2534-9130-1-pb.pdf

THE TEACHERS’ USE OF JUMBLED WORDS IN ENGLISH EXERCISE TO STUDENTS’ GRAMMARICAL MASTERY OF WRITING AT THE EIGHTH STUDENTS OF SMPN 2 CANDUNG Rita Yuliana 1) Adzanil Prima Septy2) Lailatul Husna 2) 1)

MahasiswaJurusanpendidikanbahasainggris FKIP Bung Hatta E-mail: [email protected] 2) StafPengajarJurusanPendidikanBahasainggris FKIP Universitas Bung Hatta English DepartmentThe Faculty of Teacher Training and Education Bung hatta university

Abstract The purpose of this research was to identify the teacher’s use of jumbled words in English exercises of writing at the eighth students of SMPN 2 Candung. This study was particularly aimed at: 1. Identifying the way in which teacher use of jumbled words in English exercises of writing, 2. Identifying the teacher’s opinion about the use of jumbled words students’ grammatical mastery of writing, 3. Identifying the student’s perception about the teacher’s use of jumbled words in English exercises of writing, 4. Identifying students’ grammatical mastery of jumbled words writing as the effect of teacher teaching. The design of this research was descriptive. Population of this research was 39 students of the eighth grade students at SMPN 2 Candung. The data were collected from interview, questionnaire, and test session. Interview was applied to identify the way in which teacher use of jumbled words in English exercises writing and to identify the teacher opinions about the use of jumbled words students’ grammatical mastery of writing. Questionnaire was used to identify the students’ perception about the teacher’s use of jumbled words in English exercises of writing. And test was used to identify students’ grammatical mastery of jumbled words writing as the effect of teacher teaching. This study concluded that most of the eighth grade students of SMPN 2 Candung, especially VIII.2 class had increased scores significantly. Then, scores are converted by Harris’ categories, whether the students’ mastery of grammar in simple present tense was excellent, good, fair, or poor. Keywords: Jumbled Words, Grammatical Mastery, Writing

A. Introduction English is one of foreign languages taught to the students in schools. It is an important subject that is learned by students beginning from elementary schools up to university. Lie (2004:1) says that English is the first foreign language that is recognized by the government and it is studied formally in a classroom. The students who study English are expected to have abilities in this language. These abilities include four language skills and two language components. The skills are listening, speaking, reading and writing, and the language components are grammar and vocabulary.

Writing is the one of the four

skill.

In

English

grammar

mastery,

language skills and it is the most important

students have many problems such as,

process in learning English. It cannot

grammatical error, syntax, passive voice,

separate with every learning process

multiple

experienced by the students as long as they

indirect, etc. One kind of assessment that

are still in educational process. Hasibuan

can be used by teacher in evaluating the

(2007:127) states that writing is both

students’ grammatical mastery in writing is

process and a product. Students learn to

through Jumbled words. Jumbled words,

write by writing. As one of the important

we have known as an Arrangement of

skill process, writing allows the students to

Words, word puzzle with a clue, a drawing

master every category that can give good

illustrating the clue, and a set of words.

choices,

tenses,

direct

and

influence to their writing ability in each

Based on the reason above, the

level of education. One of categories is to

researcher was interested in conducting

master writing skill with the mastery of

this research entitled “The Teacher’s Use

grammar. Grammar is a system of rules

of Jumbled Words in English Exercises to

governing the conventional arrangement

Students’ Grammatical Mastery of Writing

and relationship of word in a sentence.

at the Eighth Grade students of SMP N 2

Grammar has a big influence in learning

language

skills;

listening,

speaking, reading, and writing (Brown,

Candung”. The writer would like to state the problem as follows:

2009:293). In mastering listening skill, the

1. How is teacher way about the use

learners are expected to master the

of jumbled words in English

grammar of language in order to make

exercises of writing?

