BOARD RACE GAME IMPLEMENTATION TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ GRAMMAR MASTERY AN UNDERGRADUATE THESIS Presented as partial fulfillment of the requirements For the degree of Sarjana Pendidikan (S.Pd.) in English Language Education By: Wiwi Wiratna Student Number:191310058 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MERCU BUANA YOGYAKARTA 2023
ii PAGE OF APPROVAL BOARD RACE GAME IMPLEMENTATION TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ GRAMMAR MASTERY By: Wiwi Wiratna Student Number: 191310058 Defended before the Board of Examiners On 28th February 2023 And Declared Acceptable Board of Examiners Chairperson : Dangin, S.Pd., M.Hum. Member I :Heribertus Binawan, S.Pd., M.Pd Member II :Restu Arini, S.Pd., M.Pd. Member III :Valentina Dyah Arum Sari, S.Pd.,Hum. Yogyakarta, May 10, 2023 Faculty of Teacher Training and Education University of Mercu Buana Yogyakarta Dean, Nuryadi, S.Pd.Si., M.Pd. NIDN. 0531058702
iii STATEMENT OF ORIGINALITY I hereby certify that this thesis is definitely my own work, and does not contain the work of other people, except those cited in the quotations and references arequoted in accordance with ethical standards of scientific paper. Yogyakarta,28th February 2023 The Writer Wiwi Wiratna (191310058)
iv MOTTO AND DEDICATION "Allah does not burden a person but according to his ability." - QS Al Baqarah 286 “There is no success without hard work. There is no success without togetherness. There is no ease without prayer." – Ridwan Kamil With love, honor, and gratitude I dedicate this thesis to my beloved parents, brother, and nephew who never stop love and support, esteemed lecturers for their knowledge, support, and encouragement, and friends for the happiness, support, all dedication to us reciprocal relationship, And for myself, thank you for being someone who was able to take such a big and enthusiastic step in completing this thesis.
v ACKNOWLEDGMENT In the name of Allah, The Beneficent and The Merciful First of all, I would like to thank Allah SWT the Almighty for the blessing so that I have been able to finish this thesis entitled “Board race game implementation to improve vocational high school student’s grammar mastery’’.This thesis is written to fulfill one of the requirements to obtain the S1 degree at the English Language Education Study Program, Faculty of Teacher Training and Education, Universitas Mercubuana Yogyakarta. I would also like to express the greatest gratitude to Mrs.ValentinaDyah Arum Sari, S.Pd., M.Hum., my advisor who gave a huge guide, support, and encouragement to me in finishing this thesis. Furthermore, I would like to express my sincere gratitude to: 1. Mr. Nuryadi, S.Pd.Si., M. Pd., Dean of Faculty of Teacher Training and Education of Universitas Mercu Buana Yogyakarta; 2. Mr.Dangin , S.Pd.Hum., Head of English Language Education Study Program Faculty of Teacher Training and Education UMBY; 3. PBI UMBY Administration staffs, who always help me to finish the administrationin campus; 4. My beloved parents and family for the endless love, support and prayers; 5. My beloved friends, thanks for all happiness, the support, the intellectual discussion and all dedication on our mutual relation; I realize that this skripsi is far from being perfect but wishing it will give a benefit and reference for the readers. Yogyakarta, 28 th February 2023 Researcher Wiwi Wiratna
1 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery Wiwi Wiratna1 , Valentina Dyah Arum Sari 2 1,2 English Language Education Study Program, Faculty of Teacher Training and Education Universitas MercuBuana Yogyakarta [email protected]; 2 [email protected]* 1. Introduction Grammar is one of the critical components in English, which must be addressed. To have good English skills, students must learn grammar. A good mastery of vocabulary and phrases supports grammar in speaking and writing English. Grammar or grammar in English are rules that apply to the use of language both orally and in writing. Using the right grammar will produce clear sentences and paragraphs. Neatly structured sentences and paragraphs. Thus, what is meant in sentences and sections can be understood. Therefore, understanding grammar is very important for vocational high school students . Because students are required to learn English, especially grammar, one of which is being able to write sentences in good and correct English. The purpose of writing excellent and proper sentences is that students can convey ideas that are easy to understand. Applying grammar in speaking or writing requires AR TI C LE I N F O AB ST R ACT Keywords Board race game, Grammar mastery Grammar is one of the most critical components that students must understand in learning English. The problem formulation of this study was that grammar board games are effective in teaching and learning English and improving students' grammar skills in schools, primarily vocational high schools. The study found that grammar skills in one of the vocational high schools in Yogyakarta were not good while learning English required good grammar. English, significantly improving the grammar skills of students at the school. This study applied mixed-method research descriptive qualitative-quantitative. The research procedure uses two to five meetings. Data collection was carried out through tests, questionnaires, and interviews. The test used is about the simple present tense, ability can be known through student scores from the pre-test and post-test after doing the board race game. There were 23 Participants involved in this study. The pre-test was given to find out students' primary grammar mastery. The post-test was given to determine the improvement in students' grammar skills after treatment, and the researcher used a board race.
