By MARDIANA SARI NIM 200732231 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION
THE USE OF DICE GAME TO IMPROVE STUDENTS’ MASTERY
IN SIMPLE PRESENT TENSE
(A CLASSROOM ACTION RESEARCH
OF THE SEVENTH GRADE STUDENTS OF MTs. MA’AHID KUDUS
IN THE ACADEMIC YEAR 2011/2012)
By
MARDIANA SARI
NIM 200732231
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE USE OF DICE GAME TO IMPROVE STUDENTS’ MASTERY
IN SIMPLE PRESENT TENSE
(A Classroom Action Research of the Seventh Grade Students
of MTs. Ma’ahid Kudus in Academic Year 2011/2012)
SKRIPSI
Presented to
Muria Kudus University
in Partial Fulfillment of the Requirements
for Completing the Sarjana Program
in The English Education Department
By:
Mardiana Sari
2007-32-231
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
Motto:
There is no impossible word if we never give up. Keep studying and praying
to Allah.
We are what we think and do. Embed that in your mind.
‘Ikhlas’ is the key of life to progress
Dedication:
She dedicates this skripsi to:
Allah SWT the Almighty
Her beloved parents who always gives support
Her beloved little brothers
Her beloved best friends (Nana R, Rani Rosyidah, Siti
Jumanah, Romdhonah SSR)
All of Formi’s member who always give motivation
(especially for Zulfan Ade S and Meilany Happy F)
iv
ADVISOR’S APPROVAL
This is to certify that the skripsi of Mardiana Sari has been approved by the
skripsi advisors for further approval by the Examining Committee.
Kudus, February
2012
First Advisor
Diah Kurniati, S.Pd,M.Pd
NIS. 0610701000001190
Second Advisor
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001160
Acknowledged by
The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
v
BOARD OF EXAMINERS
This is to certify that the skripsi of Mardiana Sari has been aproved by the
examining committee as a requirement for the “Sarjana” Degree in English
Education Department.
Kudus, February
2012
Examining Committee
Diah Kurniati, S.Pd,M.Pd.
NIS. 0610701000001190
, Chairman
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001160
, Member
Drs. Suprihadi
NIS.19570616-198403-1-015
, Member
Fajar Kartika, SS, M.Hum
NIS.0610701000001191
, Member
Acknowledged by:
The Dean of Teacher Training and Education Faculty
Drs. Susilo Rahardjo, M.Pd.
NIP. 19560619-198503-1-002
vi
ACKNOWLEDGEMENT
The writer gives her gratitude to Allah SWT for giving her everything in her
life, so that she can finish writing the research entitled “The Use of Dice Game to
Improve Students’ Mastery in Simple Present Tense (A Classroom Action
Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in the Academic
Year 2011/2012)”. Then, the writer would like to express her gratitude to:
1.
Drs. Susilo Raharjo, M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria Kudus University,
2.
Fitri Budi Suryani, S.S, M.Pd. as the Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University,
3.
Diah Kurniati, S.Pd, M.Pd as the First Advisor who has guided and given her
suggestion in finishing this skripsi with a great patience,
4.
Ahdi Riyono, SS, M.Hum as the Second Advisor who has given contributive
criticism and assistance during completing this skripsi,
5.
All of the lecturers who taught her during studying at the English Education
Department Teacher Training and Education Faculty,
6.
Noor Azis as the Headmaster of MTs. Maahid Kudus, who permits and
facilitates her to conduct the research in his school,
7.
Agus Salim, S.Pd as the English Teacher of MTs. Maahid Kudus, who allows
and helps the writer to carry out the research in his class,
8.
Her beloved family for their love and support,
9.
Her beloved friends who give support and help her.
vii
Finally, the writer would like to express her thanks to all people who
helped her in finishing this skripsi. Hopefully, this skripsi would contribute to
English learning at Muria Kudus University and can be useful for all.
Kudus,
February 2012
The Writer
viii
ABSTRACT
Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in
Simple Present Tense (A Classroom Action Research of the Seventh Grade
Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012.
