NP
Type/Code
(D)/(Q)+ Premodifier
+ Head
Two elements
(P 1)
(D)/(Q)+
Premodifier(s) +
Head
Three elements
(P 2)
4≤ elements
(P 3)
(D/Q) + H + Post
modifier
(PM)
(D/Q)+Pre M + H +
Post M
(PPM)
Description
Examples
a. Determiner(D)/Quantifier
(Q) + Head
Their performance (pg 21)
b. Adjective(Adj) + Head (H)
classical music (pg 4)
c. Participle (Part)+ Head(H)
Healing thoughts (pg 23)
d. Noun (N)+ Head(H)
ginger cookies(pg 34)
a. D/Q+ Adj + H
Our different cultures (pg 4)
b. D/Q+ Part+H
A hired servant (pg 45)
c. D/Q + N + H
the family business (pg 4)
d. Adj + Adj + H
large black stones (pg 76)
e. Adj + N+ H
Indian village scenes (pg 85)
f. N + N + H
Niagara adventure theater (pg
85)
Elements were composed in
most of the cases by nouns
and one or two adjectives
the new second week term (pg
106)
rainbow air helicopters tours
(pg105)
a. (D/Q) + H + Prepositional
Phrase
your name from my friend (pg 4)
b. (D/Q) + H + Participle
Phrase
an email telling her (pg 4)
c. (D/Q)+ H + to inf
some magnificent to visit (pg 5)
d. (D/Q)+ H + Adjective
Clause
a book that I’ve just read (pg 5)
The combination of P1or P2 or
P3 and PM
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my favorite subjects at school
(Pg 4)
many Hmong friends who were
not fully fluent in English (Pg 4)
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The problems of noun phrases were caused by some factors. The causes of
noun phrases are (1) the students did not understand
the material of noun phrases,
(2) the students did not have enough experimenting in implementing noun phrases
in writing, (3) the teacher did not enough time to give exercises for the students, (4)
the material of noun phrases did not state specifically in syllabus, it was only part of
another material in English.
The problems presented previously happened because of some factors. From
the students, first they tended to lose the focus on constructing noun phrases.
Second, they had limited vocabularies. Their vocabulary development depended
greatly on the teaching of their teacher. From the teacher, the lack of teacher’s
understanding of teaching technique was another source of problems. Furthermore,
the researcher also found that the students had low motivation in learning English.
In the class, some students did not pay attention and did not participate when the
teacher started the discussion. They did not show efforts optimally. They looked
bored and played something. There were also students who were sleepy and talked
with their friends.
Because of the above problems, the researcher came to a conclusion that it
was necessary to find out a strategy to solve them. One of the strategies was using
Round Table technique. Round Table technique was one of Cooperative Learning’s
techniques and it was applied in this research. As explained Kagan (2009: 6.34)
offers steps in applying Round Table technique. Set up: each team of four needs a
paper and pencil. 1) The teacher provides a task to which there are multiple
responses, and provides think time. 2) Students take turns passing a paper and
pencil or a team project, each writing one answer and making a contribution. The
teacher signals time, or students place thumbs up when done with the problem.
The objectives of the research are: (1) to find out whether Round Table technique
can improve students’ competence in constructing noun phrases (2) to examine
whether Round Table technique can improve the quality of learning process.
Aspects of learning qualities are (1) students’ motivation, (2) classroom
situation and (3) students’ content mastery.
RESEARCH METHOD
The research was carried out in one of Senior High Schools in Karanganyar,
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Central Java. The subjects used by the researcher were the students of the tenth
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grade. They were 36 students totally, consisting 10 male students and 26 female
students. It was carried out about 6 months from July to December 2014. The
researcher acted as both as a teacher and an observer. She collaborated with another
observer as a collaborator
The research method used in this study was a classroom action research.
This research was conducted in three cycles which each of them consisted of four
steps as Kemmis and Taggart in Wiriatmadja (2007: 66-67) offer. In each cycle, the
procedures were: planning, action, observing and reflecting.
The data in the research were collected by using quantitative and qualitative
data. The quantitative data of the research was collected by using writing tests. The
test was carried out before and after each cycle was implemented. The purpose of
the test was to know whether the students’ competence in constructing noun phrases
improved or not. Meanwhile qualitative data, the data was taken from the result of
interview, observation, and document analysis.
