THE USE OF DICE GAME TO IMPROVE STUDENTS’ MASTERY IN SIMPLE PRESENT TENSE

(A CLASSROOM ACTION RESEARCH OF THE SEVENTH GRADE STUDENTS OF MTs. MA’AHID KUDUS

IN THE ACADEMIC YEAR 2011/2012)

By MARDIANA SARI

NIM 200732231

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS 2012

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THE USE OF DICE GAME TO IMPROVE STUDENTS’ MASTERY IN SIMPLE PRESENT TENSE

(A Classroom Action Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in Academic Year 2011/2012)

SKRIPSI

Presented to Muria Kudus University

in Partial Fulfillment of the Requirements for Completing the Sarjana Program in The English Education Department

By: Mardiana Sari

2007-32-231

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY

2012

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MOTTO AND DEDICATION

Motto:

There is no impossible word if we never give up. Keep studying and praying

to Allah.

We are what we think and do. Embed that in your mind.

‘Ikhlas’ is the key of life to progress

Dedication:

She dedicates this skripsi to:

Allah SWT the Almighty

Her beloved parents who always gives support

Her beloved little brothers

Her beloved best friends (Nana R, Rani Rosyidah, Siti

Jumanah, Romdhonah SSR)

All of Formi’s member who always give motivation

(especially for Zulfan Ade S and Meilany Happy F)

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ADVISOR’S APPROVAL

This is to certify that the skripsi of Mardiana Sari has been approved by the

skripsi advisors for further approval by the Examining Committee.

Kudus, February 2012

First Advisor

Diah Kurniati, S.Pd,M.Pd NIS. 0610701000001190

Second Advisor

Ahdi Riyono, SS, M.Hum NIS. 0610701000001160

Acknowledged by The Faculty of Teacher Training and Education Dean, Drs. Susilo Rahardjo, M.Pd NIP. 19560619-198503-1-002

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BOARD OF EXAMINERS

This is to certify that the skripsi of Mardiana Sari has been aproved by the

examining committee as a requirement for the “Sarjana” Degree in English

Education Department.

Kudus, February 2012

Examining Committee

Diah Kurniati, S.Pd,M.Pd. , Chairman NIS. 0610701000001190

Ahdi Riyono, SS, M.Hum , Member NIS. 0610701000001160

Drs. Suprihadi , Member NIS.19570616-198403-1-015

Fajar Kartika, SS, M.Hum , Member NIS.0610701000001191

Acknowledged by:

The Dean of Teacher Training and Education Faculty

Drs. Susilo Rahardjo, M.Pd. NIP. 19560619-198503-1-002

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ACKNOWLEDGEMENT

The writer gives her gratitude to Allah SWT for giving her everything in her

life, so that she can finish writing the research entitled “The Use of Dice Game to

Improve Students’ Mastery in Simple Present Tense (A Classroom Action

Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in the Academic

Year 2011/2012)”. Then, the writer would like to express her gratitude to:

1. Drs. Susilo Raharjo, M.Pd. as the Dean of Teacher Training and Education

Faculty of Muria Kudus University,

2. Fitri Budi Suryani, S.S, M.Pd. as the Head of English Education Department

of Teacher Training and Education Faculty of Muria Kudus University,

3. Diah Kurniati, S.Pd, M.Pd as the First Advisor who has guided and given her

suggestion in finishing this skripsi with a great patience,

4. Ahdi Riyono, SS, M.Hum as the Second Advisor who has given contributive

criticism and assistance during completing this skripsi,

5. All of the lecturers who taught her during studying at the English Education

Department Teacher Training and Education Faculty,

6. Noor Azis as the Headmaster of MTs. Maahid Kudus, who permits and

facilitates her to conduct the research in his school,

7. Agus Salim, S.Pd as the English Teacher of MTs. Maahid Kudus, who allows

and helps the writer to carry out the research in his class,

8. Her beloved family for their love and support,

9. Her beloved friends who give support and help her.

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Finally, the writer would like to express her thanks to all people who

helped her in finishing this skripsi. Hopefully, this skripsi would contribute to

English learning at Muria Kudus University and can be useful for all.