2 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) effort and time. Students' abilities will be honed by continuing to explore understanding of grammar and practicing its use. Grammar is a crucial component of language use in spoken and written language. It is only possible to learn a language effectively by understanding its grammar because grammar enables students to recognize grammatical forms that improve and clarify the expression of the language's meaning. Grammar describes how a language uses structural patterns to convey meaning. Grammar cannot be isolated from learning English, hence the researchers were interested in conducting research in this area. If they have a solid grasp of grammar, English language learners can form sentences and express their ideas. Yet, students with solid grammar will feel more at ease speaking and writing in English. Grammar is the process through which language manipulates and joins words or word fragments to create longer meaning units (Ur, 1996). For instance; there are two forms of the present verb in the third person in English. The outcome is typically irrelevant or unsatisfactory if the plural form is coupled with the singular subject. According to a rule, a meaning unit can be created in any language. Someone who understands grammar can use expressions in a way that other people can understand. However, to use the language effectively, learners should understand grammar because grammar knowledge would aid students in organizing their words and messages and giving them meaning. Learners could construct better sentences in their speaking and writing performances if they knew more about grammar. Learners who had a solid grasp of grammar could better build understandable sentences. The best technique to teach grammar had long been a topic of discussion. Mart (2013) asserts that contextual grammar instruction enhances students' ability to apply grammatical structures correctly in their language skills. Grammar study was helpful for students to understand how language functions in the appropriate phrases or paragraphs. Students would thus have the chance to see how grammatical structures work in sentences if grammar were taught in context. Teaching grammar in context will aid students in studying the nature of language at the period when teaching and learning theory was being developed. Because teaching grammar in context through writing would not require pupils to concentrate on patterns or formulae, making it simpler to comprehend the language. Also, because the procedure is complicated for children to understand, there is a chance that they will need clarification or remember these grammatical patterns. As a result, pupils find learning grammar to be uninteresting, especially when they must write. According to Harmer (1991) accurate writing abilities are expected. The ability to talk and write is expected of every speaker and writer. Meaningful, organized, and founded on grammatical structures is what constitutes correct language. Good language, on the other hand, is moral, sane, and contextually and situationally sensible. Students gain a new perspective on grammar instruction when grammar is taught in the context of writing. Students are expected to convey their ideas in writing during writing exercises, with good
3 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) writing notes that the teacher will then edit. This procedure is analogous to directly unconscious language instruction. Based on preliminary research conducted by the researchers, and the results of interviews with teachers who teach English at class XII Vocational High School, it wasfound that the students' mastery of grammar could have been higher, making it difficult for them to understand English lessons. According to the interview and the researcher's observation, it was because students were less motivated in learning English and thought that learning English was difficult. They needed help understanding the learning material and did not understand grammar, especially the simple present tense. Even students experienced difficulties in answering questions in textbooks because they did not know the meaning and how to compose sentences from the instructions and questions given, so they always ask the teacher how to compose correct sentences. For this reason, it was essential to help the students learn and understand grammar. Learning grammar required more than just memorizing rhymes, based on direct observation at a Vocational High School in Yogyakarta, especially in class XII, they experienced difficulties compiling English grammar. The researchers also interviewed teachers about what caused the low level of students' understanding of grammar when learning English, especially in using the simple present tense. The teacher stated that students had difficulty learning grammar because they lacked self-confidence and thought learning grammar was difficult. Furthermore, the researchers wanted to focus on improving grammar using a different method: games. The grammar-learning process greatly influenced students' ability to master English. For instance, a student who wants to write a text or a sentence but needs to grasp grammar will not produce a high-quality text. Similarly, kids may readily generate quality papers when they learn grammar. This is a consideration where students must comprehend grammar before using English. In this instance, the teacher plays a significant part in imparting the grammar needed to acquire English. The English instructor must be able to use the students' existing grammatical knowledge to inform grammar instruction. The syntax is vital because speakers already understand it to construct sentences and clearly express meaning. As a foundation of grammar, it must be owned in learning English. Based on the problem description above, this research will teach grammar, especially the simple present tense use board race game. Based other researchers playing games is a fun activity, primarily when it can be implemented in the learning process. Because board races are considered a warm-up activity at the beginning of class, learning is exciting. For this reason, board race is a strategy that will be used in learning grammar, especially the simple present tense. According to Zimmer (2014), board competitions allow students to participate more in class. According to him, students leaving their desks will be more enthusiastic about learning. Generally, board race learning uses a team where students will easily solve