Skripsi, English Education Department Teacher Training and Education
Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd,
(2) Ahdi Riyono, SS, M.Hum.
Key words : Dice Game, Simple Present Tense and Classroom Action Research.
As an International language, English plays an important role in
connecting people in the world. One way of mastering English is by improving
the mastery of grammar, especially Simple Present Tense. Simple Present Tense
is the first tense that is introduced to the students of junior high school because
this tense commonly used in daily conversation. Unfortunately, the students have
difficulties in constructing a sentence in Simple Present Tense. Therefore, the
teacher must use the appropriate teaching media to improve the students’ mastery.
Dice game is one of the alternative teaching media that can be used in teaching
English to improve students’ mastery in Simple Present Tense. So, in this
research, the writer uses dice game as a teaching media in teaching English.
The objective of this research is to improve students’ mastery in Simple
Present Tense by using dice game at the Seventh Grade Students of MTs. Ma’ahid
Kudus in academic year 2011/2012 through Classroom Action Research (CAR).
The classroom action research is used to design this research and followed
by three cycles. Each cycle is conducted through four steps; they are: planning,
action, observation and reflection. This research is conducted at the seventh grade
students of MTs. Ma’ahid Kudus in academic year 2011/2012. The class consists
of three classes; they are class A, B and C. In this research, the writer chooses
class VII-A that consists of 38 students to conduct the research.
In the result, the students’ mastery in Simple Present Tense improves from
cycle I until cycle III. In cycle I, the average score is 65.76, in cycle II the average
score is 69.76 and in cycle III the average score is 73.34. Besides, the students
feel more enjoy and fun in playing dice game. Therefore, the writer can conclude
that the use of dice game can improve students’ mastery in Simple Present Tense
at the Seventh Grade Students of MTs. Ma’ahid Kudus in academic year
2011/2012.
Therefore, the writer recommends some suggestions. First, teacher should
use dice game as media of teaching and learning to teach English grammar
especially Simple Present Tense. The teacher also should give motivation and
support for the students in order to increase the students’ understanding,
especially in mastering Simple Present Tense through dice game. In addition, the
students should practice more in increasing their knowledge so their ability in
English will improve well.
ix
ABSTRAKSI
Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in
Simple Present Tense (A Classroom Action Research of the Seventh Grade
Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012.
Skripsi, English Education Department Teacher Training and Education
Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd
(2) Ahdi Riyono, SS, M.Hum
Key words : Dice game, Simple Present Tense and Classroom Action Research.
Sebagai bahasa Internasional, Bahasa Inggris mempunyai peran penting
dalam menghubungkan orang-orang di dunia. Salah satu cara menguasai Bahasa
Inggris adalah dengan meningkatkan grammar, khususnya Simple Present Tense.
Simple Present Tense adalah tenses pertama yang diajarkan kepada siswa SMP
karena tenses ini biasa digunakan dalam percakapan sehari-hari. Sayangnya,
siswa-siswa mengalami kesulitan dalam membuat kalimat menggunakan Simple
Present Tense. Oleh karena itu, guru harus menggunakan media pembelajaran
yang tepat untuk meningkatkan kemampuan siswa. Permainan dadu merupakan
media pembelajaran yang dapat digunakan dalam mengajar Bahasa Inggris untuk
meningkatkan kemampuan siswa dalam memahami Simple Present Tense.
Sehingga, dalam penelitian ini, penulis menggunakan permainan dadu sebagai
media pembelajaran dalam mengajar Bahasa Inggris..
Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa dalam
Simple Present Tense dengan menggunakan permainan dadu sebagai media
pembelajaran pada siswa kelas VII di MTs. Maahid Kudus tahun ajaran
2011/2012 dengan menggunakan Penelitian Tindakan Kelas (PTK).
