example Is there any an effect of applying Mistake Buster technique in English Students
CHAPTER I
INTRODUCTION
This chapter will
discuss about background, research question, research objective, significance,
limitation of problem, hypothesis, and definition of key terms.
1.1
Background
The skills in English
are important to be mastered and require well. They are listening, speaking,
reading, and writing. But, the elements of the language such us vocabulary,
grammar, and sound system must also be taught to the students as the basic
knowledge to words the English use and skill. As Coghill and Magendanz (2003) stated that, the
grammar of a language is the set of rules that govern its structure. Grammar
determines how words are arranged to form meaningful units.
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Also, the one of level
of a person’s English knowledge is measured from his grammar mastery. According
to Krashen (1987) comprehensible input is not enough to make someone to be
master in English. Grammatical rules need to make someone easy to understand
and master in English. Grammar also has influence to someone who wants to find
the job and continue the study, because standard in English test such as TOEFL
is needed grammar knowledge.
Through the study of
grammar, students would become more familiar with the grammar of their native
language and that this familiarity would help them understand, so they can
listen, speak, read, and write better. According to Swan (2005) grammar is the
rules that show how words are combined, arranged or changed to show certain
kinds of meaning.
Unfortunately, English
grammar sometimes makes EFL students confused because it is different from the
grammar of their mother tongue, so that the ability of the Indonesian's
students in grammar still low. In fact, more EFL students have difficulty to
master in grammatical rules moreover in English skills. The students do not
master and comprehend in skills and elements of English. For example is reading
skill. Cline et.al (2006:2) stated
that reading is decoding and understanding written texts. Decoding requires
translating the symbols of writing system (including Braille) into the spoken
words which they represent. Understanding is determined by the purposes for
reading, the context, the nature of the text, and the readers’ strategies and
knowledge.
Sometimes the students
just know how to read aloud, not reading comprehension. As detail definition,
Westwood (2008) stated that reading comprehension is often conceptualized as
functioning at different levels of sophistication and referred to, for example,
as literal, inferential and critical.
Furthermore, most of
lecturers in the class use conventional teaching. Conventional teaching means
the lecturers as usual just speech firstly, then the lecturers take the
material from the textbook and asks the students to read aloud in class. The
lecturers will explain the meaning of the text. Moreover the students will get
the tasks without knowing the easy ways to find out the answers. Finally the
lecturers collect students tasks without ask them understand well or not. As
Douglas (2007) stated, the way of conventional teaching is like lecturers give
the material and ask the students to learn by themselves. This learning process
is very not efficient, because the students do not read well, students do not
get anything, and students do not get the result authentically.
According to Garniwa
(2015) in general students in Indonesia are still weak in English. English
teacher stated mostly students feel bore to learn English language, so they do
not have interest and motivation to learn that language. According to Gie
(2004:57) interest is one factor for success in learning. So, growing interest
is the important thing in order the students like to learn English language.
Hamalainen (2008) stated that one of the ways to increase students motivation
in learning is using teaching media such as film, gesture, globe, tape
recorder, pictures, etc. One of function of interest in study is interest make
spontaneous attention. It is mean, lectures have to make the students pay
attention about English language spontaneously, make the students have
curiosity to learn English language. As
Gie (2004:29) said if someone has interest in study, it means a person does not
feel pressured and spontaneous.
In English skills, the EFL students in level of
university will find about grammatical rules. As Garniwa (2015) stated, based
on the lecturers data, one of the factors that make students difficult to
master in English skill and do not have interest to learn English language is
when the lecturers talk about grammar. According to Hussin and Normah (2000)
the students are lacking of grammatical, vocabulary, hardly understand the
words and less interest to English subject.
For now, the conditions of EFL students need to get
attention. There were some problems in learning English, such as the students do not bravery to speak
English, they got difficulties to find out the meaning of the reading text, and
they have no smart idea to write well. The students felt that the grammar is
bored activity at class so they were not interested to learn English. Because, the students think grammar is
about remembered formula, think about the hard rules, learn grammar make them
bore and finally the students do not care about it.
To overcome this
problem, the lecturers have to have the interesting technique and are make
students more actively. The lecturers have to choose and use technique suitable
with students, material and class condition. There are so many techniques in
teaching reading, such as Grammar Translation Method (GTM), Board Races, EGRA
technique, Mistake Buster technique etc. In this research, the researcher is
interested to choose the technique that called “Mistake Buster”. Mistake Buster
actually has benefit in teaching and learning process especially in grammar
teaching. The students will know what the mistake from the word, sentence, even
the paragraph without thinking hard that make them bore, but the students still
get the knowledge actively.
