How to help students build english sentence by using the game of card (làm thế nào để giúp sinh viên xây dựng câu tiếng anh bằng cách sử dụng các trò chơi của thẻ)

How to help students build english sentence by using the game of card (làm thế nào để giúp sinh viên xây dựng câu tiếng anh bằng cách sử dụng các trò chơi của thẻ)

CHAPTER 1 INTRODUCTION

English has multi functions for all fields of education which has an important role in absolving and developing science, technology, culture Teacher

of English needs it for communication and establishing relationship with other

Realizing how important the English language, our government includes English in the second curriculum as a compulsory subject for student in our country It is tough from elementary school to university level as an optional subject

There are four components skill in learning English, namely: reading, writing, speaking, and listening the researcher just want to focus in writing skill because writing as productive skill is quite important in developing student’s competence and performance of language English as a foreign language in writing class provides language exposure for the students in using use the language

It is important to emphasize writing, because it rarely a separate activity in integral language classroom (Pappas, 1990:152)

In other word, writing can be a way of expressing idea through written form or is a process of building larger units from smaller ones that it the write uses words to make a composition

By writing, we can compare our opinion with the people who read our writing Good writer doesn’t know everything about the subject, but listen well enough to enter into conversation with others about it Writing can be as media in expressing feeling and self expression and it can be enjoyed not just for the writer itself but also for the reader That is why people want to write to express their feeling, idea, or thought and to read by other Communication is occurred between writer and reader even though reader agrees or not with the writer

Sentence is a group of words that has a least on subject and one predicate and that express a complete thought to be a sentence In teaching writing there are many techniques usually used by teacher, one of them is to make a sentence or using game (Miffin, 1984:45)

Game can stimulate student’s interest and also increase the student’s ability in writing especially in making sentence A properly introduce game can be one of the highest motivation and techniques Right now there are many games in learning English, and it has been publish many books talking about how to make sentence Teaching the student writing through game have to be related to the context of teaching at the time, because there are many games right now related how to arrange sentence (Callum and George, 1950:40)

In English learning, arrange sentence is one of problem that faced by the students Sometimes they are difficult to do that One of method that is believed can increase the students’ ability in making sentence is chain card game It can help the students to arrange or make sentence, the chain card game can be arrange sentence and also it can build the student’s vocabulary

Based on the explanation above, here the writer is interested in conducting

a research entitles “Increasing the Student’s Ability to Make English Sentence through Chain Card Game’’

A Objective of the Study

The objective this research as follows:

1 To explain whether or not chain card game can increase the students’ ability to use simple sentence.

2 To explain whether or not chain card game can increase the students’ ability to use compound sentence

3 To explain whether or not chain card game can increase the students’ ability to use complex sentence

A Significance of research

In accordance with the problem statement above this research is expected

to be beneficial for personal or institute as follows:

a For student

1 Student can be active in learning process, because in learning process students should make cooperation with their group

2 Students will not be doubt to answer the question from their teacher

3 Students have tutor that can help them if they find the difficulties to arrange the sentence

4 Can increase the motivation of students because they can play while study

5 To build up consciousness of the importance of grammar to support the mastery of language skill

a For teacher

As distribution for the teacher, especially English teacher in order they can choose and apply game learning method that can make the student interested in studying

b For school

As an input to recover the system of the school where the research is done

c For the researcher

The researcher is expected can take direct experience in applying the chain card game strategy

A Scope of the Study

The writer limits the study to the ability of the students in second grade of SMP GUPPI SAMATA GOWA in using chain card game strategy to increase the students’ ability in making English sentence focuses on simple sentence, compound sentence, and complex sentence especially in present simple sentences

CHAPTER II REVIEW OF RELATED LITERATURE

A The Concept of Chain Card Game

1 What is chain card game?

Chain card game is a free translation from “Permainan Kartu Berantai” (Carrier, 2009:2) All players are plated these cards as play ramie card In this

game players have to arrange their cards so they can be a sentence, or play the cards to continue the other player’s sentence that haven’t finished yet It can be in the first or the last card construction

