A RESEARCH PROPOSAL THE EFFECTIVENESS OF USING CIRCLE CHAIN GAME IN TEACHING SIMPLE PAST TENSE A.

RESEARH BACKGROUND Language is very important and crucial among human being. Language is human and non instinctive method of communicating ideas, feeling, and desires by means of a system of sound symbol.1 We know that English as international language and a tool to communicate oral and written has been taught at almost every level of education as the second language or foreign language. The purpose of teaching English covers four language skill; listening, speaking, reading and writing. In mastering those skills, students also have to know the language component; grammar, vocabulary, and pronunciation. As one of language component, grammar is important to be learnt by student. Grammar is the system of rules governing the conventional and relationship of words in a sentence. Grammar may be roughly defined as the way a language manipulates and combines words ( in a bit words ) in order to form longer unit of meaning. There is a set of rules which govern how units of meaning may be constructed in any language.2 Victoria Fromkin states that every grammar is complex, logical, and capable of producing an infinite set of sentences to express any thought.3 In fact, English grammar has many different and difficult rules of the language. The simple past tense is one of English grammar topics that is given to eigth grade students of junior high school. As we know that, the students still have difficulty in mastering simple past tense since it also has the rule of th changing of verb. For that reason, the teacher need a good
Hornby, Oxford Advance Learners Dictionary of Current English, (New York: Oxford University Press, 1987),p.473 2 Penny Ur, Grammar Practice Activities; a Practical Guide for Teachers,(UK: Cambridge University Press,1988),p.4 3 Victoria Fromkin, an Introduction to Language, ( US: Thomson Heine, 2003)p.15
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media in helping their students understand and master grammar especially simple past tense since teaching structure is not easy. There are many media which can help the teacher to make the students attracted to follow the lesson. Game are kinds of subtances that are used by a teacher during teaching process to support the presentation of the lesson and became a learning aid that make easier. The writer intends to prove that circle chain game can be applied to teach simple past tense. The writer hoped that by using such kind of teaching aid, the students will not be bored and learn English with full of motivation because language learning is hard work, games help and encourage many learners to sustain their interest work. Games also help the teacher to create context in which the language is useful and meaningful.4 Game play an important role in teaching and learning process and can be alternative media of language teaching. They can often help the students understand something presented better than telling verbally. Based on the background above, the writer want to research to know how is the effectiveness of teaching simple past tense using circle chain game in eight grader students in SMP N 1 Mejobo Kudus in The Academic Year 2010/2011. B. REASON FOR CHOOSING THE TOPIC The reason for choosing the topic are as follow: 1) Every language has its own characteristics. We should understand each system of language in order we could understand the language itself 2) Students usually have problem in understanding tenses especially simple past tense 3) It is important to teach grammar effectively, beneficial and interesting in the classroom
Andrew Wright,et,al., Games for Language Learning, (USA: Cambridge University Press, 1984),p.1
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4) The English teacher still uses conventional methods who has never used the media in teaching process 5) Circle Chain is one of interesting game in teaching to activate the students in learning process 6) Most of Junior High School students think that English especially grammar is one of the difficult and boring subject. C. RESEARCH QUESTION The research question on this study can be formulated as follow: 1) How is the effectiveness of using circle chain game in teaching simple past tense with the eight graders of SMP N 1 Kudus in the academic year of 2010/2011? D. HYPOTHESIS In conducting my study, I propose the working hypothesis of the study can be formulated as follow: (H1) Using circle chain game is more effective in the teaching simple past tense to the eight grade students of SMP N 1 Mejobo Kudus in the academic year of 2010/2011 than using conventional method. (H0) Using circle chain game is not more effective in the teaching simple past tense to the eight grade students of SMP N 1 Mejobo Kudus in the academic year of 2010/2011 than using conventional method. E. OBJECTIVE OF THE STUDY 1) To find out the effectiveness of using circle chain game in teaching simple past tense with the eight grader students of SMP N 1 Mejobo Kudus in the academic year of 2010/2011. F. PEDAGOGICAL SIGNIFICANCE The significance of the study are: a) For the students