The interviews were done twice, before and after research. The researcher
interviewed the collaborator and four students to get information about their
personal perception, experiences, opinions, and ideas related to the Round Table
technique implementation in the classroom during teaching learning process. The
information covered their ideas about the use of Round Table technique in
constructing noun phrases and their motivation. Ary (2009: 438) purposes that
interviews are used to gather data from people abo ut opinions, beliefs, and feelings
about situations in their own words.
Observation was carried out for collecting the data. The data gathered were
related to the students’ activities and behaviors in the classroom during teaching
learning process. The observation was focused on students’ competence in
constructing noun phrases using Round Table technique. Observations are argued
by Morrison in Cohen (2005: 305), enabled to gather data on: 1) the physical
setting (e.g. the physical environment and its organization); 2) the human setting
(e.g. the organization of people, the characteristics and makeup of the groups or
individuals being observed, for instance gender, class); 3) the interactional setting
(e.g. the interactions that are taking place, formal, informal, planned, unplanned,
verbal, non-verbal etc.); 4)
the program setting (e.g. the resources and their
organization, pedagogic styles, curricula and their organization).
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Documents were analyzed to get the data. The documents included the
students’ worksheets, field notes, and diary of the research, interview transcripts,
questionnaires and photographs. The Questionnaires were given in the beginning
and the end of the research. It was done to know the students’ motivation in
learning English. Ary (2009: 442) adds that the term documents here refers to a
wide range of written, physical, and visual materials, including what other authors
may term artifacts. Documents might be personal, such as autobiographies, diaries,
and letters; official, such as files, reports, memoranda, or minutes; or documents of
popular culture, such as books, films, and videos.
The researcher used interactive model in analyzing qualitative data as Mile
and Huberman in Denzin (1994: 427-428) offer. The components in analyzing the
data were data collection, data reduction, data display, and
conclusion
(drawing/verifying). While in analyzing quantitative data, a descriptive statistical
technique was used to find the students’ mean score of test. The test was evaluated
to know the students’ competence in employing noun phrases. The test was carried
out before and after each cycle was implemented.
The researcher measured the students’ competence in constructing noun
phrases. The formula to measure the students’ competence in constructing noun
phrases was suggested by Olateju (2006: 14). The total noun phrases answered
correctly by the students are divided with total noun phrases made by the students
then the results were multiplied with one hundred percents.
RESEARCH FINDINGS
After analyzing the data of this study, the researcher found several findings to
answer the problem formulation. In the pre research, she found that 26 students of class X
MIA 2 had low score in employing noun phrases. Considering the fact, the researcher
proposed this research by using Round Table technique as a solution and an interesting
technique to improve the students’ competence in employing noun phrase. The result of
using Round Table technique showed that the students’ competence in constructing
noun phrases improved. The improvement can be identified by comparing the mean
score among pre-test, post test 1, post test 2, and post test 3. The detail results are
described in the table 2.
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Table 2 Scores of Noun Phrases Based on the Complexity
The Scores of Each Aspects of Noun Phrase
No
Indicators
Pre Test
Post Test 1
Post Test 2
Post Test 3
1
P1
67.25
84.21
84.62
91.41
2
P2
38.39
63.39
65.79
82.18
3
P3
5.56
18.98
23.61
31.25
4
PM
21.06
50.72
62.41
76.75
5
PPM
13.89
17.45
57.59
77.45
Score total NP
57.76
70.99
80.21
85.75
Table 2 shows that the level of the students’ competence in constructing
noun phrases improved. The research analyzed that mean score of pre -test and posttest. The results of mean score of pre-test 57.76; the mean score of post test 1 was
70.99; the mean score of post test 2 was 80.21 ; the mean score of post test 3 was
85.75. Based on the data above, it could be concluded that the students’ competence
in constructing noun phrases increased. The students’ mean score for each score
increased significantly. Moreover, the level of the students’ competence in
employing noun phrases based on the complexity also improved. It can be seen
from the each aspect of noun phrases. It improved from post test 1 to post test 3.
This research also proved that there was a change for the quality of learning
process after implementing Round Table in the class. The quality of learning
process consists of students’ motivation, class situation, the students’ mastery on
material, and communication/interpersonal skills. From the result of questionnaire,
the percentage of the students who were motivated in learning English before the
implementation of the technique was 66.48%. After the implementation of the
technique was 91.57. The score increased 25.09%.