A card game is any game using playing cards as the primary things with which the game is played, be they traditional or game specific Some games have formally standardized rules; whole rules for others can vary by region, culture and person A card game is played with a deck of playing cards intended for that game that are identical in size and shape Each card has two sides the face and the back The back of the cards in a deck are indistinguishable (except for those games employing the non standard cards commonly accompanying a deck of cards, such

as calendar cards), preventing any player who cannot see the card’s face from knowing its value The faces of the cards in a deck may all be unique, or may include duplicates, depending on the game In either case, any card is readily identifiable by its face The set of cards that make up the deck are known to the entire player using that deck (Wilkipedia, 2009:1)

2 How to Play Chain Card Game

To support this research, so the writer makes tools such as: lesson plan (RPP), LKS, cards, observation test and interviewing This game can be played by four or more people, with six numbers of cards for each set This number can be add or decrease Every card has one word that is a separate sentence that has arranged, so if the cards are played well, they will become right sentence All players are played the cards as play ramie card In this game, players have to arrange their cards so they can be a sentence or play the cards to continue other

player sentence that haven’t yet can be in the first or the last card construction These cards are made of cartoon with size 5x8 cm This size can be made based

on our taste (Andreas Suwarno, 2003:3)

3 The Steps of Chain Card Game

a The first, teacher explains about simple present tense

b The second, teacher explains how to play chain card game

Cc The third, teacher divides the students into some groups

d The fourth, teacher divides the cards to each groups and let them to play the cards for 15 minutes

e The fifth, teacher asks the representative of each group to bring their cards that have finished and write all of the sentences that has been arranged in white board The six, teacher checkups all of the sentences that has been written by the students in white board

f The last, teacher asks the students to do the work assignment (Andreas Suwarno, 2003:3)

A Game to Improve Student’s Communicative Skill in Language Learning

In recent years language researchers and practitioners’ have shifted their focus from developing individual linguistic skill to the use of language to achieve the speaker’s objectives This is new area of focus, known as communicative competence, leads language teacher to seek task oriented activities that engage their students in creative language use Games which are task based and have a purpose beyond the production of correct speech, serve as excellent

communicative activities (Saricoban and Metin, 2000:92) On the surface, the aim

of language games is for students to use the language however during game play learners also use the target language to persuade and negotiate their way to desired result This process involves the productive and receptive skill simultaneously

Games offer students a fun-filled and relaxing learning atmosphere After learning and practicing new vocabulary, students have opportunity to use language in a non stressful way (Uberman, 1998: 62) While playing game, the learner gives attention on the message, not on the language Rather than pay attention to the correctness of linguistic form, most participant will do all in order

to they can win This eases the fear of negative evolution, the concern of being negatively judged in public, and which is one of language in front of the other people (Horwitz and Cope, 1986: 62) In a game oriented context, anxiety is reduced and speech fluency is generated thus communicative competence is achieved

Games are also motivating Game introduces an element of competition into language-building activities This provides valuable impetus to a purposeful use of language (Parasad, 2003: 235) In other words, these activities create a meaningful context for language use The competitive ambience also make learners concentrate and think intensively during the learning process, which enhance unconscious acquisition of inputs, most students who have experience game oriented activities hold positive attitudes toward them (Uberman, 1998: 328) Student says that they like the relaxed atmosphere, the competitiveness and the motivation that games bring to the classroom (Nuyen and Nga, 2003:55) On

the effectiveness of game, teacher reported that action research reported that their students seem to learn more quickly and they learn materials better in a stress-free and comfortable environment (Nuyen and Nga, 2003:88)

The benefits of using games in language learning can be summed up in nine points as follows:

1 Promote communicative competence

2 Create a meaningful context for language use

3 Increasing learning motivation

4 Reduce learning anxiety

5 Integrated various linguistic and skill

6 Encourage creative and spontaneous use of language

7 Construct a cooperative learning and environment

8 Foster participatory attitudes of the students

C The concept of writing

1 What is writing?

According to Byrne (1989) that the writing is clearly much more than production of graphic symbol, just as speech is more than the production of sounds The symbol should be arranged according to certain convention: to form words and words have to be arranged to from sentences Writing involves the

According to Lever (198:1) that writing is one way of making meaning from experience for one self and for others Furthermore, he says that writing serves as the most available and the most compelling way because the outcome, visible language is satisfyingly permanent record of thoughts and felling

Caldesonello et Al (1982: 4-5) define writing as a revising, recursive and drafting process They put forward five common components of the writing: inventing, planning, drafting and editing According to them, inventing is any activities that involve the writer in discovering and generating what he want to say Planning is the activity of preparing all writing of preparing equipment

Before the process of writing is done, revising involves adding or cutting out writing, or rear, ranging what is writing, or substituting another way of saying something, and editing means polishing a piece of writing by making word, level, changes in spelling, mechanics, usage, word choice and so on

From the argument above, it is clear that writing is way of human being to communicate and express their idea or encoding a message through the graphic symbol and the and the writer draws a conclusion that writing can be defined as a process of transferring what someone has in his mind to the written language The process involves the formation of graphic symbol; that is combine letters to form words, and words are arranged to make complete sentence that has a complete meaning

2 The types of writing

The types of writing are based on three factors: purpose of writing, audience and context

1 The purpose of writing

Mayer Wangisa (1998) categories the purpose of writing into three categories: to persuade, to inform and to entertain

a To inform

The writer generally explains or describes an idea, a process, an even,

a belief, a person, a place or a thing to give information The writer also gives the facts and explains the causes

background and so on Readers and audience are not physically present when a writer is writing a topic In describe the own personal writer

3 Context

Context means the use of conventions appropriate the topic and discourse type Context also includes some consideration that a writer is going to say about extensive series of detain, various view point and so on

3 The importance of writing

Hoiston (1986:2) gives some reasons why writing is important:

1 Writing is a tool for discovery we stimulate our through process by he act writing and taffy into information and image we have our unconscious mind

2 Writing generates new ideas by helping us to make connection and relationship

3 Writing helps us to organize our ideas We can arrange them the coherent form

4 Writing down ideas allows us to distance ourselves from them

5 Writing helps us to absorb and process information, when we write a topic, we learn is better

6 Writing enables we solve the problem, by putting the element of into the written form; we can examine and manipulated them

7 Writing on subject makes us actives learners rather than passive learners of information

From definition above we may conclude with writing we can express our ideas, specially feeling to other people without ashamed because the reader is not present in front of the writer to have face to face communication and with writing the people can put their ideas, feeling and knowledge into written form more freely Writing helps us to discover exactly how we think and what we think freely

4 The characteristic of good writing

Experience in school leave some people whit the impression that good writing simply means writing that contains no had mistakes that is no errors of grammar, punctuation, or spelling In fact, good writing is must more than just correct writing Its writing that responds to the interests needs of our readers Briefly, here are basic characteristic of good, effective writing:

a Good writing has a clearly defined purposed

b It make a clear point

c It supports that point with specific information

d The information is clearly connected and arranged

e The words are appropriate, and the sentences are clear, concise, empathic and correct

Good writing is the result of much practice and hard work This fact should encourage you: it means that the ability to write well is not a gift that some people are born with, not a privilege extended to only a view If you are willing to work, you can improve your writing (Richard Nortquist, 2007: 1-2)

2 Organization

The purpose of organization material in writing involves coherence, order

of importance general to specific, specific to general, chronological order and spatial order of pattern When writing the learner should arrange their writing chronologically They should present their ideas based on the order of which happed from beginning to the end