To motivate students to be more careful in understanding English grammar as we know that English grammar has different rule to Indonesian grammar that make us usually have difficulty in applying it even in written and spoken. b) For the teacher To motivate teacher in finding a new or good media to teach English grammar and useful to give contribution of developing English teaching c) For the reader To give readers a reference in conducting a research about media of teaching simple past tense. Develop their knowledge and get many experiences d) For the writer To motivate the writer in doing some research as the contribution in developing English teaching. As a research and an English teacher, the writer is supposed to conduct some activities or research that can make a development in educational field especially in English teaching. G. LITERATUR REVIEW 1) Grammar a. The meanings of grammar Grammar has various meanings. Harmer states that grammar is the description of the ways in which words can change in that language. In addition, Thornburry asserts that grammar is the study of the way words are chained together in a particular order, and also of what kinds of words can slot into any one link in the chain. The writer also gives her definition of grammar. According to the writer, grammar is the study of words into a large order ( morphology and syntax) that relate each other so that the large order can give information to the reader and listener. We must aware of

grammar since it deals with not only words but also the formation of words into a large order and also its meaning. b. The Importance of Grammar The importance of grammar are as follows: 1) Grammar is important to be taught because it affect students performance in all four skill reading, listening, reading and writing. 2) Students are expected in comprehending English either written or spoken, for that reason, they must know the system rule of grammar of a target language fluently and acceptably since grammar is a tool for making meaning as represented by Thornburry. 2) Simple Past Tense a. The Definition of Simple Past Tense We use tense to show when the activity happen. We obviously know that simple past tense is used to show an activity that is done in a certain time in past. Parrot gives more clear information of the use of past tense. According to him, we can use simple past tense are as follows: 1) Finished periods of time. Parrott assert that The past simple is one of the tenses we use to refer to completed events, states, or action. We choose the past simple when we consider that the event, state or action took place within a finished period of time. 2) Precise detail. We also use the simple past tense when we provide precise circumstantial detail about an event (e.g. we can say Ive had my appendix out but we have to use the simple past tense as soon as we specify, for example, where or how do not say Ive had my appendix out in Warsawa but I had my appendix out in Warsawa). 3) Time anchor

In telling stories and describing what happened in the past we use the past simple as a time anchor to establish the key time frame of events. We also use the simple past to describe the key events that move the story forward. We use other tenses ( notably the past perfect and the past continuous) to show the relationship of other events to this time frame b. The Pattern of Simple Past Tense The simple past tense uses the form of past tense verb (usually added by ed in regular verb). Sentence Affirmative Negative Question For example: Affirmative I walked to school yesterday I bought a new car three days ago Negative I did not walk to school yesterday I did not buy a new car three days ago Interrogative Did I walk to school yesterday? Did I buy a new car three days ago? The simple past tense also uses be; was and were Sentence Affirmative Negative Question For example: Affirmative Pattern Subject + was/were + Complement Subject + was/were + not + Complement Was/were + Subject+ Complement Pattern Subject + past tense + object Subject + did not + infinitive + object Did + subject + infinitive + object

Sinta was sick yesterday. They were absent a week ago Negative Sinta was not sick yesterday They were not absent a week ago. Interrogative Was sinta sick yesterday? Were they absent a week ago? 3) Media a. Definition of media Media are necessary in order to have efficiency and effectiveness in teaching learning. Based on Oxford Learner's Pocket Dictionary, medium (plural media) is "something which is used for a particular person."5 Education association defines media as thing that can be manipulated, can be seen, can be heard, can be read, and can be talked with instrument which is used well in the teaching learning process, and can influence effectiveness of instructional program.6 Audiovisual aids and teaching material are other terms of media that are generally used in teaching learning process. According to writer, media are means that can be used to deliver or receive something. b. Types of media According to Oemar Hamalik (cited from Asnawir, 2002: 29), there are four classifications of teaching media: a. Visual media, such as filmstrip, transparency, micro projection, bulletin board, pictures, illustration, chart, graphic, poster, map, and globe.
5 Oxford Universiy, Oxford Learner's Pocket Dictionary, (Oxford: Oxford University Press, 2003), 3rd Ed, p. 268. 6 Asnawir and M. Basyirudin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p. 11.

b. Audited media, such as phonograph record, electric transcript, radio, recorder of tape recorder. c. Audio visual media, such as film, TV, and three dimensions things. d. Dramatization, role play, socio drama, etc. Those media can be used in teaching according to the materials and students' level and interest. c. The Functions of Teaching Media Media in the classroom are appropriate for triggering ideas, making difficult subjects more understandable, and for holding attention on important ideas. It should lead students to remember ideas by becoming more involved with them. What is not always obvious is that students should first know what media is and ways to think about it. Critical skills in understanding media are extremely important; without them the film, video, record or slide presented in relation to a subject is only one dimensional. According to Levie and Lentz (cited from Arsyad, 2003: 16), there are four functions of teaching media, especially visual media as following: a. Attention Function Media can attract students attention to concentrate on lesson content related to visual meaning showed. Sometimes in the first lesson, students are not interested in lesson material. So, they dont pay attention to the lesson. b. Affective Function This function can be seen from students interest when they learn or read pictured text. Picture or visual sign can endow students attitude and emotion. c. Cognitive Function This function can be seen from research finding that states that visual sign or picture can achieve the aim to understand and remember information or message contained in picture smoothly.