them understand the form of spoken

2. How is teacher’s opinion about

grammar. Then, in mastering speaking

students’ grammatical mastery of

skill, we need to know how to use the

writing?

grammatical word classes, system, word

3. How is students’ perception about

order, patterns, and rules. Next, grammar

the teacher’s use of jumbled

plays an important role in reading. When

words in English exercises of

we read something we should concentrate

writing?

on the use of essential structures of

4. How is students’ grammatical

language. And the last, grammar gives an

mastery of jumbled words writing

effect to writing. It means that by having

as the effect of teacher teaching?

known grammar, it can make good writing

•

Organizing ideas

•

Grammar

1. To identify the way in which

•

Vocabulary

teacher use of jumbled words in

•

Mechanics

English exercises writing.

•

Content

3.

The Importance of Writing

The purposes of this research were the researcher wants:

2. To identify the teacher’s opinion about the use of jumbled words

Writing is very important for us, it

students’ grammatical mastery of

can help us to have a good socialization,

writing. 3. To

identify

the

students’

perception about the teacher’s use of jumbled words in English

We can see the importance of writing in the daily life and in our social life, like in education and business aspect, for example

exercises of writing. 4. To identify students’ grammatical mastery of jumbled words writing as the effect of teacher teaching.

when we write a letter or application letter. Although writing is very important for us, it is difficult subject especially for the students. Ramires (2007:11) states that

B. Review of Related Literature 1.

express our ideas, feeling, and our opinion.

writing can impose grammatical structure,

Nature of Writing

idiom and vocabulary, according to her, Oshima and Hogue (2007:3) state that academic writing is a kind of writing

there are some functions of writing there are:

that we use in high school and college.

1. To communicate with a reader.

Writing is also one of the communication

2. To express ideas without pressure

tools for us; writing has function to

of face communication.

communicate information or message.

3. To explore a subject.

Because writing is a tool to communicate

4. To record experiences.

information, we should write carefully so

5. To

become

familiar

that the message can be understood well by

convention

the teacher.

discourse or a text.

2.

Components of Writing

4.

According to Bryne (2011:120) and Harris

(1969:

68),

there

are

of

written

with

the

English

The Criteria of Good Writing According to Peha (2003:5), a good

five

writing would definitely have to include

components that should be considered in

things like proper grammar, use of

writing:

punctuation marks and capitalization, and

spelling. A good writing makes the

tenses. And one of them is simple present

readers are easier to understand about the

tense.

ideas in the written text. Good writing has:

6.

a. Ideas

that

is

interesting

things that are true in the general, or for

b. Organization that is logical and

that

is

individual

and

present is used for events or situations that exist always, usually, or habitually in the

appropriate. d. Word Choice that is specific and

past, present, and future. Simple present tense is divided into two parts; the nominal

memorable. e. Sentence Fluency that is smooth and

and the verbal sentence. Murphy (2007:10) states that a nominal sentence does not

expressive. f. Conventions that is correct and

of the sentences. And, verbal sentence

Nature of Grammar Grammar is the system of a People

have a verb as predicate and it consists of adjective, adverb, or noun as complement

communicative.

language.

things that happen sometimes or all the time. According to Azar (2004:4), simple

effective.

5.

Simple present tense is used for

and

important.

c. Voice

Simple Present tenses

sometimes

describe

grammar as rules of a language. Nordquist

contains a verb phrase as predicate of the sentence. 7.

Jumbled Words

the

Jumbled words is one task for the

systematic study and description of a

students in rearrange of the reordering

language. It means that grammar is

word and mix things together in confusing

something that people use to find their way

words into correct sentences. According

to communicate with others by language.

Hornby (2004:732) jumbled words is to

Without knowing the grammar of the

mix things together in confused or untidy

language, one cannot be said to have

way. One task at the sentence level may

learned the language.

appeal to those who are found of the word

(2013:1)

says

that

grammar

is

Tense is a verb form that shows the

games

and

puzzles:

ordering

(or

time of action. In English, there are four

reordering) a scrambled set of words into a

fundamental tenses; they are the present

correct sentence

tense, the past tense, the future tense, and

8.