Kudus, February 2012

The Writer

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ABSTRACT

Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in Simple Present Tense (A Classroom Action Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012. Skripsi, English Education Department Teacher Training and Education Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd, (2) Ahdi Riyono, SS, M.Hum.

Key words : Dice Game, Simple Present Tense and Classroom Action Research.

As an International language, English plays an important role in connecting people in the world. One way of mastering English is by improving the mastery of grammar, especially Simple Present Tense. Simple Present Tense is the first tense that is introduced to the students of junior high school because this tense commonly used in daily conversation. Unfortunately, the students have difficulties in constructing a sentence in Simple Present Tense. Therefore, the teacher must use the appropriate teaching media to improve the students’ mastery. Dice game is one of the alternative teaching media that can be used in teaching English to improve students’ mastery in Simple Present Tense. So, in this research, the writer uses dice game as a teaching media in teaching English.

The objective of this research is to improve students’ mastery in Simple Present Tense by using dice game at the Seventh Grade Students of MTs. Ma’ahid Kudus in academic year 2011/2012 through Classroom Action Research (CAR).

The classroom action research is used to design this research and followed by three cycles. Each cycle is conducted through four steps; they are: planning, action, observation and reflection. This research is conducted at the seventh grade students of MTs. Ma’ahid Kudus in academic year 2011/2012. The class consists of three classes; they are class A, B and C. In this research, the writer chooses class VII-A that consists of 38 students to conduct the research.

In the result, the students’ mastery in Simple Present Tense improves from cycle I until cycle III. In cycle I, the average score is 65.76, in cycle II the average score is 69.76 and in cycle III the average score is 73.34. Besides, the students feel more enjoy and fun in playing dice game. Therefore, the writer can conclude that the use of dice game can improve students’ mastery in Simple Present Tense at the Seventh Grade Students of MTs. Ma’ahid Kudus in academic year 2011/2012.

Therefore, the writer recommends some suggestions. First, teacher should use dice game as media of teaching and learning to teach English grammar especially Simple Present Tense. The teacher also should give motivation and support for the students in order to increase the students’ understanding, especially in mastering Simple Present Tense through dice game. In addition, the students should practice more in increasing their knowledge so their ability in English will improve well.

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ABSTRAKSI

Sari, Mardiana. 2012. The Use of Dice Game to Improve Students’ Mastery in Simple Present Tense (A Classroom Action Research of the Seventh Grade Students of MTs. Ma’ahid Kudus in the Academic Year 2011/2012. Skripsi, English Education Department Teacher Training and Education Faculty Muria Kudus University. Advisors: (1) Diah Kurniati, S.Pd, M.Pd (2) Ahdi Riyono, SS, M.Hum

Key words : Dice game, Simple Present Tense and Classroom Action Research.

Sebagai bahasa Internasional, Bahasa Inggris mempunyai peran penting dalam menghubungkan orang-orang di dunia. Salah satu cara menguasai Bahasa Inggris adalah dengan meningkatkan grammar, khususnya Simple Present Tense. Simple Present Tense adalah tenses pertama yang diajarkan kepada siswa SMP karena tenses ini biasa digunakan dalam percakapan sehari-hari. Sayangnya, siswa-siswa mengalami kesulitan dalam membuat kalimat menggunakan Simple Present Tense. Oleh karena itu, guru harus menggunakan media pembelajaran yang tepat untuk meningkatkan kemampuan siswa. Permainan dadu merupakan media pembelajaran yang dapat digunakan dalam mengajar Bahasa Inggris untuk meningkatkan kemampuan siswa dalam memahami Simple Present Tense. Sehingga, dalam penelitian ini, penulis menggunakan permainan dadu sebagai media pembelajaran dalam mengajar Bahasa Inggris..

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa dalam Simple Present Tense dengan menggunakan permainan dadu sebagai media pembelajaran pada siswa kelas VII di MTs. Maahid Kudus tahun ajaran 2011/2012 dengan menggunakan Penelitian Tindakan Kelas (PTK).