Desain yang digunakan dalam penelitian ini adalah Penelitian Tindakan
Kelas yang diikuti dengan tiga siklus. Setiap siklus terdiri dari empat tahapan,
yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilakukan
pada siswa kelas VII MTs. Maahid Kudus tahun ajaran 2011/2012 yang terdiri
dari tiga kelas, yaitu kelas A, B dan C. Dalam penelitian ini, peneliti memilih
kelas A yang terdiri dari 38 siswa.
Hasil penelitian menunjukkan bahwa kemampuan siswa dalam memahami
Simple Present Tense meningkat dari siklus I sampai siklus III. Nilai rata-rata
siswa di siklus I adalah 65.76, di siklus II menjadi 69.76 dan di siklus III 73.34.
Disamping itu, siswa merasa lebih menikmati dan senang bermain permainan
dadu. Oleh karena itu, peneliti menyimpulkan bahwa penggunaan permainan dadu
sebagai media pembelajaran dapat meningkatkan kemampuan siswa dalam Simple
Present Tense kelas VII di MTs. Maahid Kudus tahun ajaran 2011/2012.
Dengan begitu, peneliti memberikan beberapa saran. Pertama, guru dapat
menggunakan permainan dadu untuk media pembelajaran bahasa inggris terutama
untuk materi Simple Present Tense. Disisi lain, siswa harus meningkatkan
pengetahuan bahasa Inggrisnya.
x
TABLE OF CONTENT
COVER
LOGO OF UMK ........................................................................................
ii
PAGE OF TITLE ......................................................................................
iii
MOTTO AND DEDICATION .................................................................
iv
APPROVAL SHEET ................................................................................
v
EXAMINERS’ APPROVAL ...................................................................
vi
ACKNOWLEDGEMENT .......................................................................
vii
ABSTRACT ...............................................................................................
ix
ABSTRAKSI ..............................................................................................
x
TABLE OF CONTENT ............................................................................
xi
LIST OF TABLES ....................................................................................
xv
LIST OF FIGURE ..................................................................................... xvi
LIST OF APPENDICES .......................................................................... xvii
CHAPTER I: INTRODUCTION
1.1
Background of the Research ............................................................
1
1.2
Statement of the Problem .................................................................
4
1.3
Objective of the Research ................................................................
4
1.4
Significant of the Research ..............................................................
4
1.5
Limitation of the Research ...............................................................
5
1.6
Definition of the Term .....................................................................
5
CHAPTER II: REVIEW TO RELATED LITERATURE
2.1
2.2
Games as Media of Teaching ..........................................................
7
2.1.1 The Benefits of Using Games .............................................
8
2.1.2 The types of Games .............................................................
9
Dice Games ......................................................................................
10
2.2.1 Advantages of Using Dice Game .........................................
11
xi
2.2.2 The Procedure in Playing Dice Game ..................................
12
Tense ................................................................................................
12
2.3.1 Definition of Tense ..............................................................
13
2.3.2 Types of Tense .....................................................................
13
Simple Present Tense .......................................................................
15
2.4.1
The Function of Simple Present Tense ................................
15
2.4.2
Structure of Simple Present Tense ......................................
16
Teaching English in MTs. Ma’ahid Kudus ......................................
20
2.5.1
Purpose of Teaching English in MTs. Ma’ahid Kudus .......
20
2.5.2 Material of Teaching English in MTs. Ma’ahid Kudus ......
21
2.6
Teaching Simple Present Tense by Using Dice Game ....................
22
2.7
Hypothesis .......................................................................................
23
2.3
2.4
2.5
CHAPTER III: METHODOLOGY OF THE RESEARCH
3.1
Setting and Characteristic of Subject of The Research ...................
24
3.2
Variable of The Research ................................................................
24
3.3
Design of The Research ..................................................................
25
3.3.1 Planning ..............................................................................
27
3.3.2 Action ..................................................................................
27
3.3.3 Observation .........................................................................
28
3.3.4 Reflection ............................................................................
29
3.4
Procedure of the Research ...............................................................
29
3.5
Technique of Collecting Data ..........................................................