4 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) problems or do assignments from the teacher. By discovering in groups students exchange ideas with other friends, learning with board races can make students more interactive. Board race games are games of speed to complete tasks the teacher gives. Board races are usually carried out in a twisty manner. By playing, they scramble with their opponents. Board race games involve counters or pieces being moved or placed on a pre-marked surface or board according to a rule. Board race game is a fun game that is included in the category of language board games. This is used to improve grammar whether grammar skills are good or not. Board race game is one of the developments of a general game that can be played using a board, table or floor. According to Kusumawati (2017), board race games are a fun way for students to practice their English while enjoying some competition. In board race games, students will have many opportunities to practice their English including learning grammar. Board race game as a method is quite interesting for students to learn English because it is fun and makes them want to experiment, discover and interact with their environment. Board games add variety to lessons and increase motivation to solve when given assignments from the teacher. For many children between the ages of four and twelve, especially the youngest, language learning will not be a significant motivating factor. It is hoped that the board game can respond well to students. Cooperative language learning which is an approach is also seen in the board race game. Because, cooperative learning is a learning process in which individuals learn in small groups by helping each other. According to Johnson et al, (1991), as quoted in Singh & Agrawal (2011) cooperative learning is a tool that can make students work together in the learning process. As we know, collaborative learning is a process in which individuals learn by helping each other in small groups. According to Olsen & Kagan (1992, as quoted in Sabah 2016) cooperative learning can be defined as activities that can make students more interactive with groups and able to exchange ideas—with each other. Previously, cooperative learning had something to do with the board race game. There are three previous related studies conducted on board race games. The first previous study was Jumaidah in her thesis (2011) entitled Enhancing Student’s Grammar Ability Through Grammar Racing at The Eight Year of Students SMPN 8 Palopo found that grammar racing effectively increases students’ grammar ability at the eight years of SMPN 8 Palopo. Nurkhasanah in her thesis (2014) entitled "Improving The Fourth Grade Students' Speaking Skill TroughBoard Games At SDN 1 Pandak Bantul. "Concluded that teaching speaking through board games can make students easy and happy to learn. Abustang in his thesis (2014) entitled ''Teaching Vocabulary through Board Game to eight-year students of MTs As'Adiyah Shortening. Concluding that board game is effective in teaching vocabulary. With board games students can identify the board game correctly and enhance their use of board games. In the pre-test the student's vocabulary test was still low, but after being treated in
5 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) the research the student's chances were large.Furthermore, the formulation of the problems of this study are: (1) How is the improvement of Vocational High School students’ grammar mastery through Board Race Game implementation?, (2) What are the benefits and obstacles in the Board Race implementation to Vocational High School students in learning grammar? 2. Method This study uses mixed research methods by applying qualitative and quantitative data analysis. According to Creswell & Clark (2017), diverse research methods combine two scenarios in which researchers collect and analyze data.Almost the same as Tashakkori and Creswell as Regnault, Willgoss, &Barbic (2018) defined Mixed-Method Research as research in which researchers collect and analyze data, integrate findings, and draw conclusions using qualitative and quantitative approaches or methods in one study. The qualitative data obtained from interviews with English teachers and students as respondents. For quantitative data obtained from tests and questionnaires. This research was conducted to determine positive or significant improvement of students' English grammar using a board race game. To collect data, this study used tests, questionnaires, and interviews. Which consisted of pre-test and post-test. Brown (1991) states that the test is a method used to display and measure one's knowledge abilities after the treatment. The questionnaire is a way of giving questions that students must answer after conducting the test. Then the interview confirms or strengthens the test and questionnaire. This study used three research instruments: tests, questionnaires, and interviews. In the grammar test, the researcher gave students a difficulty using a board race game in the form of simple present tense, which consisted of 15 questions. This research involved 23 class XII Vocational High School students as research participants. The test consists of a pre-test and a post-test. The pre-test was carried out before learning about the simple present tense. Then, the researchers used a board race game strategy. The board race game was applied so that students experienced an increase in understanding of simple present tense. Finally, the post-test was carried out after the board race game strategy for students to find out the results before and after being given treatment. After carrying out the test, they implemented board races and distributed the questionnaires. As reinforcement, the researchers conducted interviews with students. They directly expressed their opinions about the board race game or what benefits they got from doing board races to improve grammar, especially the simple present tense. Interviews were also conducted for teachers regarding board race games as a strategy to improve grammar. The teachers considered them an exciting lesson so students could more easily grasp them in the grammar learning process.