The Procedures of Jumbled Words

the past future tense. (Hartanto, 2006:257).

According to Corners (2012:1),

These tenses are divided into sixteen

there are six procedures that should be considered in Jumbled words:

•

Tell students they are going to

populations of students are distributed into

arrange words to make sentences.

two classes: class VIII.1 and VIII.2. The

Put students in pairs or groups of

total number of member of the population

three to four students.

was 39 students. The subjects are teachers

•

Model the activity.

as a mayor subject and students as a minor

•

Have pairs or groups work to

subject.

arrange the cards into sentences.

3.

•

•

When a pair or group has finished forming

sentences,

have

true for them or, for sentences not in the first person, if the sentence is a good description of anyone they

the descriptive data usually collects by using

test,

questionnaire,

check

list,

interview and observation. The instruments that were used to get the data in this research were interview, questionnaire, and

know. End the activity promptly after 20

writing test 4.

minutes. •

According to Arikunto (2012:41),

them

discuss whether the sentences are

•

Instrumentation

Option: If you include blank cards

Technique of Gathering Data •

Interview

in set, students can use them to

The researcher used the mother

write their own words and make

tongue or Indonesian language in

additional sentences.

order to avoid misunderstanding

C. Research Methodology

and misinterpreting between the

1.

researcher and the teachers. The

Design of the Research This

research

used

researcher followed the following

descriptive

steps:

research design. It described the ability of

1. The

students’ grammatical mastery in writing.

2. The

research involves collecting data to answer

were all of the VIII class students and teachers of SMP N 2 Candung. The

teachers

answer

the

3. The researcher recorded the

the subject of the study.

The populations of the research

some

question.

questions concerning the current status of

Population and Sample

read

questions.

According to Gay (2009: 189), descriptive

2.

researcher

teachers’ answer into cassette. •

Questionnaire To collect the data, the researcher

distributed

the

•

questionnaire to the numbers of

mastery of writing, researcher did

sample and allocates 30 minutes to

the following procedures:

fill questionnaire.

1. Researcher teachers’

Writing Test

data through the student’s writing

and

test. The researcher followed the

words.

researcher

copied

•

gave them to the second scorer.

opinion

the

researcher

student’s

and

scores,

the

with

the

analyzed

formula 𝑀𝑀 =

the

second scorer gave score of each

∑ 𝑥𝑥 N

2. Classify

the

students’

based

on

student’s writing based on the

perception

following criteria:

following criteria, (O’ Malley,

Criteria of Scoring Each

Component

Item

Ideas

There is a meaning

1

2.

Grammar

There is correct subject, to be,

3

(Simple

and V1 (s/es)

a. ≥ M = Positive/ good perception

Present

b. ≤ M = Negative/ bad

Tense) Mechanics

If

the

use

the

1996):

Score

1.

capitalization,

perception

1

spelling and punctuation is

3. Calculate the percentage of the

true. Total scorer

0–5

students who has positive and negative by using the following

Technique of Analyzing Data •

the

1. Calculate the mean by using

answer sheets.

5.

jumbled

following procedures:

The researcher and the second read

having

researcher

scoring to the second scorer.

3.

use

Questionnaire After

The researcher stated criteria of

No

each

using statement.

the

student’s answer sheets and

The

on

2. Researcher listed the answer by

following steps:

scorer

answer

the

indicator of the teachers’ way

The researcher analyzed the

The

grouped

formula:

Interview To analyze the data on the teachers’ way and opinion about

•

𝐹𝐹

P = 𝑁𝑁 𝑥𝑥 100%

Writing Test

use of jumbled words in English

The researcher used the

exercises in students’ grammatical

descriptive technique in analyzing

the data. There were some steps as

1.