30
xii
3.6
Technique of Data Analysis .............................................................
30
CHAPTER IV: FINDING OF THE RESEARCH
4.1
Preliminary Research .......................................................................
33
4.2
Cycle I ..............................................................................................
34
4.2.1 Planning ................................................................................
34
4.2.2 Action ..................................................................................
35
4.2.3 Observation ..........................................................................
36
4.2.4
Reflection ............................................................................
37
Cycle II ............................................................................................
40
4.3.1 Planning ...............................................................................
40
4.3.2 Action ..................................................................................
41
4.3.3 Observation .........................................................................
42
4.3.4
Reflection ............................................................................
42
Cycle III ..........................................................................................
45
4.4.1 Planning ...............................................................................
45
4.4.2 Action ..................................................................................
46
4.4.3 Observation ..........................................................................
47
4.4.4
48
4.3
4.4
Reflection .............................................................................
CHAPTER V: DISCUSSION
5.1
The Use of Dice Game for Teaching Simple Present Tense ...........
xiii
52
5.2
The Improvement of The Students’ Mastery In Simple Present Tense of
The Seventh Grade Students of MTs. Maahid Kudus In Academic Year
2011/2012 ........................................................................................
5.3
54
The Effect of Using Dice Game In Teaching Simple Present Tense for
Seventh Grade Students of MTs. Maahid Kudus In Academic Year
2011/2012 ........................................................................................
56
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1
Conclusion .......................................................................................
6.2
Suggestion .......................................................................................
60
BIBLIOGRAPHY .....................................................................................
61
APPENDICES ...........................................................................................
62
STATEMENT SHEET
CURRICULUM VITAE
xiv
59
LIST OF TABLES
Table
Page
3.1
The measurement of the student’s achievement ..............................
4.1.
The frequency distribution of the students’ mastery in Simple
32
Present Tense cycle I .......................................................................
38
4.2
The measurement of the student’s achievement in cycle I ..............
39
4.3
The frequency distribution of the students’ mastery in Simple
Present Tense cycle II ......................................................................
43
4.4
The measurement of the student’s achievement in cycle II .............
44
4.5
The frequency distribution of the students’ mastery in Simple
Present Tense cycle III ....................................................................
49
4.6
The measurement of the student’s achievement in cycle III ...........
50
4.7
Recapitulation of the students’ score of Simple Present Tense taught
by using Dice Game .........................................................................
xv
51
LIST OF FIGURE
Figure
3.1
Page
Classroom Action Research Model by Hopkins ..............................
xvi
26
LIST OF APPENDICES
Appendix
Page
Appendix 1
Lesson Plan Cycle I ............................................................
61
Appendix 2
Lesson Plan Cycle II ...........................................................
64
Appendix 3
Lesson Plan Cycle III ..........................................................
67
Appendix 4
Table of Specification for Simple Present Tense cycle I .....
70
Appendix 5
The Lay Out of Achivement Test in cycle I ........................
72
Appendix 6
The Test Score of Cycle I ....................................................
76
Appendix 7
Table of Specification for Simple Present Tense cycle II ...
77
Appendix 8
The Lay Out of Achivement Test in cycle II .......................
79
Appendix 9
The Test Score of Cycle II ..................................................
83
Appendix 10 Table of Specification for Simple Present Tense cycle III ..
84
Appendix 11 The Lay Out of Achivement Test in cycle III .....................
86
Appendix 12 The Test Score of Cycle III .................................................
90
Appendix 13 Students’ observation sheet cycle I ......................................
91
Appendix 14 Students’ observation sheet cycle II ....................................
92
Appendix 15 Students’ observation sheet cycle III ...................................
93
Appendix 16 Teacher’s observation sheet cycle I .....................................
94
Appendix 17 Teacher’s observation sheet cycle II ....................................
95
Appendix 18 Teacher’s observation sheet cycle III ...................................
96
Appendix 19 Questionnaire Form .............................................................
Appendix 20 The result of Questionnaire .................................................