The class situation in the pre test showed that many students were not
involved and were not enthusiastic in the teaching learning process. They were
sleepy and some talked with friends. When she asked them to do the exercise, they
did it individually. There was no cooperation among them. After the researcher
implemented Round Table technique, the classroom situation changed. They
discussed actively.
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Before implementing Round Table technique, the students had difficulties in
understanding the concept of noun phrase material. After the researcher
implemented Round Table technique, gradually they understood and knew how to
apply noun phrases in a sentence. Even though there was one indicator that could
not reach the passing grade 70, that is indicator P3, it was generally said that the
students mastered noun phrase material.
The research was Classroom Action Research using Round Table technique to
improve the students’ competence in constructing noun phrases. The researcher
observed two major points as follows: (1) Round Table technique can improve the
students’ competence in constructing noun phrases and (2) Round Table can
improve the quality of learning process.
The result of data analysis of noun phrases in English revealed that th ere was
improvement of students’ scores from cycle 1 to cycle 3. The implementation of
Round Table technique could improve the students’ competence in constructing
noun phrases. Round Table technique is a part of cooperative learning showed
positive influence to the students’ achievement in constructing noun phrases.
Slavin in Barkley, et al. (2009: 18) concluded that achievement under cooperative
learning structures was significantly positive. In addition, Loom (2011: A67) states
like many other active learning strategies Round Table ensures that every student in
the classroom is generating knowledge and contributing to a discussion
simultaneously. It improved the achievement of the weaker students when they were
grouped with higher achieving students.
Furthermore, it also developed higher
level thinking skills.
In constructing noun phrases, the most important thing for the students is they
have to understand the concept of noun phrases. They have to recognize the head.
The head is the element which carries the key meaning of the phrase.
It is
positioned next to the premodifiers or postmodifiers. Indonesian students should
understand this position. So, they will not find difficulties to understand the process
of identifying and constructing expanded noun phrases.
There are many patterns of noun phrases. The patterns are from the very
simple structure until the complex ones. The patterns are as follow : (D)/(Q)+
Premodifier + Head with two elements (P 1); three elements (P 2); four or more
elements(P 3); (D/Q) + Head + Post modifier(PM); and
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(D/Q)+Pre Modifier +
Head + Post Modifier (PPM). In applying the patterns, in a concise or academic
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writing, the patterns are not able to be separated each other. They are usually
applied together or one or two patterns are sometimes not employed.
From the patterns above, the most common pattern was the two- element
pattern and the least common one was the four or more-element pattern. The
students did not get difficulties in constructing noun phrase with the two element
pattern. But if the students often apply this pattern in their writing, it will i nfluence
the quality of their writing. Their writings will not be concise and interesting.
On the contrary, the four or more-element pattern was rarely employed by
the students. There were reasons why this pattern was hardly ever used in their
writing. The competence of the X grade students in vocabulary and grammar was
limited. So, it would influence their competence and creativity in their writing. It
will be different if the object of the research is higher-leveled students. They might
have high competence in vocabulary and grammar. They should not have
difficulties in applying the pattern in the writing. Moreover, the use of multi
premodifiers was not a common structure. According to Bibber’s, et al. (2004: 597)
findings, the use of multiple premodifiers is certainly very efficient, packing dense
informational content into as a few words as possible (when compared with the use
of post modifiers or separate clause). However, the use of multiple premodifiers
places a heavy burden on readers and listeners, since the logical relations among
constituents must be inferred.
To achieve the purpose above, Round Table technique can be implemented
in constructing noun phrases. The steps of Round Table technique can be combined
with the process of constructing noun phrases. The students start by finding the
concept of noun phrases and its indicators by writing in a piece of paper. Then,
his/her friend next to him / her continues his /her writing until all the members of
the group get a turn and until the time ends. Finally, when they are asked to employ
noun phrases in the writing, they can create a good writing. So, the implementation
of Round Table technique can improve their competence in constructing noun
phrases.