The Way in which Teacher use of

follows:

Jumbled

1. Count the writing test score from

No

Questions

words

kata

yang

asapadasiswa SMP. Teacher B: Jumbled words adalahsebuah

scorer I + scorer II 2 3. Count the average score of two calculated

strategy

1

the

pendapatandatenta

ris,

ngpenggunaan

sayaseringmenggunakaniniuntuklatihanmenu

jumbled

lispelajar.

words

dalamlatihanmenu

Teacher

lis?

sangatpentingdalamlatihanbahasamenulisdala

Jumbled

words

di rekomendasikanolehpemerintahmelaluikurik ulum yang kami gunakan, jumbled words jugasangatmembantusiswadalammenentukan polakalimat. Teacher

(Arikunto, 2012: 299): Bagaimanapendap

∑ 𝑥𝑥

atandatentangpem ahaman grammar siswadenganmeng

∑ 𝑥𝑥 ∑ 𝑥𝑥 ² 𝑆𝑆𝑆𝑆 = � − � �² 𝑛𝑛 𝑛𝑛

C:

mpendidikanbahasainggris, selain strategy ini

formula,

N

yang

terteradalamkurikulumpendidikanbahasaingg

Standard Deviation (SD) by following

menulis

Apadanbagaimana

average score Mean (M) and

2

gunakan

jumbled

words terhadapkemampu ansiswadalammen ulis?

4. Next, the researcher classified students’

Jumbled

manaseringdigunakandalampembelajaranbah

=

the

A:

adalahsebuahlatihanacak

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑡𝑡 ′ 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠

𝑀𝑀 =

Teachers’ Answer Teacher

scorers by using the formula:

using

English

Interview Transcript

2. Count the average score of two

and

in

Exercises of Writing

the two scorers.

scorer

Words

A:

Jumbled

words

cukupmembantusiswa di berbagaiaspek yang tercakupdalam grammar. Teacher

B:

Jumbled

words

sangatpentingterutamadalammenulis, denganlatihanmenulissiswaakandengansendir inyamengertiakan grammar. Teacher

C:

Jumbled

words

bisamembantusiswadalammemahami grammar, sehinggasiswabisamengetahuisusunankalimat yang benar.

grammatical

Teacher

A:

Siswaseringkalimenemukankesulitan

mastery into three categories: • • •

High Moderate Low

: >M + SD : M – SD → M – SD

3

: <M – SD

5. The last step is the researcher

di

Bagaimanapendap

dalam

atandatentangkesu

Merekamerasabingungatautidaktahudalamme

litandalampemaha

nentukan grammar apa yang harusdigunakan.

man

Karenaketidaktahuantentangjenis tenses yang

grammar

grammar.

siswadenganmeng

adamembuatmerekasulitdalammemahami

gunakan

grammar.

jumbled

words

Teacher

terhadapkemampu

Siswaterkadangkurangmengertimenempatkan

ansiswadalammen

subjek, kata kerjadanobjekdisebuahkalimat.

ulis?

Teacher C: Dalammenyusun jumbled words

B:

counts the percentage of the

siswaseringterbalikmenulisantarasubjekdeng

students who get high, moderate,

Teacher A: Penggunaan jumbled words

and low grammatical mastery

karenadenganmengetahui

anobjek.

memangsangatpentingdalam

using following formula: 𝐹𝐹

𝑃𝑃 = 𝑇𝑇 X 100 %

D. Findings and Discussions

4

grammar, grammar

yang

Bagaimanapendap

benarmakasiswabisamembuatkalimat

yang

atandatentangkele

benar. Denganmenyusun jumbled words

bihanmenggunaka

siswabisamengetahuiapakahmerekasudahme

n jumbled words

ngertidengancaramembuatkalimat.

terhadapkemampu

Teacher B: Denganmenggunakan jumbled

an

grammar

words sangatmembantupemahaman grammar

siswadalammenuli

siswa, denganmenyusun kata-kata jumbled

s?

words siswadapatmengetahui grammar apa yang harusdigunakandalammembuatsebuahkalimat .