97
98
xvii
xviii
IN SIMPLE PRESENT TENSE
(A CLASSROOM ACTION RESEARCH
OF THE SEVENTH GRADE STUDENTS OF MTs. MA’AHID KUDUS
IN THE ACADEMIC YEAR 2011/2012)
By
MARDIANA SARI
NIM 200732231
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE USE OF DICE GAME TO IMPROVE STUDENTS’ MASTERY
IN SIMPLE PRESENT TENSE
(A Classroom Action Research of the Seventh Grade Students
of MTs. Ma’ahid Kudus in Academic Year 2011/2012)
SKRIPSI
Presented to
Muria Kudus University
in Partial Fulfillment of the Requirements
for Completing the Sarjana Program
in The English Education Department
By:
Mardiana Sari
2007-32-231
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
Motto:
There is no impossible word if we never give up. Keep studying and praying
to Allah.
We are what we think and do. Embed that in your mind.
‘Ikhlas’ is the key of life to progress
Dedication:
She dedicates this skripsi to:
Allah SWT the Almighty
Her beloved parents who always gives support
Her beloved little brothers
Her beloved best friends (Nana R, Rani Rosyidah, Siti
Jumanah, Romdhonah SSR)
All of Formi’s member who always give motivation
(especially for Zulfan Ade S and Meilany Happy F)
iv
ADVISOR’S APPROVAL
This is to certify that the skripsi of Mardiana Sari has been approved by the
skripsi advisors for further approval by the Examining Committee.
Kudus, February
2012
First Advisor
Diah Kurniati, S.Pd,M.Pd
NIS. 0610701000001190
Second Advisor
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001160
Acknowledged by
The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
v
BOARD OF EXAMINERS
This is to certify that the skripsi of Mardiana Sari has been aproved by the
examining committee as a requirement for the “Sarjana” Degree in English
Education Department.
Kudus, February
2012
Examining Committee
Diah Kurniati, S.Pd,M.Pd.
NIS. 0610701000001190
, Chairman
Ahdi Riyono, SS, M.Hum
NIS. 0610701000001160
, Member
Drs. Suprihadi
NIS.19570616-198403-1-015
, Member
Fajar Kartika, SS, M.Hum
NIS.0610701000001191
, Member
Acknowledged by:
The Dean of Teacher Training and Education Faculty
Drs. Susilo Rahardjo, M.Pd.
NIP. 19560619-198503-1-002
vi
ACKNOWLEDGEMENT
The writer gives her gratitude to Allah SWT for giving her everything in her
life, so that she can finish writing the research entitled “The Use of Dice Game to
Improve Students’ Mastery in Simple Present Tense (A Classroom Action
Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in the Academic
Year 2011/2012)”. Then, the writer would like to express her gratitude to:
1.
Drs. Susilo Raharjo, M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria Kudus University,
2.
Fitri Budi Suryani, S.S, M.Pd. as the Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University,
3.
Diah Kurniati, S.Pd, M.Pd as the First Advisor who has guided and given her
suggestion in finishing this skripsi with a great patience,
4.
Ahdi Riyono, SS, M.Hum as the Second Advisor who has given contributive
criticism and assistance during completing this skripsi,
5.
All of the lecturers who taught her during studying at the English Education
Department Teacher Training and Education Faculty,
6.
Noor Azis as the Headmaster of MTs. Maahid Kudus, who permits and
facilitates her to conduct the research in his school,
7.
Agus Salim, S.Pd as the English Teacher of MTs. Maahid Kudus, who allows
and helps the writer to carry out the research in his class,
8.
Her beloved family for their love and support,
9.
Her beloved friends who give support and help her.
vii
Finally, the writer would like to express her thanks to all people who
helped her in finishing this skripsi. Hopefully, this skripsi would contribute to
English learning at Muria Kudus University and can be useful for all.
Kudus,
February 2012
The Writer
viii
ABSTRACT
Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in
Simple Present Tense (A Classroom Action Research of the Seventh Grade
Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012.