According to
American-Vietnamese International English Center, the Mistake Buster can bring
several benefits. For students, they will get excited by switching the role of
the mistake corrector. The students have opportunity to find and correct the
mistake by themselves. For lecturers, this technique also helps them to check
the students understanding of grammar point or comprehension of reading task.
Mistake Buster is a simple technique but it is very effective in getting
students’ understanding, attention, and participation.
Based on the background
above, the researcher would like to conduct a research entitled “The Effect of
Applying Mistake Buster Technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu.
1.2 Research Question
Based on the background
above, the research question appeared as follow: “Is there any an effect of
applying Mistake Buster technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu?
1.3 Research Objective
The objective of the
research was to find out whether or not the Mistake Buster technique had
positive effect in English Students’ Grammar Ability at English Language
Education Study Program of IAIN Bengkulu.
1.4 Significance
The significance of
this research are :
1.
For Students :
From the result in this research can help the students in learning English
especially grammar ability by Mistake Buster.
2.
For Lectures :
The lectures are expected get one alternative technique in teaching grammar to
make class more actively.
1.5 Limitation of the Problem
The researcher only focused to know the result of
using the Mistake Buster
technique in English Students’ Grammar Ability at English Language Education
Study Program of IAIN Bengkulu.
1.6 Hypothesis
Testing hypothesis is
stated as the follows.
H0 :
There is no significant difference in post-test of teaching grammar between
students who are taught by using Mistake Buster Technique or without Mistake
Buster Technique.
H1 :
There is significant difference in post-test of teaching grammar between
students who are taught by using Mistake Buster Technique or without Mistake
Buster Technique.
1.7 Definition of Key Terms
1)
Mistake Buster
Mistake Buster is one
alternative technique which gives opportunities to student to finding and
correcting the mistakes by themselves in grammar task and helps the lectures to
check students understanding and their ability of grammar point or comprehension
of reading task.
2)
Grammar
Grammar is the rules that explain how words are
combined, arranged or altered to show some kind of meaning.
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LITERATURE
REVIEW
This research will present
about definition of grammar, application of grammatical study, types of
grammar, definition of mistake buster technique, and preview study.
2.1 Definition of Grammar
Grammar ability is one
of the very significant elements is gaining the level of proficiency a language
and there have been studies and findings disclosed aid present on the various
easy of teaching grammar. Grammar is the set of structural rules that govern
the composition of clauses, phrases, and words in any given natural language.
As Crystal (2006) stated, grammar is the study of all the contrasts of meaning
that it is possible to make within sentences. The 'rules' of grammar tell us
how. By one count, there are some 3,500 such rules in English.
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Linguists do not
normally use the term to refer to orthographical rules, although usage books
and style guides that call themselves grammars may also refer to spelling and
punctuation. According to
Nordquist (2017) linguists
are quick to remind us that there are different varieties of grammar that is,
different ways of describing and analyzing the structures and functions of
language. One basic distinction worth making is that between descriptive
grammar and prescriptive grammar (also called usage). Both are concerned with
rules, but in different ways. Specialists in descriptive grammar examine the
rules or patterns that underlie our use of words, phrases, clauses, and
sentences. In contrast, prescriptive grammarians (such as most editors and
teachers) try to enforce rules about what they believe to be the correct uses
of language. Grammar has always been viewed as playing an essential role in the
success or failure of formal communication. Grammar is central to the teaching
and learning of languages. It is also one of the more difficult aspects of
language to teach well.
2.2 Application of Grammatical Study
Greenbaum and Nelson
(2002) stated that there are several applications of grammatical study :
a.
Recognition of grammatical structures is often
essential for punctuation.
b.
A study of one's native grammar is helpful when one
studies the grammar of a foreign language.
c.
Knowledge of grammar is a help in the interpretation
of literary as well as nonliterary texts, since the interpretation of a passage
sometimes depends crucially on grammatical analysis.
d.
A study of the grammatical resources of English is
useful in composition: in particular, it can help you to evaluate the choices
available to you when you come to revise an earlier written draft.
2.3
Types of Grammar
1.