6 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) 3. Findings and Discussions 3.1. Pre-test and post -test results The purpose of this study is to improve and improve grammar, especially the simple present tense. After several treatments, the researcher got the results from tests, questionnaires, and interviews. Table 3.1 Pre-test and Post-test (Pre-Test) Total Score Average The Lowest Score The Highest Score 939 55 33 76 (Post-Test) Total Score Average The Lowest Score The Highest Score 1025 60 30 80 From the test, the implementation of the board race game exists. By looking at the Table 3.2, students experience an increase in grammar mastery related to the simple present tense. Table 3.2 The Students’ Score of Simple present tense Response Test Pre-test Post-test IQ CR HM AR NA CH RD MU AG WE HR 40 43 66 60 76 75 53 70 70 36 66 65 65 65 60 75 80 35 70 70 40 65
7 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) 3.2. Questionnaire results Implementing the learning board race game in mastering grammar had a good response. From the questionnaire that had been shared the number of respondents who answered was 22 from 23 students. The participants voted (SA = 9.1%, A = 90.9%, D = 0%, SD = 0%) on the first statement. It was about "English Lessons easy to learn or understand.". Most students agree with the statement. Based on interviews, almost all students agree that English is easy to learn. The participants voted (SA = 0%, A = 81.8%, D = 18.2%, SD = 0%) that "I know different tenses or sentence patterns in English". Most of the students know patterns in English sentences. The next question SA = 0%, A = 81.8%, D = 18.2%, SD = 0%) It's about the statement "I Can Understand Various Tenses or Sentence Patterns in English". Most of the students understand the sentence pattern. Based on the interviews, almost all students agree about knowing tenses sentence patterns. It's about "I enjoy learning tenses or sentence patterns in English". Most students agree with the statement. Participants chose (SA = 0%, A = 81.8%, D = 18.2%, SD = 0%). It was about "Learning Various Forms of Tenses or Sentence Patterns in English is Not Less For Me". Most students agree with the statements. Students think that learning tenses or sentences is not lacking. Then, the participants vote (SA = 4.5%, A = 77.3%, D = 18.2%, SD = 0%) on the statements. furthermore. It was about "I've heard of Board Race games before.". Most students know the board race game agree with this statement. Participants voted (SA = 2.1%, A = 81.8%, D = 9.1%, SD = 0%) on the statement. It was about "I Already Understand the Rules or Procedures for Playing Board Race Game." The students in the interview related to the board race game procedure and students understood how to play board race. Participants voted (SA = 9.1%, A = 77.3%, D = 18.2%, SD = 0%) on the statement. The statement was, "I have no difference in Playing Board Game Race in Class with my friends AM AN DA AD RN AZ 56 43 56 33 56 40 65 55 60 30 60 65
8 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) in class ". Most students agree because the board ace game makes collaboration with friends so they think there is a difference According to Zimmer (2014), board competitions allow students to be more involved in the class .Participants vote ( SA = 31.8%, A = 68.1%, D = 4.5%, SD = 0%) on the statement about "Board Race Game is suitable to be applied in learning English". Students agree with this statement because board race makes learning more fun, namely the statement "Board Race Game is suitable for learning English." The fact was supported by Kusumawati (2017) that stated Board race game is a fun way for students to practice their English while enjoying some competition. In the board race game, the students will have many opportunities to practice their English. Most of the students agreed with the question because they considered the board race game a fun game. Furthermore, Participants voted (SA = 4.5%, A = 77.3%, D = 18.2%, SD = 0%) on that statement. It was about "Board Race Game suitable to be applied in learning English". Most students agree with the statement. Participants vote (SA = 36.6%, A = 63.6%, D = 0%, SD = 0%) in inter "Board Race Game is suitable for English learning" Based on student interviews because the board race game is not boring. Students agreed with that statement. Participants chose (SA = 13.6%, A = 81.8%, D = 4.5%, SD = 0%) In the statement it was about "I know the difference in tenses or sentence patterns in English". Most students agree with the statement. Participants voted (SA = 13.6, A = 86.4%, D = 0%, SD = 0%) on the First Statement. It was about "Board Race Games Make Me Understand Simple Present Tense Learning Work Process". Most students agreed with this statement because board race games did not require memorizing formulas. Participants voted (SA = 0%, A = 81.8%, D = 18.2%, SD = 0%) on the statement. It was about "Board Race Game allows me to participate in sharing information, making decisions, and solving problems especially in learning simple present tense". Next question the participants voted (SA= .27.3%, A= 