Skripsi, English Education Department Teacher Training and Education
Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd,
(2) Ahdi Riyono, SS, M.Hum.
Key words : Dice Game, Simple Present Tense and Classroom Action Research.
As an International language, English plays an important role in
connecting people in the world. One way of mastering English is by improving
the mastery of grammar, especially Simple Present Tense. Simple Present Tense
is the first tense that is introduced to the students of junior high school because
this tense commonly used in daily conversation. Unfortunately, the students have
difficulties in constructing a sentence in Simple Present Tense. Therefore, the
teacher must use the appropriate teaching media to improve the students’ mastery.
Dice game is one of the alternative teaching media that can be used in teaching
English to improve students’ mastery in Simple Present Tense. So, in this
research, the writer uses dice game as a teaching media in teaching English.
The objective of this research is to improve students’ mastery in Simple
Present Tense by using dice game at the Seventh Grade Students of MTs. Ma’ahid
Kudus in academic year 2011/2012 through Classroom Action Research (CAR).
The classroom action research is used to design this research and followed
by three cycles. Each cycle is conducted through four steps; they are: planning,
action, observation and reflection. This research is conducted at the seventh grade
students of MTs. Ma’ahid Kudus in academic year 2011/2012. The class consists
of three classes; they are class A, B and C. In this research, the writer chooses
class VII-A that consists of 38 students to conduct the research.
In the result, the students’ mastery in Simple Present Tense improves from
cycle I until cycle III. In cycle I, the average score is 65.76, in cycle II the average
score is 69.76 and in cycle III the average score is 73.34. Besides, the students
feel more enjoy and fun in playing dice game. Therefore, the writer can conclude
that the use of dice game can improve students’ mastery in Simple Present Tense
at the Seventh Grade Students of MTs. Ma’ahid Kudus in academic year
2011/2012.
Therefore, the writer recommends some suggestions. First, teacher should
use dice game as media of teaching and learning to teach English grammar
especially Simple Present Tense. The teacher also should give motivation and
support for the students in order to increase the students’ understanding,
especially in mastering Simple Present Tense through dice game. In addition, the
students should practice more in increasing their knowledge so their ability in
English will improve well.
ix
ABSTRAKSI
Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in
Simple Present Tense (A Classroom Action Research of the Seventh Grade
Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012.
Skripsi, English Education Department Teacher Training and Education
Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd
(2) Ahdi Riyono, SS, M.Hum
Key words : Dice game, Simple Present Tense and Classroom Action Research.
Sebagai bahasa Internasional, Bahasa Inggris mempunyai peran penting
dalam menghubungkan orang-orang di dunia. Salah satu cara menguasai Bahasa
Inggris adalah dengan meningkatkan grammar, khususnya Simple Present Tense.
Simple Present Tense adalah tenses pertama yang diajarkan kepada siswa SMP
karena tenses ini biasa digunakan dalam percakapan sehari-hari. Sayangnya,
siswa-siswa mengalami kesulitan dalam membuat kalimat menggunakan Simple
Present Tense. Oleh karena itu, guru harus menggunakan media pembelajaran
yang tepat untuk meningkatkan kemampuan siswa. Permainan dadu merupakan
media pembelajaran yang dapat digunakan dalam mengajar Bahasa Inggris untuk
meningkatkan kemampuan siswa dalam memahami Simple Present Tense.
Sehingga, dalam penelitian ini, penulis menggunakan permainan dadu sebagai
media pembelajaran dalam mengajar Bahasa Inggris..
Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa dalam
Simple Present Tense dengan menggunakan permainan dadu sebagai media
pembelajaran pada siswa kelas VII di MTs. Maahid Kudus tahun ajaran
2011/2012 dengan menggunakan Penelitian Tindakan Kelas (PTK).