3 Vocabulary

Vocabulary is one language aspect dealing with the process of writing study in the process of writing the writer always thanks about putting word into

sentences and putting sentences into paragraph until they can create a piece of writing

4 Language use

Language is writing description and other form of writing involves connect language and point of grammar We should be able to do anything more than letter separate items of language for separate function And also grammar can help the students improve the use of formal language

5 Mechanics

Mechanics in writing deals with capitalization, spelling are punctuation Capital letters have principal uses in English writing This may be used distinguish between particular and general classes of person, places and things Punctuation has only one function: that of making writing clearer for the reader Out tendency is to use punctuation, as little, as possible, but we must never forget the inclination to out punctuation for the sake of clean looking page must

be which organist the reads requirement of centered audience Equally important

is adherence to the nouns of capitation and to correct spells, because eccentricity, deviance, inconsistency, or errors in these distract and confuse readers and ultimately undermine the function of way writing to communication of a message

as clearly one as efficiently possible (Ehrlich, 1977: 2)

6 Models of writing

Models of writing, forms of writing, types of writing and domains of writing have specific purpose There are four basic models, descriptive, narrative, expository, and persuasive

D Kinds of Sentence

1 Simple sentence

The ability in making simple sentence is the ability of student in finding idea in sentence form We should give attention for two things in making sentence namely: sustention from the writing (expressing idea) and form or structure (grammatical form and syntactic pattern) Making a sentence include writing skill because of that making sentence also means expressing the idea and communication with the other through language symbol DR.Harris (2009:2)

The sentence that made can be the simplest sentence that only consists of two positions in sentence namely: {S+V}, {S+V+O}, or the complete sentence:

{StV+O+ADV}

2 Compound Sentence

Compound sentence in sentences have two or full prediction, in the form

of independent clause ( Warriner et al, 2004:8)

Ex: - the weather was very bad, therefore all classes where cancelled

3 Complex sentences

Sentences in sentences which have two or more full prediction, on of these

is an independent clause (or main clause) that is similar to the form of the simple sentence and one or more of these are dependent clause (or sub- ordinate clause) (Warier et al, 2004:8)

Ex: - All classes were cancelled because the weather was bad

CHAPTER III RESEARCH METHOD

This chapter presents the research design, research variables, population and sample, research instrument, procedure or collecting data and technique of data analysis

A Research Design

The research used pre-experimental design with one group pre-test and post- test The students was given pre-test to know the student’s ability in making sentence before applying chain card game strategy, and then apply the treatment After apply the treatment, post-test was given to know the student’s achievement

in making sentence after applying chain card game strategy

The research design conducted as follows

Before doing the treatment, the students were given the pre test to find out the students’ ability to use simple, compound, and complex sentences The kind of test that was given to the students was essay test

2 Treatment

After giving pre test, the students treated by using Chain Card Game Strategy The procedure of this treatment as follows:

a The first, teacher explained about simple present tense

b The second, teacher explained how to play chain card game

c The third, teacher divided the students into some groups

d The fourth, teacher divided the cards to each groups and let them to play the cards for 15 minutes

e The fifth, teacher asked the representative of each groups to bring their cards that have finished and wrote all of the sentences that has been arranged in white board

f The six, teacher checked up all of the sentences that has been written by the students in white board

g The last, teacher asked the students to do the work assignment

the chain card game strategy Dependent variable was students’ ability in making English sentence

C Population and Sample

1 Population

The population was the second year students of SMP GUPPI SAMATA GOWA in 2009/2010 academic year which consisted of three classes Each class consisted of 30 students The total population was 90

The sample was taken by using total sampling It meant that only one class, VIII B as sample

D Hypothesis

The hypotheses of this research were formulated as follows:

1 HO (Null Hypotheses): There was no significance of the difference of the students’ writing ability before and after teaching writing through Chain Card Game method

2 H1 (Alternative Hypotheses): There was a significance of the students’ writing ability before and after teaching writing through Chain Card Game method