d. Compensatory Function Compensatory function of teaching media are seen from result of research that visual media, which give context to understand the text help students who are weak in reading, organize information of the text and remember it. In other words, teaching media has function to accommodate students who are weak and difficult to understand the lesson explained.7 4) Game a. Definition of game A Game is structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration and from art, which is more concerned with the expression of ideas.8 English is different from our language. Therefore it is not easy to learn it. One must make an effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known language in conversation or written composition. Games help and encourage many learners to sustain their interest work. b. Circle Chain Game in Teaching Process Game is one of media that can be applied in language teaching and learning. All people are like games either young up to adult. But different age are group requires various topic material, competence, and model of game. For example, children like fun game, then adult more like challenging game. So, as teacher should choose the appropriate game for all students in order to be fun learning and active class.

Azhar Arsyad, Media Pembelajaran, Jakarta : PT Raja Grafindo Persada, 2003, p. 16-17.
HTTP://WWW.LINTASBERITA.COM/GO/742531

Circle chain game is one method which is effective to be used in foreign language learning especially in teaching grammar. It is important for the teacher to be creative and innovative. There are many aspects to be considered in playing this game. The following steps in teaching simple past tense using circle chain game are: Preparation: 1. 2. 3. Have students sit in a circle Give students a minute to remember what they did yesterday After giving instruction appoint one student to begin Direction: 1. 2. 3. 4. You will have one minute to remember what you did Then one player will be chosen to tell you what they did The next player will repeat what the previous players Each player will repeat all of the previous players yesterday

did using and I and add what he or she did activities and add their own statement. H. PREVIOUS RESEARCH In making this thesis, the writer has some relevant previous research that support her researcher this is: Thesis entitled Stimulating Students Oral Use of Simple Past Tense Through Story Telling ( An Experimental Research with 8 Grade students of MTs Sumber Payung Batal Barat Gading Sumenep Madura in The Academic Year of 2009/2010 written by Siti Fannah 053411204. The research was quantitative which attempt how to motivate students in stimulate students oral use of simple past tense. In this research shows that using story telling can improve students motivation in stimulate students oral use of simple past tense. Through story telling the students felt interest and tried to speak English.

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Second, the thesis entitled The Teaching of Simple Past Tense For Junior High School Through Task-Based-Learning by Dina Pratiwi of English Department Language and Art Faculty Semarang State University in her study she compared the teaching by using conventional method and by using task-based-learning. The result of her study show that using taskbased-learning is more effective in teaching simple past tense. In this research, the writer tries to offer one of teaching media that is circle chain game to teach simple past tense with experimental study. The writer need two classes, experiment group and control group. There is any difference between experimental class and control class in teaching and learning process. It means that experimental class were taught using circle chain game and control class were taught using conventional method. What I mean by using conventional method is that the teacher explains orally to the students about simple past tense. I. RESEARCH APPROACH In this research, the writer conducted an experimental study. An experimental is a situation in which one observes the relationship between two variables by deliberately producing a change in one and looking to see whether this alteration produces a change in the other.9 In addition to that, according to Western Michigan University, experimental research is scientific investigation in which an investigator manipulates and controls one or more independent variables to determine their effects on the outcome (dependent) variable.10 Variable is the object of research or something that become the concern of research.11 In this study there are two variable.
9

Rodgers and Brown, Doing Second Language Research, (Cambridge: Oxford Press 2002) p.

211. Western Michigan University: The Evaluation Centre, Glossary, http://ec.wmich.edu/glossary/prog-glossary.htf, 3 August 2009. 11 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta: PT. Rineka Cipta, 2006., p. 118
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Independent Variable It is a variable that influences or causes of change or emergence of the dependent variable.12 Independent variable in this research is the use of circle chain game in teaching simple past tense. Dependent Variable It is variable that is affected resulting, because of the existence of the independent variable.13 Dependent variable in this research is the achievement of the eight grade students of SMP N 1 Mejobo Kudus in the academic year of 2010/2011 in simple past tense. In this study, researcher used pretest-posttest control group design. Two groups are employed in this design; one group, the experimental group, receives a treatment (X) while the second group, does not. Both groups are given a pretest and a posttest. The pretest-posttest control group design can be diagrammed as shown below:14 R R O1 O3 X O2 O4