Teacher

C:

Jumbled

words

bisameningkatkankemampuanmenulissiswas ehinggasiswabisadenganmudahmembuatkali matbahasainggris. Teacher

A:

Guru

seringmenemukankesulitan siswadalammenyusun Siswatidaktahu Bagaimanapendap atandatentangkele mahanmenggunak 5

an jumbled words terhadapkemampu an

grammar

siswadalammenuli s?

grammar

jumbled

words.

apa

yang

kata

harusditulispertama

kali

dalammenyusun

jumbled words. Teacher

B:

Bagisiswa

mempunyaikosakata

yang

jumbled

Merekatidakmengetahuimana

English. The students’ more understand to write a sentence using jumbled words because the students’ know the structure of correct sentence.

yang

sedikitmerekaakanmengalamikesulitandalam menyusun

and the students’ don’t boring in study

words. yang

akandijadikansubjek, kata kerjaatauobjek. Teacher C: Denganmenggunakan jumbled words siswatidakbisaberkreasidalammembuatkalim at. Merekahanyaterpakudengan kata acak yang diberikanoleh guru.

3.

The Students’ Perception about the Teacher’s Use of Jumbled Words Jumbled

Words

in

Exercises of Writing Students’ Score from Questionnaire Respondent

Total of Score

1

42

Based on the questions above, the

2

29

researcher had done, the result of the

3

44

4

43

interview showed that the teacher almost

5

40

use jumbled words in English exercises of

6

28

7

41

8

39

9

40

10

31

writing. We can see this fact from the result of interview above. All of teacher agree that effective jumbled words in

11

34

course of study English. And the used of

12

27

jumbled words in English exercises can be

13

36

14

27

15

47

improve students’ writing comprehension 2.

English

16

53

The Teacher’s Opinion about the

17

36

use of Jumbled Words Students’

18

38

19

38

Total

713

Grammatical Mastery of Writing From the explanation above about the teacher’s opinion about the use of jumbled

words

students’

grammatical

Students Perception on Jumbled Words No

mastery of writing. The researcher found

1

that the teachers use jumbled words in

2

Students’ Categories Positive Perception Negative Perception

Mean

Frequency

%

>38

11

57.89%

<38

8

42.10%

study English language. The teacher usually use of jumbled words in teaching

The data analysis showed that more

and learning English in class room. Also,

than half of the students had positive

teacher makes jumbled words like a game

perception on the teacher’s use of jumbled



words in English exercises of writing. This fact showed that the students received that

(15.79%) 

use jumbled words by teacher in using jumbled words in English Exercises of

Moderate

ability

=

12

students (63.16%) 

writing. 4.

High ability = 3 students

Low ability = 4 students (21.05%)

Students’ Grammatical Mastery of

The students’ ability to write

Jumbled Words Writing as the Effect of Teacher Teaching

affirmative form simple present tense

•

To calculate the mean = 60.47

using jumbled words was moderate. There

•

To calculate standard deviation =

were 12 students (63.16%) from 19

16.06

students who having moderate ability. It

 

High ability = 2 students

means that the students still had problem to

(10.53%)

write affirmative form simple present tense

Moderate

ability

=

14

students (73.68%) 

using jumbled words. 4.2

Students’

Low ability = 3 students

simple present tense using jumbled words was moderate. There were 14 students (73.68%) from 19 students who having moderate ability. It means that the students still did not understand how to write simple present tense using jumbled words. Ability

Write

Tense Using Jumbled words

The students’ ability to write

Students’

to

Negative Form Simple Present

(15.79%)

4.1

Ability

to

Write

Affirmative Form Simple Present

•

To calculate the mean = 19.53

•

To calculate standard deviation = 5.27 

High ability = 5students (26.34%)



Moderate

ability

=

11

students (57.89%) 

Low ability = 3 students (15.79%)

Tense Using Jumbled words

The students’ ability to write

•

To calculate the mean = 24.13

negative form simple sentence using

•

To calculate standard deviation =

jumbled words was moderate. There were

5.43

11 students (57.89%) from 19 students who having moderate ability. It means that the students are still confused about using to be and auxiliary in sentences.