Desain yang digunakan dalam penelitian ini adalah Penelitian Tindakan
Kelas yang diikuti dengan tiga siklus. Setiap siklus terdiri dari empat tahapan,
yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilakukan
pada siswa kelas VII MTs. Maahid Kudus tahun ajaran 2011/2012 yang terdiri
dari tiga kelas, yaitu kelas A, B dan C. Dalam penelitian ini, peneliti memilih
kelas A yang terdiri dari 38 siswa.
Hasil penelitian menunjukkan bahwa kemampuan siswa dalam memahami
Simple Present Tense meningkat dari siklus I sampai siklus III. Nilai rata-rata
siswa di siklus I adalah 65.76, di siklus II menjadi 69.76 dan di siklus III 73.34.
Disamping itu, siswa merasa lebih menikmati dan senang bermain permainan
dadu. Oleh karena itu, peneliti menyimpulkan bahwa penggunaan permainan dadu
sebagai media pembelajaran dapat meningkatkan kemampuan siswa dalam Simple
Present Tense kelas VII di MTs. Maahid Kudus tahun ajaran 2011/2012.
Dengan begitu, peneliti memberikan beberapa saran. Pertama, guru dapat
menggunakan permainan dadu untuk media pembelajaran bahasa inggris terutama
untuk materi Simple Present Tense. Disisi lain, siswa harus meningkatkan
pengetahuan bahasa Inggrisnya.
x
TABLE OF CONTENT
COVER
LOGO OF UMK ........................................................................................
ii
PAGE OF TITLE ......................................................................................
iii
MOTTO AND DEDICATION .................................................................
iv
APPROVAL SHEET ................................................................................
v
EXAMINERS’ APPROVAL ...................................................................
vi
ACKNOWLEDGEMENT .......................................................................
vii
ABSTRACT ...............................................................................................
ix
ABSTRAKSI ..............................................................................................
x
TABLE OF CONTENT ............................................................................
xi
LIST OF TABLES ....................................................................................
xv
LIST OF FIGURE ..................................................................................... xvi
LIST OF APPENDICES .......................................................................... xvii
CHAPTER I: INTRODUCTION
1.1
Background of the Research ............................................................
1
1.2
Statement of the Problem .................................................................
4
1.3
Objective of the Research ................................................................
4
1.4
Significant of the Research ..............................................................
4
1.5
Limitation of the Research ...............................................................
5
1.6
Definition of the Term .....................................................................
5
CHAPTER II: REVIEW TO RELATED LITERATURE
2.1
2.2
Games as Media of Teaching ..........................................................
7
2.1.1 The Benefits of Using Games .............................................
8
2.1.2 The types of Games .............................................................
9
Dice Games ......................................................................................
10
2.2.1 Advantages of Using Dice Game .........................................
11
xi
2.2.2 The Procedure in Playing Dice Game ..................................
12
Tense ................................................................................................
12
2.3.1 Definition of Tense ..............................................................
13
2.3.2 Types of Tense .....................................................................
13
Simple Present Tense .......................................................................
15
2.4.1
The Function of Simple Present Tense ................................
15
2.4.2
Structure of Simple Present Tense ......................................
16
Teaching English in MTs. Ma’ahid Kudus ......................................
20
2.5.1
Purpose of Teaching English in MTs. Ma’ahid Kudus .......
20
2.5.2 Material of Teaching English in MTs. Ma’ahid Kudus ......
21
2.6
Teaching Simple Present Tense by Using Dice Game ....................
22
2.7
Hypothesis .......................................................................................
23
2.3
2.4
2.5
CHAPTER III: METHODOLOGY OF THE RESEARCH
3.1
Setting and Characteristic of Subject of The Research ...................
24
3.2
Variable of The Research ................................................................
24
3.3
Design of The Research ..................................................................
25
3.3.1 Planning ..............................................................................
27
3.3.2 Action ..................................................................................
27
3.3.3 Observation .........................................................................
28
3.3.4 Reflection ............................................................................
29
3.4
Procedure of the Research ...............................................................
29
3.5
Technique of Collecting Data ..........................................................
30
xii
3.6
Technique of Data Analysis .............................................................