72.7%, D=18.2%, SD=0%) on that statement. It was about "Board Race game helps everyone in a group understand grammar, especially the Simple Present Tense". The students mostly agreed to the statement. The participants voted (SA= 22.7%, A= 72.7%, D=4.5%, SD=0%) on that statement. It was about "Grammar lessons especially simple present tense become more interesting with this Board Race Game". The students mostly agreed with the statement. The participants voted (SA= 9.1%, A= 72.7%, D=18.2%, SD=0%) on that statement. It was about "I feel actively involved in all activities of learning grammar through this Board Race Game". The students mostly agreed to the statement. The participants voted (SA= 13.6%, A= 72.7%, D=18.2%, SD=0%) on the statement. It was about "I feel intellectually challenged through this Board Race
9 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) game". The students mostly agreed to the statement. Next questions, the participants voted (SA= 13.6%, A= 77.3%, D=13.6%, SD=0%) on that statement. It was about "Board Race Game motivates me in learning grammar because it's fun, interesting and challenging at the same time". The students mostly agreed to the statement. The participants voted (SA= 13.6%, A= 77.3%, D=9.1%, SD=0%) on the statement. It was about "English lessons especially grammar become more interesting with this board race game". The students mostly agreed to the statement. The participants voted (SA= 18.2%, A= 77.3%, D=9.1%, SD=0%) on that statement. It was about "Game Board Race is a fun group activity where I can eliminate my shyness and fear especially in learning English grammar". The students mostly agreed to the statement. The participants voted (SA= 22.7%, A= 72.7%, D=4.5%, SD=0%) on the statement. It was about "Board race games can stimulate and give me confidence in my activities because I logically want to beat the other team". The students mostly agreed to the statement. The participants voted (SA= 18.2%, A= 72.7%, D=9.1%, SD=0%) on the statement. It was about "Board Race taught me and my group members how to be good leaders and followers to accomplish the challenges given to us". The students mostly agreed to the statement. The last, participants voted (SA= 22.7%, A= 77.3%, D=4.5%, SD=0%) on that statement. It was about "Board Race Game creates a good relationship between me and the group members". The students mostly agreed about that board race can good relationship because game with group to the statement. The fact was supported by Zimmer (2014) that board competitions allow students to be more involved in class. 4. Conclusion Based on the findings, data analysis, and previous discussion chapter, the researcher presents the following conclusions: It can be concluded that using board games in teaching grammar is effective for improving the grammar skills of twelfth graders of vocational high schools. Students understand more efficiently and become more active, enthusiastic, interested, and motivated in learning grammar, especially tenses. In this study, the use of board race games in class positively improved English grammar as shown in the form of tests, questionnaires and interviews. The board game race could increase based entirely on the results of student interviews and tests taken, students' understanding of grammar in English grows, especially the simple present tense. The total scores obtained on the pretest and post-test get a positive score increase. In the questionnaire it was found that the board race strategy could facilitate students in the process of learning
10 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) grammar, especially the simple present tense. From the results obtained in the tests students could understand the constructors of simple present tense sentences, the use of board race was considered effective in improving the English grammar of twelfth grade vocational high school students.In conclusion, improving grammar skills with board race students could apply simple present tense sentences shown from tests and post-tests. Also, it was delivered from the questionnaire that students agree that board race helps them in grammar, especially simple present tense. Further, it was strengthened by interviews teachers and students that board race game was a fun learning strategy so that students could understand grammar learning easily.
11 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) References Abustang., “Teaching Vocabulary through Board Game to eight year students of Mts As’AdiyahPengkendekan.” Skripsi, (Palopo: Sekolah Tinggi Agama Islam Negeri,2014)College Classroom, Interaction Book, Edina, MN. Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications. Harmer, J. (2002). How to Teach English. London: Longman Harmer, Jeremy. 