Case Grammar
Case grammar is a system of linguistic
analysis, focusing on the link between the valence, or number of subjects,
objects of a verb and the grammatical context it requires.
2.
Cognitive Grammar
Cognitive grammar is a cognitive
approach to language which considers the basic units of language to be symbols
or conventional pairings of a semantic structure with a phonological label.
3.
Comparative Grammar
Comparative grammar is the analysis and
comparison of the grammatical structures of related languages. According to
Freidin (1991) contemporary work in comparative grammar is concerned with a
faculty of language that provides an explanatory basis for how a human being
can acquire a first language. In this way, the theory of grammar is a theory of
human language and hence establishes the relationship among all languages.
4.
Construction Grammar
Construction grammar is a theory of
syntax in which constructions are the central unit grammatical representation.
As Carrol (1985) stated, constructions grammar is centers attention on language
production. It is my belief that the problem of production must be dealt with
before problems of reception and comprehension can properly be investigated.
5.
Descriptive and Prescriptive Grammar
Descriptive grammar is built up by
analyzing how speakers use a language and deducing the rules they are
following. Prescriptive grammar is a set of explicit rules for using language
that are taught or enforced. So that people will use the language in a
particular way.
6.
Generative Grammar
Generative grammar is the rules
determining the structure and interpretation of sentences that speakers accept
as belonging to the language. As Parker and Rilley (1994) stated, a generative
grammar is a theory of competence: a model of the psychological system of
unconscious knowledge that underlies a speaker's ability to produce and
interpret utterances in a language.
7.
Lexical-Functional Grammar (LFG)
LFG is a grammar framework in
theoretical linguistics with constraint-based and generative varieties.
8.
Lexicogrammar
Lexicogrammar is a term peculiar to
systematic functional linguistics. Lexicogrammar describe the continuity
between grammar and lexis.
9.
Mental Grammar
Mental grammar is the generative grammar
stored in the brain that allows a speaker to produce language that other
speakers can understand. W. Culicover and Nowak (2003) stated that all humans
are born with the capacity for constructing a mental grammar, given linguistic
experience; this capacity for language is called the Language Faculty. A
grammar formulated by a linguist is an idealized description of this mental
grammar.
10. Pedagogical Grammar
Pedagogical grammar is grammatical
analysis and instruction designed for second-language students. According to
Little (1994) pedagogical grammar is a slippery concept. The term is commonly
used to denote pedagogical process--the explicit treatment of elements of the
target language systems as (part of) language teaching methodology, pedagogical content--reference sources of one
kind or another that present information about the target language system, and
combinations of process and content.
11. Reference
Grammar
Reference grammar is a prose-like
description of the major grammatical construction in a language, illustrated
with examples. Quirk et al. (2002) stated that reference grammar is description
of the grammar of a language, with explanations of the principles governing the
construction of words, phrases, clauses, and sentences.
12. Theoretical
Grammar
Theoretical grammar is the study of
essential components of any human language. According to Renouf and Kehoe
(2003) theoretical grammar or syntax is concerned with making completely
explicit the formalisms of grammar, and in providing scientific arguments or
explanations in favor of one account of grammar rather than another, in terms
of a general theory of human language.
13. Traditional
Grammar
Traditional grammar is a framework for
the description of the structure of a language. D. Williams (2005) stated that
traditional grammar is prescriptive because it focuses on the distinction
between what some people do with language and what they ought to do with it, according
to a pre-established standard. The chief goal of traditional grammar,
therefore, is perpetuating a historical model of what supposedly constitutes
proper language.
14. Transformational
Grammar
Transformational grammar is a theory of
grammar that accounts for the constructions of a language by linguistic
transformations and phrase structures. As Bornstein (1984) stated, in
transformational grammar, the term 'rule' is used not for a precept set down by
an external authority but for a principle that is unconsciously yet regularly
followed in the production and interpretation of sentences. A rule is a
direction for forming a sentence or a part of a sentence, which has been
internalized by the native speaker.
15. Universal
Grammar
Universal grammar is the system of
categories, operations, and principles shared by all human languages and
considered to be innate. As Crain and Thornton (2002) stated, universal grammar
is a theory of the organization of the initial state of the mind/brain of the
language learner--that is, a theory of the human faculty for language.
16. Word Grammar
Word grammar is general theory of
language structure which holds that grammatical knowledge is largely a body of
knowledge about words.