3

E Instrument of the Research

The research used pre-test and pos-test The pre-test was given after the treatment to find out student’s ability in making English sentence

1 Pre-test was given to the students to check their ability in making English sentence before applying chain card game strategy The test was essay test

2 Post-test was given to the students to know their ability in making English sentence after applying chain card game strategy The test was essay test

F Procedure of Collecting Data

The procedure of collecting data was performed through these steps:

1 The first, the students were given pre-test to know their ability in making English sentence

2 The second, applying chain card game strategy for some meeting The steps were as follows:

a The first, teacher explained about simple present tense

b The second, teacher explained how to play chain card game

c The third, teacher divided the students into some groups

d The fourth, teacher divided the cards to each groups and let them to play the cards for 15 minutes

e The fifth, teacher asked the representative of each groups to bring their cards that have finished and write all of the sentences that has been arranged in white board

f The six, teacher checked up all of the sentences that has been written

by the students in white board

g The last, teacher asked the students to do the work assignment

3 The third after given treatment, the students were given post-test to know the ability in making English sentence

G Technique of data analysis

Some formulas were applied in this study to process the data as follows:

1 The students’ score was tabulated by using the following criteria:

The total score of the writing test was 100 consisting of five components,

= the mean score

= the sum of all score

= Total number of the students

(Gay, 1981: 298)

The writer classified the score into seven categories (Depdikbud, 1985:6) standard

of evaluation as follows:

a 9.6 to 10 is classified as excellent

9.6 to 9.5 is classified as very good

0.00 to 3.5 is classified as very poor

3 Categorizing the whole score into the following classification

1 86-100 — : Excellent to very good

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the research and discussion of the interpretation of data analysis in detail the finding at the research covers the result

of the data collected through the test

a The Findings

The finding of the research deal with the answer of problem statement which is aims was to find out the students’ ability in use simple sentence, compound sentence, and also complex sentence It can be seen through the result

of pre-test and post-test, as follows:

Table 1

“fair” In the complex element the students’ score moved from 55.33 to 67.33 classified as ‘fair’ The students’ ability in writing simple sentence moved from

sentence is 54.43% (67.33-51) and for the compound sentence is 16.5 (74.5-58) while the percentage level of the students’ ability in writing complex sentence is 15.83 (71.16-55.33)

1 The increasing students’ ability in writing simple sentence

The following table shows the students ability in increasing writing simple sentence by using chain card games

Table 2 The mean score of students’ increasing in writing simple sentence

Table 3 The result of significance of the students’ writing simple sentence

Graphic 1 The increasing of students’ writing simple sentence by using chain card games

2 The increasing of students’ writing ability in compound sentence

The following table shows the students ability in writing compound sentence by using chain card games

Table 4 The mean score of students’ increasing of compound sentence

Table 5 The result of significance of the students’ vocabulary

The graphic below shows the significance of the research in increasing the students’ ability in writing compound sentences;

Graphic 2

The graphic shows that the increasing of the student ability, in pre-test the student increasing ability in writing compound sentence is 58 It means that the student improvement in pre-test was lower than the student increasing in the post- test because the students’ increasing in post-test is 74.5

3 The increasing of students’ ability in writing complex sentence by using chain card games

The following table shows the students ability in writing complex sentence

by using the chain card games

Table 6 The mean score of students’ increasing in writing complex sentence ability

Pre-test Post-test Increasing (%)

Table 7 The result of significance of the students’ writing complex

students’ improvement in pre-test Because the students speaking improvement in post-test is 71.16

4 The students’ increasing ability in writing by using chain card games

Table 8 The students’ writing ability

From the calculate data above, the students’ ability in writing compound sentences is highest than simple sentences and complex sentences

Graphic 4

Increasing of the students writing ability in simple sentence is 31.96% the mean score of students’ writing ability in compound sentence is 28.44 and complex sentence is 21.96%

Table 9 The significance