30
CHAPTER IV: FINDING OF THE RESEARCH
4.1
Preliminary Research .......................................................................
33
4.2
Cycle I ..............................................................................................
34
4.2.1 Planning ................................................................................
34
4.2.2 Action ..................................................................................
35
4.2.3 Observation ..........................................................................
36
4.2.4
Reflection ............................................................................
37
Cycle II ............................................................................................
40
4.3.1 Planning ...............................................................................
40
4.3.2 Action ..................................................................................
41
4.3.3 Observation .........................................................................
42
4.3.4
Reflection ............................................................................
42
Cycle III ..........................................................................................
45
4.4.1 Planning ...............................................................................
45
4.4.2 Action ..................................................................................
46
4.4.3 Observation ..........................................................................
47
4.4.4
48
4.3
4.4
Reflection .............................................................................
CHAPTER V: DISCUSSION
5.1
The Use of Dice Game for Teaching Simple Present Tense ...........
xiii
52
5.2
The Improvement of The Students’ Mastery In Simple Present Tense of
The Seventh Grade Students of MTs. Maahid Kudus In Academic Year
2011/2012 ........................................................................................
5.3
54
The Effect of Using Dice Game In Teaching Simple Present Tense for
Seventh Grade Students of MTs. Maahid Kudus In Academic Year
2011/2012 ........................................................................................
56
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1
Conclusion .......................................................................................
6.2
Suggestion .......................................................................................
60
BIBLIOGRAPHY .....................................................................................
61
APPENDICES ...........................................................................................
62
STATEMENT SHEET
CURRICULUM VITAE
xiv
59
LIST OF TABLES
Table
Page
3.1
The measurement of the student’s achievement ..............................
4.1.
The frequency distribution of the students’ mastery in Simple
32
Present Tense cycle I .......................................................................
38
4.2
The measurement of the student’s achievement in cycle I ..............
39
4.3
The frequency distribution of the students’ mastery in Simple
Present Tense cycle II ......................................................................
43
4.4
The measurement of the student’s achievement in cycle II .............
44
4.5
The frequency distribution of the students’ mastery in Simple
Present Tense cycle III ....................................................................
49
4.6
The measurement of the student’s achievement in cycle III ...........
50
4.7
Recapitulation of the students’ score of Simple Present Tense taught
by using Dice Game .........................................................................
xv
51
LIST OF FIGURE
Figure
3.1
Page
Classroom Action Research Model by Hopkins ..............................
xvi
26
LIST OF APPENDICES
Appendix
Page
Appendix 1
Lesson Plan Cycle I ............................................................
61
Appendix 2
Lesson Plan Cycle II ...........................................................
64
Appendix 3
Lesson Plan Cycle III ..........................................................
67
Appendix 4
Table of Specification for Simple Present Tense cycle I .....
70
Appendix 5
The Lay Out of Achivement Test in cycle I ........................
72
Appendix 6
The Test Score of Cycle I ....................................................
76
Appendix 7
Table of Specification for Simple Present Tense cycle II ...
77
Appendix 8
The Lay Out of Achivement Test in cycle II .......................
79
Appendix 9
The Test Score of Cycle II ..................................................
83
Appendix 10 Table of Specification for Simple Present Tense cycle III ..
84
Appendix 11 The Lay Out of Achivement Test in cycle III .....................
86
Appendix 12 The Test Score of Cycle III .................................................
90
Appendix 13 Students’ observation sheet cycle I ......................................
91
Appendix 14 Students’ observation sheet cycle II ....................................
92
Appendix 15 Students’ observation sheet cycle III ...................................
93
Appendix 16 Teacher’s observation sheet cycle I .....................................
94
Appendix 17 Teacher’s observation sheet cycle II ....................................
95
Appendix 18 Teacher’s observation sheet cycle III ...................................
96
Appendix 19 Questionnaire Form .............................................................
Appendix 20 The result of Questionnaire .................................................
97
98
xvii
xviii