2.4 Definition of Mistake Buster Technique
The good class is when the lecturers
can make teaching and learning become so much fun and exhilarating. The good
class is when the students are actively involved in the lesson in the class.
Mistake Buster is one of the appropriate techniques to teaching and learning
become actively especially in teach grammar. If students think about grammar,
of course teaching and learning process in the class is “teacher centered”, but
this technique can make the class be “student centered”. So, the students more
actively and do not feel bore in learning grammar.
Huyhn (2003) stated the teacher can
get students actively engaged in the learning process and take charge of their
learning by giving them opportunity to find and correct mistake themselves. In
this technique, the students will be “mistake corrector” and the lecturers will
be “mistake maker”. This technique can bring forth several benefits. By using
this technique, Hyunh found that the students have fun in learning English.
Besides, the students more excited when the lecturers divide the students into
2 groups to compete to finding and correcting the mistake by themselves.
Moreover they have opportunity to be mistake corrector, so the students
comprehend about grammar point. This technique can help the lecturers to know
the students understanding and their ability in grammar point. The lecturers
also can give the task to increase the student ability in production skills are
reading, writing, and pronunciation. So, Mistake Buster can make the student
have fun and this technique so easy to implement in the class.
Mistake buster technique is more
focus about verb. It is very suitable because verb actually more complex. The
verbs have many types and it can be changed in accordance with sentence
context. According to Huddleston and Pullum (2005:29), verbs is lexical base
unit that is not fixed or changed, which one word or several words related to
form and meaning.
In here, researcher is more focuses
with past tense. Past tense is sentence where that verb is added by –d or –ed.
Past tense has two kinds : regular and irregular verbs. As Azar (2002:27) said,
the simple past indicates that an activity or situation began and ended at a
particular time in the past. Simple past tense is a verb form to indicate
activities or situations that happen at a particular time in the past.
According to Wishon and Burks (1980:195) the simple past tense is used to
report a state or activity which can be described to a definite past time.
Huynh present how to prepare the
mistake in his journal. In journal, he more focuses in regular in irregular
verbs in simple past tense. So, this are the steps of mistake buster :
Preparation
Choosing a
Mistake Category
Select a mistake category that is
pertinent to the focus of the lesson being taught. For the purpose of
demonstrating the employment of this technique, the past tense of irregular and
regular verbs will be used as an illustration.
Preparing
the Mistakes (Regular and Irregular Verbs in the Simple Past Tense)
The wrong verbs to be found and corrected
by the students can be prepared in the form of a verb list, in short sentences,
in long sentences or in a narrative. Some samples are provided below:
·
Sample verb list: want,
need, work, visit, repair, take, eat, bring, think, wash, change, enjoy, study,
use, make, clean, finish.
·
Sample short sentences: "I go to bed at 10:00 last night" or
"My mother call me this
morning".
·
Sample long sentences: "I don't go to school last week because I have a motorbike accident, but
fortunately I don't broke a bone or
anything." "Last night we have
our family photo taken by a professional photographer who just opening a new
studio the day before."
·
Sample narrative: "I have a really good day yesterday. First
my sister calls me from California in
the morning and we talk for nearly an
hour. She tells me many exciting
things about life in California and promise
to call me again soon. Then I go to
school and taken a test. It was quite easy because I study very hard last week to prepare
for it. On the way home I run into my best friend and we decide to go for coffee.
We find a nice place and enjoy great coffee there. We just have a good time together."
Sample
Activities
This will show how the "Mistake
Buster" is employed to check students' ability to use regular and
irregular verbs in the simple past tense.
Step 1.
Warm Up: (A Verb List can be used.)
·
Tell
students they are going to have an activity to review the Simple Past Tense.
·
Divide the
class into two teams and tell them they are going to compete in the activity.
·
Make two columns
on the white board and ask students to fill the left column with many verbs in
the Present Tense.
·
Tell them
they have to find the past tense forms for all the verbs. They have to raise
their hands quickly to get the permission to give an answer. For each correct
answer, the team will score ten points.
·
Begin the
activity and add up the scores for each team when all the verbs have been
changed to the Simple Past Tense.
Step 2.
(Short sentences and Long Sentences can be used.)
·
Tell
students that they have to listen to short sentences and then long sentences to
find the mistakes in the verbs and correct them by putting them in the Simple
Past Tense.
·
Start
reading one sentence at a time. Repeat the sentence if they did not understand
it the first time.