The subjects of this research are divided into two groups: experimental group, which were taught by using circle chain game and control group, which were taught without using circle chain game. In this study, the approach used by writer is quantitative approach. It is quantitative because the data will be gained are numeric and will be analyzed by using statistical computation. Quantitative approach is that stressed the analysis to the numerical data that is processed by statistical method.15 It will explain the result of pre - test and post test. J. SOURCE OF DATA/PARTICIPANT AND SETTING
Sugiyono, Statistika Untuk Penelitian, (Bandung : CV Alfabeta, 2005), p.3 Ibid. 14 Bruce W. Tuckman, Conducting Educational Research, (USA: Harcourt Brace Jovanovich, 1978), p. 131-132. 15 Prasetya Irawan, Logika dan Prosedur Penelitian, (Jakarta: STIA-LAN Press, 1999), p. 92.
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a. Population The population of this study is All of the eight grade students of SMPN 1 Mejobo Kudus in the academic year of 2010/2011 has seven classes. b. Sample The writer will take two classes from the eight grade students of SMPN 1 Mejobo Kudus in the academic year of 2010/2011 as a sample the writer uses V IIIA as an experimental class and VIII B as control class. K. TECHNIQUE OF DATA COLLECTING In gaining the data, the researcher attempts to employ these following methods. a) Documentation The documentation method is used to look for the data concerning matters or the variable that took the form of the note, transcript, book, newspaper, magazine, inscription, ledger, agenda, etc.16 It refers to the archival data that helps the researcher to collect the data needed. In this research, this method was used to get the data of students name list that become respondents, syllabus, lesson plan, etc. The data was gained by the help of the English teacher. b) Test It is a set of questions and exercises used to measure the achievement or capability of the individual or group.17 In this research, the post-test will be given to the students as participant after being taught and will be given to both groups, either experiment group or control one. It is aimed to assess their achievement on the grammar mastery. The test which is used to assess will be examined

16 17

Ibid., p. 158. Suharsimi Arikunto, Op.Cit., p. 158

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in advance to know the validity, reliability, degree of test difficulty, and degree of question distinction. Instrument Test Measurement is said well if it has good validity, reliability, degree of test difficult, and degree of question distinctive. a) Validity Is measurement that shows the validity of instrument. It is counted using product moment formula.18 rxy = N xy x y {Nx 2 (x ) 2 }{Ny 2 (y ) 2 }

Notice: Rxy N X Y : question correlation coefficient : number of students : number of each item score : number of total score Calculation result of rxy is compared with r table of product moment by 5% degree of significance. If rxy is higher than r table, the item of question is valid. b) Reliability It means can be believed. Besides having high validity, a good test should have high reliability too. Alpha formula is used to know reliability of test.19
r11 = 2 xr1/ 2 1/ 2 (1 + r1/ 2 1/ 2

R11 R

: correlation index : rxy that has been said as correlation index between

instrument. c) Degree of test difficulty

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2002), p.65 19 Ibid, p. 170.
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A good question is a question that not really difficult and not really easy. Formula for degree of test difficulty is:20
P= B JS

Notice: P : difficultys index B : number of students who has right answer JS: number of students The criteria are: P = 0,00 0,00 0,00 0,70 < < < too difficult question P P P 0,03 difficult question 0,70 average question 1,00 easy question

P = 1 too easy question d) Degree of question distinctive It is used to know how accurate the question differ higher subject and lower subject is. The formula is:21 D = PH PL Notice D PH PL : degree of question : degree of difficulty from higher group : degree of difficulty from lower group

The criteria are: 0,00 < D 0,20 bad degree of distinctive 0,21 < D 0,40 average degree of distinctive 0,41 < D 0,70 good degree of distinctive 0,71 < D 1,00 very good degree of distinctive D < 0 question is not good and should be deleted L. TECHNIQUE OF DATA ANALYSIS
20 21

Ibid., p. 208 Ibid., p. 213

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a) Normality Test It is used to know the normality of the data that is going to be analyzed whether both groups have normal distribution or not. Chi square is used here22

2 =
Notice:

(Oi Ei ) 2 Ei

2
Oi Ei

: chi square : frequency from observation : expected frequency Calculation result of 2 is compared with x table by 5%

degree of significance. If 2 is lower than x table so the distribution list is normal. b) Homogeneity Test Is used to know whether experimental group and control group, that are decided, come from population that has relatively same variant or not. The formula is:23
F= Vb Vk

Notice: Vb : bigger varian Vk : smaller varian The hypotheses in homogeneity test are:
2 Ho : homogeny variant: 12 = 2 2 Ha : non homogeny variant: 12 2

22 23

Sujana, Metode Statistika, (Bandung: Tarsito, 1996), p. 273. Ibid., p. 250.