1991. The Practice of English Language Teaching New Edition.New York: Longman J, R., & T, R. (1986). Approach and Method a in Language Teaching. Cambridge: Cambridge University Press Johnson, D.W., &Johnson, R.T. (2001). Learning Together and Alone: An Overview. Asia Pacific Journal of Education, 95-105. Johnson, D.W., Johnson, R.T, and Smit, K.A. (1991). Active Learning: Cooperation Jumaidah. (2011). Enhanching students’ Grammar ability through Grammar Racing at the Eight year of students SMPN 8 Palopo. Skripsi, Palopo: Institute Agama Islam Negeri Palopo. Nurkhasanah, Juniati. (2011), “Improving The Fourth Grade Students’ Speaking Skill Trough Board Games At SDN 1 Pandak Bantul.” Skripsi, (Yogyakarta : Universitas Yogyakarta) Karacop, Ataman &Emine, Hatun Diken. (2017). The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers’ Science Process Skill. Journal of Education and Practice , (Vol.8, No.6) 86-97. From www.iiste.org. Kusumawati, F. P. (2017). Board race to boost students’ vocabulary mastery. In Proceedings of INACELT (International Conference on English Language Teaching) (Vol. 1, No. 1, pp. 113-120). Regnault, A., Willgoss, T., Barbic, S. et al. (2018). Towards the use of mixed methods inquiry as best practice in health outcomes research. J Patient Rep Outcomes 2, 19, 2018). https://doi.org/10.1186/s41687-018-0043-8
12 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Saraswati, Dyah. (2015). The Use of Board Game to Improve Students’ Grammar Mastery. Unpublished thesis. Salatiga : Faculty of Education and Teacher Training State Institute for Islamic Studies (IAIN) Salatiga. Sugiyono. (2006). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta Ur, Penny. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press
13 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : SMK Diponegoro Depok Kelas/Semester :XII /II (Genap) Mata Pelajaran : Simple Present Tense Keterampilan :Writing Alokasi Waktu : 90 Menit A. Standar Kompetensi 1. Berkomunikasi dengan Bahasa Inggris setara LevelNovice B. Kompetensi Dasar 1.1 Memahami ungkapan-ungkapan dasar pada interaksi sosial kepentingan kehidupan C. Indikator Pencapaian Kompetensi Indikator pencapaian kompetensi Nilai budaya dan karakter bangsa mengetahui fungsi simple present tense (verb 1) dalam bahasa inggris mengetahui arti dan cara penggunaan simple present tense (verb 1) menggunakan berbagai macam simple present tense (verb 1) dalam kalimat. Religious, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air , menghargai prestasi, bersahabat, cinta damai, gemar mebaca, peduli lingkungan, peduli social, tanggung jawab. D. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat: 1.Siswa mengetahui fungsi simple present tense (verb 1) 2.Siswa mengetahui arti dan cara penggunaan simple present tense 3.Siswa bisa menggunakan berbagai macam simple present tense (verb 1)dalam kalimat E. MATERI PEMBELAJARAN Simple Present Tense (Verb 1) When talking about facts (they stay the same for a long time) and habits (they happen again and again) we use THE SIMPLE PRESENT. The verb
14 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) is the simple form of verb. In positive form, when the subject is a third singular person (Talita, she, he) and it suffix s/esis added to the verb. In negative and interrogative, doesis used for the third singular person, and dois used for the others. it), suffix s/es is added to the verb. In negative and interrogative, doesis used for the third singular person, and dois used for the others. Examples: 1. Talita works in Rumpita Hotel 2. She has the competency to perform well at work. 3. Does she speak English? 4. Certainly, but she doesn’tspeak Japanese. 5. We live in Indonesia. 6. More people stay in our hotel on weekends. 7. They usually come with their family. 8. Do they always spend much money in the hotel restaurant? 9. No. They usually don’t spend much money on food. 10. A receptionist welcomes guests in a hotel or an office.. F. Metode Pembelajaran/Teknik: Total Physical Response G. MetodePembelajaran Pendekatan :Scientific Strategy :Grouping H. MediaPembelajaran 1. Alat Broad maker, lembarteksbacaan 2. SumberPembelajaran : Handbook I. Strategi Pembelajaran Tatap Muka Terstruktur Mandiri/ Kelompok Siswa diajak berdiskusi tentang simple present tense (verb 1). Siswa menyebutkan macam-macam simple present tense (verb 1). Siswa berlatih cara menggunakan simple present tense (verb Siswa berlatih menggunakan modal auxiliaries yang cocok untuk kalimat yang diberikan oleh guru. Siswa berlatih mengidentifikasi kesalahan kalimat yang Siswa mampu mengidentifikasi penggunaan simple present tense (verb 1). Siswa mampu membuat kalimat dengan benar
15 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) 1)dalam membuat kalimat. Siswa dituntut untuk bisa membuat kalimat dengan menggunakansimple present tense (verb 1). diberikan oleh guru. Siswa membenarkan kesalahankalimat yang diberikan oleh guru. J. KEGIATAN PEMBELAJARAN TAHAPAN KEGIATAN PEMBELAJARAN ALOKASI WAKTU Pendahuluan - Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli). - Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin). - Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter. - Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD. - Siswa berdiskusi mengenai pertanyaan yang diajukan oleh guru. 10 menit Inti Eksplorasi Dalam kegiatan eksplorasi guru: Memberikan stimulus berupa pemberian materi simple present tense (verb 1). Mendiskusikan materi bersama siswa. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan simple present tense (verb 1). Siswa diminta membahas contoh soal dalam buku. Elaborasi 70 menit