·
Students
have to raise their hands quickly to get the permission to give an answer. For
each correct answer, the team will score ten points.
·
Keep
scores and add them up after all sentences have been read and corrected.
Step 3. (A
Narrative can be used.)
·
Tell
students they are going to listen to a narrative and write down the verbs they
think are wrong.
·
Read the
narrative at a normal speed once.
·
Read it
again if necessary.
·
They have
to raise their hands quickly to get the permission to give an answer.
·
Ask them
to say out loud the wrong verbs they heard and the correction as well.
·
Keep score
and add them up when all the verbs have been corrected.
Step 4.
Wrap Up
·
Praise
students for their efforts.
·
Review
important points or give more explanation if necessary.
2.4 Previews
Studies
There were some
previous studies that were relevant to the research topic. Ratminingsih
(2007) with the title Teknik Mistake Buster Dalam Pembelajaran
Gramatika : Upaya Meningkatkan Penguasaan Gramatika Dan Partisipasi Siswa Kelas
I Smp Negeri 1 Sukasada Dalam Pembelajaran Dengan Orientasi Kurikulum Berbasis
Kompetensi studied how to improve the mastery of grammar and
participation of the first graduate students’ reading comprehension by used
Mistake Buster in Sukasada school. The researcher found that Mistake Buster
could increase student’s reading comprehension because the students got
standard score was 70.0. Also, based on the observation, the students were very
participative when they did the test.
Meanwhile, Hanifah and Tiarina
(2013) with the title Using the Mistake Buster Technique in
Teaching Grammar to Junior High School Students
investigated using Mistake Buster in learning past continuous tense made the
class more active when learned grammar to the first graduate in Junior High
School. The researcher found that the Mistake Buster was one of good
alternative technique, because this technique had two stages that teachers need
before started the class. The stages were prepared and main activity.
Based
on these previous studies, the researcher would like to conduct a research entitled “The Effect of
Applying Mistake Buster Technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu”.
In this research, the researcher improved students’ grammar ability achievement
in learned simple past tense, because there were not investigate yet about
improved students’ grammar ability in simple past tense. The previews studies
above just studied how to increase students’ reading comprehension and
investigated using Mistake Buster in learned simple past continuous tense.
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METHODOLOGY
In this chapter will present
about the research design, population and sample, technique of collecting data,
research instrument, research procedures, and technique analyzing data.
3.1 Research Design
The design of this
research was quasi-experimental research. According to Freeman and Long (1997)
quasi-experimental design was closer to the true experiment that one of two criteria
of experimental design was met. One of the criteria could be eliminated.
In this research, the
researcher identified two groups of subject, namely experimental and control
group. Both groups had been given a pre-test. From the pre-test result, the researcher
knew the level of students’ qualification. So these two groups were accepted as
the samples in this study.
Experimental group used
Mistake Buster technique, while control group used conventional treatment is
Grammar Translation Method (GTM). After the treatment, both groups had been
given a post-test to know the students score of comprehension. The design of this
research would be as follow.
TABLE 3.1. Table of Groups
Groups
|
Pre-test
|
Treatments
|
Post-test
|
||
Experimental
Group
|
|
X1
|
Y2
|
||
Control
Group
|
Y1
|
-
|
Y2
|
Where
:
Y1
: Pre-test X1 : Using
Mistake Buster technique
Y2
: Post-test X0 : Without
using Mistake Buster technique
3.2 Population and Sample
3.2.1 Population
When researcher wants
to do the research, of course the researcher has targets was research object or
population. Population is a group objects is determined by criteria and also
can is categorized in objects such as human, document, data, and etc. according
to Best (2002:130) population is any group of individuals that has one or more
characteristics in common.
Whereas, definition of
population target is a research object that will be used to be research target.
As Johnson (1987:110) stated that population is the entire group of entities or
person to which the results of a study are intended to apply.
The population in this
research was second semester students of the English Language Education Study
Program of IAIN
Bengkulu. The
population had been divided into two groups, they were experimental group and
control group.
TABLE 3.2. The Population of the
Research
Classes
|
Number
|
II
A
|
30
|
II
B
|
30
|
II
C
|
31
|
Total
|
91
|
3.2.2 Sample
Sample is part of
population. According to Best (2002:8) sample is a small proportion of a
population selected for observation and analysis. There are many experts say
researcher cannot do research to all of component from population because too
much to researched. Researcher just can take some representative from
population. It is called a sample. As Kuntjojo (2009:33) said, the important in
sampling is how we choose sample where a sample can be representative from
population.