4.3

Students’

Ability

to

Write

c.

The students had positive perception

Interrogative (Yes/No Question)

on the use jumbled words in English

Form

exercises of writing.

Simple

Present

Tense d.

Using Jumbled words

The ability of second year students of

•

To calculate the mean = 16.82

SMPN 2 Candung to write affirmative

•

To calculate standard deviation =

form simple present tense using

7.64

jumbled words was moderate. There

  

High ability = 2 students

were 12 students (63.16%) from 19

(10.53%)

students had moderate ability.

Moderate

ability

=

15

e.

students (78.95%)

SMPN 2 Candung to write negative

Low ability = 2 students

form simple present tense using

(10.53%)

jumbled words was moderate. There were 11 students (57.89%) from 19

The students’ ability to write

students had moderate ability

interrogative (yes/no question) form simple present tense using jumbled words. There were15

The ability of second year students of

students

(78.95%)

from

f.

The ability of second year students of SMPN

19

2

Candung

to

write

students who having moderate ability. It

interrogative (yes/no question) form

means that the students did not understand

simple present tense using jumbled

well how to write interrogative (yes/no

words was moderate. There were 15

question) form simple present tense using

students (78.95%) from 19 students

jumbled words.

had moderate ability

E. Conclusions and Suggestions

2.

Suggestions

1.

Conclusions

a.

For

a.

In

general,

improve

b.

Jumbled students’

Words

can

grammatical

English

teacher,

students’ ability to

since

the

write simple

present tense using jumbled words

mastery of writing.

was moderate, the teachers should

The use of jumbled words to improve

give more explanations about jumbled

students’

mastery of

words and the teacher also asks

writing more enjoyable. Furthermore,

students to remind the using of correct

students become to be active in

subject, to be and VI that will be used

learning process and familiar with the

to write positive form in the jumbled

strategy.

words. Then, the teacher asks students

grammatical

to remind the using of correct subject,

Mc. Graw Company.

to be and VI that will be used to write negative form in the jumbled words. After that, the teacher asks students to remind the using of correct subject, to be and VI that will be used to write interrogative (yes/no question) form in the jumbled words. The last, the teachers

give

exercises

to

make

Hill

Publishing

Hasibuan, K and Fauzan, A. Muhammad. 2007. Teaching English as Foreign Language (TEFL). Pekanbaru: Alaf Riau Graha UNRI Press Hornby, AS. 2004. Oxford Advanced Learners Dictionary of Current English. London: Oxford University Press

sentences based on the students’ activity

happening

or

their

own

sentences. b.

For the students, they are suggested to learn more about mechanics in writing sentences and they are also suggested to pay attention to use subject, to be for singular and plural person, and VI.

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Lie,

A. 2004. PengajaranBahasaAsingANtaraSek olahdanKursus.http://www.Kompas .com/Kompascetak/0407/08/Perdin/1129942.htm (Accessed on September 12ⁿ ͩ , 2013)

Murphy, R. 2007. Essential Grammar in Use. New York: Cambridge University Press. Nordquist. 2013. Grammar and Compositing Guide. Available online: http://grammar.about.com/od/your writing/acharacteristics.htm (Accessed on October 2ⁿ ͩ , 2013) Oshima, A and Hogue Ann. 2007.Introduction to Academic Writing: Third Ed. New York: Pearson Education, Inc Ramires. 2007. Gateways to Academics Writing; Effective Sentences, Paragraph, and Essay. New York: Longman Thornbury, S. 2007. How to Teach Grammar. England: longman group Ltd.