Desain yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas yang diikuti dengan tiga siklus. Setiap siklus terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilakukan pada siswa kelas VII MTs. Maahid Kudus tahun ajaran 2011/2012 yang terdiri dari tiga kelas, yaitu kelas A, B dan C. Dalam penelitian ini, peneliti memilih kelas A yang terdiri dari 38 siswa.

Hasil penelitian menunjukkan bahwa kemampuan siswa dalam memahami Simple Present Tense meningkat dari siklus I sampai siklus III. Nilai rata-rata siswa di siklus I adalah 65.76, di siklus II menjadi 69.76 dan di siklus III 73.34. Disamping itu, siswa merasa lebih menikmati dan senang bermain permainan dadu. Oleh karena itu, peneliti menyimpulkan bahwa penggunaan permainan dadu sebagai media pembelajaran dapat meningkatkan kemampuan siswa dalam Simple Present Tense kelas VII di MTs. Maahid Kudus tahun ajaran 2011/2012.

Dengan begitu, peneliti memberikan beberapa saran. Pertama, guru dapat menggunakan permainan dadu untuk media pembelajaran bahasa inggris terutama untuk materi Simple Present Tense. Disisi lain, siswa harus meningkatkan pengetahuan bahasa Inggrisnya.

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TABLE OF CONTENT COVER LOGO OF UMK ........................................................................................ ii PAGE OF TITLE ...................................................................................... iii MOTTO AND DEDICATION ................................................................. iv APPROVAL SHEET ................................................................................ v EXAMINERS’ APPROVAL ................................................................... vi ACKNOWLEDGEMENT ....................................................................... vii ABSTRACT ............................................................................................... ix ABSTRAKSI .............................................................................................. x TABLE OF CONTENT ............................................................................ xi LIST OF TABLES .................................................................................... xv LIST OF FIGURE ..................................................................................... xvi LIST OF APPENDICES .......................................................................... xvii

CHAPTER I: INTRODUCTION

1.1 Background of the Research ............................................................ 1

1.2 Statement of the Problem ................................................................. 4

1.3 Objective of the Research ................................................................ 4

1.4 Significant of the Research .............................................................. 4

1.5 Limitation of the Research ............................................................... 5

1.6 Definition of the Term ..................................................................... 5

CHAPTER II: REVIEW TO RELATED LITERATURE

2.1 Games as Media of Teaching .......................................................... 7

2.1.1 The Benefits of Using Games ............................................. 8

2.1.2 The types of Games ............................................................. 9

2.2 Dice Games ...................................................................................... 10

2.2.1 Advantages of Using Dice Game ......................................... 11

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2.2.2 The Procedure in Playing Dice Game .................................. 12

2.3 Tense ................................................................................................ 12

2.3.1 Definition of Tense .............................................................. 13

2.3.2 Types of Tense ..................................................................... 13

2.4 Simple Present Tense ....................................................................... 15

2.4.1 The Function of Simple Present Tense ................................ 15

2.4.2 Structure of Simple Present Tense ...................................... 16

2.5 Teaching English in MTs. Ma’ahid Kudus ...................................... 20

2.5.1 Purpose of Teaching English in MTs. Ma’ahid Kudus ....... 20

2.5.2 Material of Teaching English in MTs. Ma’ahid Kudus ...... 21

2.6 Teaching Simple Present Tense by Using Dice Game .................... 22

2.7 Hypothesis ....................................................................................... 23

CHAPTER III: METHODOLOGY OF THE RESEARCH

3.1 Setting and Characteristic of Subject of The Research ................... 24

3.2 Variable of The Research ................................................................ 24

3.3 Design of The Research .................................................................. 25

3.3.1 Planning .............................................................................. 27

3.3.2 Action .................................................................................. 27

3.3.3 Observation ......................................................................... 28

3.3.4 Reflection ............................................................................ 29

3.4 Procedure of the Research ............................................................... 29

3.5 Technique of Collecting Data .......................................................... 30

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3.6 Technique of Data Analysis ............................................................. 30