In
selecting sample, the researcher used purposive sampling. According to Black
(2010) purposive sampling is a sampling technique in which researcher relies on
his or her own judgment when choosing members of population to participate in
the study. There are two criteria in
purposive sampling are inclusion criteria and exclusion criteria.
a)
Inclusion Criteria
Inclusion
criteria are characteristics that the prospective subjects must have if they
are to be included in the study. In inclusion criteria, there some criteria for
research subject which the subject have to eligible. This criterias are as
follows.
1.
The students of English Language Education Study
Program of IAIN Bengkulu.
2.
Ever take the grammar 1 and the grade minimum 70
point or got B.
3.
The sample wants to be a participant.
b)
Exclusion Criteria
Exclusion
criteria are those characteristics that disqualify prospective subjects from
inclusion in the study. In exclusion criteria, the criteria for research
subject which the subject have to ineligible. This criterias are as follows.
1.
Other students of English Language Education Study
Program of IAIN of Bengkulu.
2.
Never take the grammar 1 and the grade minimum 70
point or got B.
3.
The sample does not want to be a participant.
Based on the criteria,
the researcher chose sample of the research are II B as Experimental class and
II C as Control class, because II B and II C include in inclusion criteria.
TABLE 3. 3. Sample
Classes
|
Number
|
II B
|
30
|
II C
|
31
|
Total
|
61
|
3.3 Technique of Collecting Data
The researcher followed
the steps in order to get the data :
1.
Administering Pre-Test
The
researcher did the pre-test in experimental and control class. From this test,
the researcher knew the students ability in reading as preliminary data before
giving the treatments.
2.
Treatment
The
researcher did treatments of mistake corrector technique (Mistake Buster) in
teaching reading for the experimental class in three times and would not do
mistake corrector technique, just did conventional teaching in control class.
The kind of conventional teaching was Grammar Translation Method (GTM). In GTM,
the researcher explained about the simple past tense and asked the students to
understand about it, then the researcher gave the students the text and asked
them to read and understand the text, and finally asked the students to answered
the questions based on the text.
3.
Administering Post-Test
The
researcher did post-test after doing treatment in experimental and control
class. Based on the post-test, the researcher could know the result in the
experimental class with use Mistake Buster.
3.4 Research Instrument
The instrument in this research was reading comprehension test which
consist of 4 different texts. The items were based on student reading text.
After the experimental conducted, the post-test had been given to the sample.
It measured the students reading comprehension after the treatments. The researcher could follow this rating
scale.
TABLE 3.4. Rating Scale
Score Interval
|
Category
|
>80
|
Very good
|
66-79
|
Good
|
56-65
|
Average
|
46-55
|
Poor
|
<45
|
Fail
|
(Sudijono, 2010:3)
3.5
Research Procedures
3.5.1
Pre-Test
Firstly,
before applying the treatments Mistake Buster, the students had been given the
pre-test in experimental and control group. By the pre-test, researcher knew
the students ability in reading comprehension. If the students got
bad score that means students need a solution to reduce their weakness especially
in reading. Pre-test had been made like a fill in the blank in a text. This title was “The Girl without Hands”.
3.5.2
Treatment
After
pre-test was done, the researcher gave treatments for three meetings to
experimental group. On the other hand, the control group also had
been taught by the researcher by conventional teaching is Grammar Translation
Method (GTM) without using Mistake Buster.
3.5.2.1 Treatment for Experimental Class
Treatment
I (Reading Topic : The Wise Little Girl)
In this treatment, the
researcher taught the students by using Mistake Buster, with the following
steps as followed.
1.
The researcher entered to the classroom and gave
greeting before starting.
2.
The researcher introduced Mistake Buster and applied
it to the students. The researcher explained about meaning, purpose, kinds, and
example.
3.
The researcher divided the students into 2 groups.
4.
The researcher gave text with some blank words to
each student.
5.
The researcher asked the students to read text
carefully.
6.
The researcher made 2 columns on the white board and
asked the students to fill the left column with wrong verbs and right column
with correct answers.
7.
The researcher read the text to the students at a
normal speech once. This text filled the wrong verbs. If necessary, the
researcher could read again the text. The title of text was The Wise Little
Girl.
8.