16 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Dalam kegiatan elaborasi guru: Siswa berlatih menggunakan simple present tense (verb 1) yang cocok untuk kalimat yang diberikan oleh guru. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual. Konfirmasi Dalam kegiatan konfirmasi guru: Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan. Memberikan motivasi kepada siswa yang kurang dan belum bias mengikuti dalam materi mengenaisimple present tense (verb 1). Penutup Siswa diminta membuat rangkuman dari materi mengenaisimple present tense (verb 1). Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswad iberikan pekerjaan rumah berkaitan dengan materi mengenaisimple present tense (verb 1). 10 Menit
17 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Menyampaikan rencana pembelajaran pada pertemuan berikutnya. Yogyakarta, 28 February 2023 Guru Mata Pelajaran Wiwi Wiratna
18 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 2 Syllabus Sekolah : SMK Diponegoro Depok Kelas : XII Mata Pelajaran : Bahasa Inggris Semester:2 KOMPE TENSI DASAR MATERI POKOK PEMBELA JARAN PENILA IAN ALOK ASI WAK TU S SUMBER BELAJAR 4.4. Menyus un surat lamaran kerja, dengan memper hatikan fungsi sosial, struktur teks, dan unsur kebahas aan yang benar dan sesuai konteks. Unsur kebahasaan (1) Kata dan tata bahasa yang lazim (2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi. (3) Ucapan, tekanan kata, intonasi, ketika memprese ntasikan secara lisan (4) rujukan kata Topik Kegiatan atau acara penting dalam kehidupan pribadi siswa, Mempertany akan Dengan bimbingan dan arahan guru, siswa mempertan yakan antara lain perbedaan antar berbagai surat lamaran yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia Siswa mempertan yakan cara menemuka n gagasan utama, informasi tertentu, informasi rinci dan CARA PENILAIAN : Pengama tan (observat ions): Untuk tujuan memberi balikan. Sasaran penilaian adalah: Perilak u tanggu ng jawab, peduli, kerjasa ma, dan cinta damai, dalam melaks anakan komuni kasi Ketepa tan dan kesesu aian dalam menuli s surat 2 JP http://americanenglish.state.gov/fil es/ae/resource_files http://learnenglish.britishcouncil.or g/en/
19 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) dengan memberikan keteladanan tentang tanggungjaw ab dan proaktif kesimpulan dalam surat lamaran kerja. Experimen/e xplore Siswa membacak an surat lamaran kerja kepada teman dan guru dengan tekanan, intonasi, dan pengucapa n yang tepat. Siswa berlatih menemuka n gagasan utama dan informasi tertentu dalam surat lamaran kerja Siswa menulis surat lamaran kerja dengan memperhat ikan fungsi sosial, struktur, dan unsur kebahasaa n. Siswa memperole h balikan (feedback) dari guru dan teman tentang surat lamaran lamara n kerja Kesung guhan siswa dalam proses pembel ajaran dalam setiap tahapa n Ketepa tan dan kesesu aian mengg unakan strategi dalam memba ca Portofoli o Kumpul an catatan kemaju an belajar Kumpul an karya siswa yang mendu kung proses penulis an surat lamara n kerja berupa: draft, revisi, editing sampai hasil terbaik untuk dipublik asi
20 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) kerja yang ditulis. Siswa melakukan perbaikan terhadap surat lamaran kerja yang ditulis berdasarka n masukan dari teman dan guru Mengasosias i Siswa menganali sis berbagai surat lamaran kerja dan membandi ngkannya dengan contoh yang diberikan Siswa menganali sis bentuk kalimat yang digunakan dalam surat lamaran kerja. Siswa menyuntin g sebuah surat lamaran kerja yang diambil sumber lain Secara individu, siswa menulis surat lamaran kerja dan Kumpul an hasil tes dan latihan. Catata n atau rekama n penilai an diri dan penilai an sejawat , berupa koment ar atau cara penilai an lainnya Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
21 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Dalam kerja kelompok terbimbing siswa membahas kesulitan yang dihadapi pada saat membaca dan menulis surat lamaran kerja dalam bahasa Inggris dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaa n Siswa memperole h balikan (feedback) dari guru dan teman tentang setiap permasala han yang disampaika n dalam kerja kelompok. Komunikasi Siswa menyampa ikan hasil suntingan terhadap sebuah surat lamaran kerja. Siswa mengguna kan kalimat simple present dan
22 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) present perfect dalam menulis lamaran kerja. Siswa memprese ntasikan surat lamaran kerja yang sudah diberbaiki berdasarka n masukan dari guru dan teman Siswa menyampa ikan kesimpulan hasil belajar secara lisan APPENDIX 3 Transcript of Interview English Teacher No. Questions Answers 1. Menurut bapak saat mengajar bahadsa inggris untuk siswa kelas XII ,apakah ada kendala khususnya dalam mengajar grammar? Ya,tentu ada.Karena grammar Sebagian besar anak-anak menganggap bahwa mempelajari grammar itu sulit dan sangat membosankan .Dan ada factor lain juga yaitu siswa minimnya vocabulary ,sehingga untuk membuat kalimat masih mengalami kendala dan masih bingung dalam Menyusun kalimat.