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If calculation result of F is lower than F table by 5% degree of significance so HO is accepted, it means both groups have same variant. c) Test of the average Is used to examine average whether experimental and control group that has been decided having significant different average from the mark grammar in previous time before the treatment.
2 12 = 2

(has same variant), the formula is:24 t=

s

X1 X 2 1 1 + n1 n2
2 (n1 1) S12 + (n2 1) S 2 n1+ n 2 2

S2 =
X1
X2

: average of experimental group : average of control group : number of experimental group N2 S12
2 S2

N1

: number of control group : standard deviation of experimental group : standard deviation of both groups

2 If 12 2 (has no some variant), the formula is:

t1 =

X X2 S1 S1 + n1 n2
2 2

The hypotheses are:

Ho : 1 = 2
Ha : 1 > 2
Ibid., p.239 24

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1
2

: average data of experimental group : average data of control group t Ho is accepted if calculation result of t is lower than 1 .

Degree of freedom for data t is (n1 + n2-2) with probability 1 . IF Ho is refused and Ha is accepted, so the average of first group is better than the second one. d) Test of Research Result To examine the hypothesis that have been stated, these following steps are used. a. normality test The steps are same with the steps on data analysis technique. b. Homogeneity test The steps are same with the steps on data analysis technique. c. Hypothesis test The steps are same with the steps on data analysis technique that is to prove the researcher hypothesis about the difference of students achievement on the grammar mastery between the students taught using circle chain game from those taught using non circle chain game. Here, the t-test formula is used.

M. PROCEDUR AND TIMELINE In collecting data, there are some steps was taken by the researcher, they are as follow:

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No 1.

Task description Asking permission to the headmaster to do research and getting familiar with the school situation. Contact the English teacher Doing pre test Giving treatment for both groups. The experimental group will taught by using circle chain game. Otherwise, the control group will taught by using conventional method. Doing Observation Doing post test

Time Schedule week 1st 2nd 3th 4th

2. 3. 4.

5. 6.

N. OUTLINE OF THE THESIS In order to make this research comprehends; the researcher will give the thesis into five chapters as follows: Chapter I is introduction. In this chapter consist of background of the study, reason for choosing the topic, the research question, objectives of the study, and outline of the thesis. Chapter II is review of the related literature. In this chapter, the writer discusses about some theories which have relevant and supporting to the topic. Chapter III is methodology of the research. In this chapter, the writer presents subject of the study, technique of data collection, instruments of the research and technique of data analysis. Chapter IV is analysis of the research. In this chapter the writer discuss the research of the study and discussion. Chapter V is conclusion. In this chapter consist of conclusion of the research and suggestion for the better future research.

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BIBLIOGRAPHY Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta: PT. Rineka Cipta, 2006.

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Arikunto, Suharsimi, Dasar-dasar Evaluasi Pendidikan, Jakarta: PT. Bumi Aksara, 2002 Arsyad, Azhar, Media Pembelajaran, Jakarta : PT Raja Grafindo Persada, 2003 Asnawir and Usman, Media Pembelajaran, Jakarta: Ciputat Pers, 2002 Fromkin,Victoria, an Introduction to Language, Heine, 2003 US: Thomson

Hornby, Oxford Advance Learners Dictionary of Current English, New York: Oxford University Press, 1987 Irawan, Prasetya, Logika dan Prosedur Penelitian, Jakarta: STIALAN Press, 1999 Oxford Universiy, Oxford Learner's Pocket Dictionary, Oxford: Oxford University Press, 2003 Rodgers and Brown, Doing Second Language Research, Cambridge: Oxford Press 2002 Sugiyono, Statistika Untuk Penelitian, Bandung : CV Alfabeta, 2005 Sujana, Metode Statistika, Bandung: Tarsito, 1996 Tuckman, Bruce W, Conducting Educational Research, USA: Harcourt Brace Jovanovich Publisher, 1978, 2nd Edition. Ur, Penny, Grammar Practice Activities; a Practical Guide for Teachers, UK: Cambridge University Press,1988 Western Michigan University: The Evaluation Centre, Glossary, http://ec.wmich.edu/glossary/prog-glossary.htf, 3 August 2009. Wright, Andrew, et, al. , Games for Language Learning, Cambridge: Cambridge university press, 1993, New Edition.

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