CHAPTER IV: FINDING OF THE RESEARCH

4.1 Preliminary Research ....................................................................... 33

4.2 Cycle I .............................................................................................. 34

4.2.1 Planning ................................................................................ 34

4.2.2 Action .................................................................................. 35

4.2.3 Observation .......................................................................... 36

4.2.4 Reflection ............................................................................ 37

4.3 Cycle II ............................................................................................ 40

4.3.1 Planning ............................................................................... 40

4.3.2 Action .................................................................................. 41

4.3.3 Observation ......................................................................... 42

4.3.4 Reflection ............................................................................ 42

4.4 Cycle III .......................................................................................... 45

4.4.1 Planning ............................................................................... 45

4.4.2 Action .................................................................................. 46

4.4.3 Observation .......................................................................... 47

4.4.4 Reflection ............................................................................. 48

CHAPTER V: DISCUSSION

5.1 The Use of Dice Game for Teaching Simple Present Tense ........... 52

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5.2 The Improvement of The Students’ Mastery In Simple Present Tense of

The Seventh Grade Students of MTs. Maahid Kudus In Academic Year

2011/2012 ........................................................................................ 54

5.3 The Effect of Using Dice Game In Teaching Simple Present Tense for

Seventh Grade Students of MTs. Maahid Kudus In Academic Year

2011/2012 ........................................................................................ 56

CHAPTER VI: CONCLUSION AND SUGGESTION

6.1 Conclusion ....................................................................................... 59

6.2 Suggestion ....................................................................................... 60

BIBLIOGRAPHY ..................................................................................... 61

APPENDICES ........................................................................................... 62

STATEMENT SHEET

CURRICULUM VITAE

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LIST OF TABLES

Table Page

3.1 The measurement of the student’s achievement .............................. 32

4.1. The frequency distribution of the students’ mastery in Simple

Present Tense cycle I ....................................................................... 38

4.2 The measurement of the student’s achievement in cycle I .............. 39

4.3 The frequency distribution of the students’ mastery in Simple

Present Tense cycle II ...................................................................... 43

4.4 The measurement of the student’s achievement in cycle II ............. 44

4.5 The frequency distribution of the students’ mastery in Simple

Present Tense cycle III .................................................................... 49

4.6 The measurement of the student’s achievement in cycle III ........... 50

4.7 Recapitulation of the students’ score of Simple Present Tense taught

by using Dice Game ......................................................................... 51

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LIST OF FIGURE

Figure Page

3.1 Classroom Action Research Model by Hopkins .............................. 26

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LIST OF APPENDICES

Appendix Page

Appendix 1 Lesson Plan Cycle I ............................................................ 61

Appendix 2 Lesson Plan Cycle II ........................................................... 64

Appendix 3 Lesson Plan Cycle III .......................................................... 67

Appendix 4 Table of Specification for Simple Present Tense cycle I ..... 70

Appendix 5 The Lay Out of Achivement Test in cycle I ........................ 72

Appendix 6 The Test Score of Cycle I .................................................... 76

Appendix 7 Table of Specification for Simple Present Tense cycle II ... 77

Appendix 8 The Lay Out of Achivement Test in cycle II ....................... 79

Appendix 9 The Test Score of Cycle II .................................................. 83

Appendix 10 Table of Specification for Simple Present Tense cycle III .. 84

Appendix 11 The Lay Out of Achivement Test in cycle III ..................... 86

Appendix 12 The Test Score of Cycle III ................................................. 90

Appendix 13 Students’ observation sheet cycle I ...................................... 91

Appendix 14 Students’ observation sheet cycle II .................................... 92

Appendix 15 Students’ observation sheet cycle III ................................... 93

Appendix 16 Teacher’s observation sheet cycle I ..................................... 94

Appendix 17 Teacher’s observation sheet cycle II .................................... 95

Appendix 18 Teacher’s observation sheet cycle III ................................... 96

Appendix 19 Questionnaire Form ............................................................. 97 Appendix 20 The result of Questionnaire ................................................. 98

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