The implementation of Round Table technique can also improve the quality
of learning process. According to Millis (2014) in Round Table, the multiple
answers encourage creativity and deeper thinking. This activity builds positive
interdependence among team members because of the shared writing surface, but
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more importantly, it builds team cohesion and reinforces the power of teamwork
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because students see in action the value of multiple viewpoints and ideas. In this
study, the indicators of quality learning process are the increase of
the students ’
motivation, class situation, the students’ mastery on material, and communication
skills.
There was a collaboration which was shown by the students in their groups.
When Round Table technique was applied, they made groups. Each group consists
of four or five students. They did it happily and enthusiastically. They passed their
paper to their friend and the situation of the classroom looked noisy but it did not
become the problem as long as they were focused on the teaching learning activity.
They participated actively in the classroom activity. There was positive interaction
in this stage. Mandal (2009: 97) points out that cooperative learning is a successful
teaching strategy in which small teams, each with students of different levels of
ability, use a variety of learning activities to improve their understanding of a
subject. Each member of a team is responsible not only for learning what is taught
but also for helping teammates learn, thus creating atmosphere of achievement.
There was also improvement in mastering the material of noun phrases. In
this research, the students understood the concepts of noun phrases. When they
applied Round Table technique, they were motivated to learn noun phrase materials.
Mandal (2009: 97) states that Round Table technique, as a part of Cooperative
learning, facilitates and deepens learning. It results in higher levels of
understanding and reasoning, the development of critical thinking, and the increase
in accuracy of long – term retention.
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CONCLUSION
The researcher concluded that (1) Round Table technique can improve the
students’ competence in constructing noun phrases and Round Table technique can
improve the quality of learning process. Based on the findings above, the researcher
made conclusions as follows:
The improvement of the students ‘competence in constructing noun phrase
can be indicated by some aspects. They are able to fulfill indicators of noun phrases
in their writing, such as (D)/(Q) + Premodifier + Head with two elements (P 1);
three elements (P 2); with four or more elements (P3) ; (D/Q) + H + Post modifier
(PM); and (D/Q) + Pre Modifier + H + Post Modifier (PPM). The improvements
occurred in the student’s mean score in constructing noun phrases from one cycle to
the next cycle.
Round Table technique can improve the quality of learning process. By
applying Round Table technique, the quality of learning process improves. The
improvement can be seen from the indicators. First, the students’ motivation
improves. During teaching and learning process, the students were motivated in
joining teaching and learning process by applying Round Table technique. They had
high enthusiasm and participation in constructing noun phrases. It stimulates the
classroom situation more enjoyable. They sat face to face. They wrote in turn and
passed the paper to their friend. They involved fully in the class. When one of the
students in the group presented their findings to the whole class, the class would
give respond so there would be lively discussions. The students tried to understand
the concepts of noun phrase constructions gradually. They applied noun phrases in a
sentence and in a paragraph. They needed more practices and many examples.
Applying Round Table technique can help the teaching learning process
running well. This attractive and challenging technique can increase the students
‘competence in constructing noun phrases. It is very effective and provides the
chance for the students to apply noun phrases in their writing. Round Table
technique used to teach noun phrases can make the process of teaching and learning
more alive and challenging. It can be known from the students’ motivation to learn
more and more. The class situation became better because the student s involved
cooperatively with their group. If the students enjoy the class, they will be
motivated to learn; therefore it can improve their learning achievement.
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The researcher provides several suggestions after she conducted this
research. There are some suggestions which are addressed to the teachers, students,
and other researchers. For the teachers, Round Table technique is an alternative
technique to teach how to construct noun phrases. In applying this technique the
teachers should know the steps of teaching noun phrases. The teachers have to teach
the concepts of noun phrases first. It starts from the simple patterns o f noun phrases
to the complicated ones. Then, for more exercises they are able to implement this
technique. They are also able to apply some variations, such as using picture s and
dictionaries. For the students, using Round Table technique is not the only problem
solving technique used to overcome students’ problem in constructing noun phrases.
It can be said that using Round Table technique is included as one of good
strategies to overcome students’ problem in constructing noun phrases.
They
should be able to motivate themselves in learning and don’t depend on teaching
technique from the teacher. For other researchers, this research is expected to be a
reference and contribute to solve the same problem. It is hoped that Round Table
technique can be a way to improve the students’ competence in constructing noun
phrases in their writings. The findings of the research are expected to use as a
starting point to conduct the further research in the same field.
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