Skripsi
USING FUN GAMES IN IMPROVING STUDENTS’ GRAMMAR ACHIEVEMENT (A Classroom Action Research to the Eight Grade Students of SMP Negeri 1 Pangkah in the Academic Year of 2014/2015)
Key Words: Fun Games, Grammar, and Classroom Action Research.
Grammar is the one of the element in English which is considered as a difficult task by the students. They had the problems to produce the sentence either spoken or written grammatically. Therefore many students were not interested in learning grammar, they became unmotivated in joining the English lesson, and finally their grammar achievement was bad. For that reasons, the writer used fun games in teaching grammar to improve students’ grammar achievement and to change the process of teaching learning English to be more fun and enjoyable for the students.
The questions of research are formulated as follow: (1) How is the implementation of fun games in teaching grammar? (2) How does the implementation of fun games improve students’ ability in grammar?
The method of this research is classroom action research conducted in two cycles. Each cycle consists of six meetings. Before conducting the research, the researcher conducted pre research. In pre research, the researcher observed the teaching English grammar and held pre cycle test. The subject of this research is the eighth grade students of SMP Negeri 1 Pangkah. In collecting data, the researcher used observation sheet and test. The tests were given in pre cycle test, first cycle and second cycle. The grammar tests consist of 30 items in the form of multiple choice with four options (a, b, c, and d). In analyzing the data, the researcher used technique of quantitative data were taken from the result of pre cycle test, first cycle test and second cycle test and the qualitative data were taken from observation sheet of students and the teacher. The indicator of classroom action research’s success is if the students have reached the individual criteria at least 75.
Based on the result, the average of study result in pre cycle test was 58,24. Whereas in first cycle test had improved64,48. In the second cycle the mean score 80,16. It means that after applying fun games in teaching grammar there was an improvement from the first cycle to the second cycle. Based on the research finding, the writer suggests to the students to improve their English. Besides, the teacher should know many kinds of game to attract students in joining English lesson, and fun games could be an alternative technique to improve students’ grammar achievement, because it can mitigate students’ bad feeling about grammar.
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