23 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) 2. Bagaimana menurut bapak untuk menanggapi masalah tersebut berkaitan dengan mengajar grammar? Saya memberikan materi tentang grammar dengan tenses yang simple terlebih dahulu agar siswa tidak merasakan jenuh sehingga apa yang mereka tangkap lebih cepat dipahami. 3. Metode apa yang bisa bapak berikan dalam mengajar bahasa inggris khususnya mengenai simple present tense? Untuk metode pembelajaran didalam kelas itu,bapak menggunakan metode tanya jawab dan menggunakan materi yang ada di handbook. 4. Apa pendapat bapak mengenai board race game sebagai salah satu strategi dan apakah game tersebut mampu meningkatkan kosa kata? Menurut saya dengan board race game pembelajaran menjadi menyenangkan buat siswa.Sehingga siswa lebih suka dan lebih menerima pembelajaran khusunya pembelajaran grammar.Yaitu tadi board race game tentu akan meningkatkan grammar siswa khusunya simple present tense yang sudah diajarkan dan sudah dipraktikan dengan board race game tadi. 5. Menurut bapak setelah melakukan board race game ,apakah siswa menjadi percaya diri dalam menulis grammar khususnya simple present tense? Ya,pastinya.Setelah melakukan board race game siswa lebih memahami grammar dan
24 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 4 Transcript of Students A Interview No. Questions Answers 1. Apakah kamu suka bahasa inggris?Apaalasannya?. Ya saya sukabahasa inggris.Karena menurut saya bahasa inggris itu penting dan bisa digunakan dimana saja. 2. Dalam bahasa inggris pastinya adagrammar(tata bahasa) menurutmu belajar grammar sulit atau tidak? Iya.Menurut saya belajar grammar tidak begitu sulit. 3. Apakah dalam pembelajaran bahasa inggris kamu sering melakukan praktik? Tidak .Sering kali saja. 4. Apakah ada masalah Ketika kamu belajar bahasa inggris khususnya dalam mempelajari grammar? Ya,ada.Karena grammar menurut saya susah dalam menghafalkan rumusnya. 5. Sebelumnyakamumenghetahu board race game tidak? Tidak. 6. Setelah kita kemarin mempraktikan board race game ,apa pendapatmu mengenai boar race game?. Sangat menyenangkan.Karena board race game dilakukan secara berkelompok dan kita melakukan Kerjasama jadi membuat kita lebih mudah menyusunnya.Walaupun membuat kita gugup karena dikasih waktuhanya 5 menit untuk Menyusun kalimat . 7. Apakahkamusukadengan board race game? Ya saya sangat suka. 8. Menurutmu board race game membuat kamu menambah pemahaman grammar khususnya simple present tense tidak? Ya,karena denganga menyamenarik dan mudah dipahami.Banyak vocabulary juga yang saya dapat dari board race sehinggasayalebihmemahami grammar. 9 Apakah board race game membuat kamu percaya diri untuk menulis grammar? Ya,tentunya.Dengan board race saya lebih percaya diri untuk menulis kalimat dalam pembelajaran bahasa inggris. 10. Aktivitas apa yang kamu paling sukai dari board race game kemarin? Ketika saya menempelkan kalimat kepapantulis secara cepat . APPENDIX 5
25 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Transcript of Students B Interview No. Questions Answers 1. Apa pendapatmu tentang game? Sangat menyenangkan dan tidak membuat bosan. 2. Dalam permainan board race dengan kelompok .Apakah kamu suka bekerjasama dengan kelompokmu ? Ya,saya sangat suka . 3. Apakah kamu sukabermain board race dengan temenmu selama dikelas? Ya saya suka. 4. Apa pendapatmu tentang pembelajaran menggunkan game? Menurutku pembelajaran menggunakan game sangat menyenangkan ,karena kita tidak mudah jenuh saat pembelajaran. 5. Apakah membuatmu mudah atau sulit? Menurut saya lebih menjadi mudah. 6 Apakah kamu merasa percaya diri untuk menulis grammar sekarang? Ya,tentu. 7 Apa alasanmu merasa percaya diri? Seperti yang sudah saya jawab dengan board race game yang di kerjakan secara group saya lebih melakukan interaksi banyak dengan teman .Sehingga saya merasa percaya diri khusunya dalam belajar grammar. 8. Apakah kamu menjadi lebih percaya diri sekarang untuk menulis kata dengan benar? Ya ,cukup percaya diri. 9. Apakah kamu sekarang memahami grammar lebihfasih? Ya.Cukup memahami. 10. Apakah grammar kamu mengalami peningkatan? Ya.Cukup mengalam ipeningkatan.
26 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) Instrument Validation
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30 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 7 The Statements of Questionnaire
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37 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) 22. Game Board Race menghadirkan kerja kelompok yang menyenangkan, sehinggasayadapatmenghilangkan rasa malu dan takut terutama dalam mempelajari grammar Bahasa Inggris. (Game Board Race is a fun group activity where I can get rid of my shyness and fear especially in learning English grammar.) 23. Permainan Board race dapat merangsang danmemberikankepercayaandirikepadasayadalamberaktivitaskarenatertantanguntukdapatm engalahkantimlain.( Board race games can stimulate and give me confidence in my activities because I logically want to beat the other team).
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40 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 8 Documentations of Pre-test APPENDIX 9 Documentations of Board Race GameImplementation
41 Wiwi wiratna and Valentina Dyah Arum Sari(Board Race Game Implementation to Improve Vocational High School Students’ Grammar Mastery) APPENDIX 10 Documentations of Post-test