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The Effectiveness of Teaching Passive Voice by Using Linked-Circles Board Games Based on Active Learning Method

Pratolo, Bambang The Effectiveness of Teaching Passive Voice by Using Linked-Circles Board Games Based on Active Learning Method. Project Report. UAD Press.

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Abstract

Indonesian ESL students find it is difficult to produce English sentences based on appropriate grammar because English language is different from Indonesian language. The difficulty of understanding different tenses will also influence the result of producing English passive voice. It often leads EFL students to make some grammatical errors. As the result, they become passive and unmotivated to learn. Active learning is a good method to improve student‘s motivation and achievement. One of the implementation of active learning is by using linked-circles board games (LCBG). The particular aim of this research is to know the effectiveness of teaching passive voice by using linked-circles board games (LCBG) based on active learning method. This research is an experimental research with pre-test and post-test procedure. There was a try out before the test, and then it was continued by validity and reliability test product moment formula. After that, the new objective test, which only covered the valid and reliable ones was designed. The data were taken from the objective test. Pre-test was given before the classes were given treatment. Post-test was given after the classes were given treatment. The Population of the eleventh grade students of SMA Negeri 1 Gamping, 2012-2013 that consisted of 105 students. The total sample was 54 students. They were chosen by using a purposive sampling technique. The sample was divided into two groups; the experimental group and the control group. Then, the data were analysed using the t-test formula to see whether there would be a significant difference in teaching passive voice using LCBG for the eleventh grade students at SMA Negeri 1 Gamping compared to the one without using LCBG. The result of to was 1.65 and tt is 1.67. to (1,65) was lower than tt (1.67) with the 5% level of significance. It indicated that there was no significant difference in teaching passive voice using LCBG for the eleventh grade students at SMA Negeri 1 Gamping compared to the one without using LCBG. However, the highest score of experimental group was increased 2.25 points or 33.33 %. While the highest score of control group was increased 1.5 points or 24 %. The mean score of experimental group was increased 2.47 points or 48.43%. The improvement of experimental group was better than control group. It means that teaching passive voice by using LCBG was still better than the teaching passive voice conventionally or without using LCBG. Keywords: teaching grammar, passive voice, board games

Item Type: Monograph (Project Report)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Depositing User: Ph.D. Bambang Widi Pratolo
Date Deposited: 08 Aug 2017 04:18
Last Modified: 08 Aug 2017 04:18
URI: http://eprints.uad.ac.id/id/eprint/7045

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