The
researcher shared Mistake Buster as a guide for students to correct the mistake
of the text that researcher read. In this steps, the students had been asked to
:
a.
Listened carefully the text that researcher read.
b.
Found the mistakes in the verbs in the text.
c.
Wrote down the correction in the blank by putting
the verbs in the Simple Past Tense.
d.
The students had to raise their hand quickly to get
the permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
The students had to write wrong verbs and correct
answers on the white board.
9.
When the students raised their hand and their answer
is correct, the researcher kept ten points for their team.
10. Reviewed important
points or gave more explanation if necessary.
11. The researcher
collected students answered.
Treatment
II (Reading Topic : Hansel and Gratel)
In this treatment, the
researcher re-taught the students by using Mistake Buster same treatment I but different
topic, with the following steps as followed.
1.
The researcher entered to the classroom and give
greeting before starting.
2.
The researcher gave explanation about Mistake Buster
and how to applied it to the students.
3.
The researcher asked the students to sit in their
groups before.
4.
The researcher gave the different text with some
blank words to each student.
5.
The researcher asked the students to read text
carefully.
6.
The researcher made 2 columns on the white board.
The researcher asked the students to fill the left column with wrong verbs and
right column with correct answer.
7.
The researcher read the different text to the
students with filled the wrong verbs. The title of text was Hansel and Gratel.
8.
The
researcher shared Mistake Buster as a guide to correct the mistake in that
text. In this steps, the students had been asked to :
a.
The students had to listen carefully the text that
researcher read.
b.
Found the mistakes in the verbs.
c.
Wrote down the correct verbs in blank in the Simple
Past Tense.
d.
The students had to raise their hands quickly to get
the permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
The students had to write wrong verbs and correct
answer on the white board.
9.
The researcher kept ten points for each team for
students who raised hand and answered the correct verbs.
10. Reviewed
important points or gave more explanation if necessary.
11. The researcher collected
students answered.
Treatment
III (Reading Topic : The Thief and His Master)
In this treatment, the
researcher re-taught grammatical for students by using Mistake Buster same
treatment I and treatment II but different topic, with the following steps as
followed.
1.
The researcher entered to the classroom and gave greeting
before starting.
2.
The researcher gave again about Mistake Buster
technique for students and applied this technique.
3.
The researcher asked the students sit in their
groups before.
4.
The researcher gave different text with blank words
for students.
5.
The researcher asked the students to read text
carefully.
6.
The researcher divided 2 columns which left column
to wrong verbs and right column to correct verbs.
7.
The researcher read the text at a normal speed once
to the students which filled wrong verbs with different title was The Thief and
His Master.
8.
The
researcher shared again Mistake Buster as a guide for students to correct the
mistake in text. In this steps, the students had been asked to :
a.
Listened the The Thief and His Master text
carefully.
b.
Found the mistakes in the verbs.
c.
Wrote down the correct one in blank by putting the
verbs in the Simple Past Tense.
d.
They had to raise their hands quickly to get the
permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
Students had to write wrong verbs and correct verbs
on white board.
9.
Kept ten points for each team to students who raised
hand and answerd the correct verbs.
10. Reviewed
important points or gave more explanation if necessary.
11. The researcher collected
students answered.
3.5.2.2 Control Class
In control class, the
researcher would not teach the students by Mistake Buster. The researcher
taught the students by conventional teaching. This way was Grammar Translation Method
(GTM). The steps were :
1.
The researcher gave explain about the topic.
2.
The researcher gave the same texts as the
experimental class to the students.
3.
The researcher read the text and the students repeated
after the researcher.
4.
The researcher asked the students to understand the
text. If they did not understand, the researcher gave permission to ask about
it.
5.
And then, the researcher asked the students to do
the exercise based on the text.
6.
The researcher collected the students answered.
3.5.3
Post-Test
After the researcher gave
the pre-test and then continued treatments, both groups had been given the
post-test. By post-test, researcher knew the difference in results between the
class that used Mistake Buster and class would not use Mistake Buster in
teaching grammar. The researcher gave the student a narrative text with the
title was “The Girl without Hands”. After did the test, the researcher could
see the result and differences of both groups.
3.6 Technique of Analyzing Data
The data from post-test
would be calculated by using T-test formula, since this research would be quasi
experimental experiment. The formula would be used is SPSS 20.0 and analyzed by
using T-Test of SPSS. SPSS (Statistical Package for the Social Science), it is
a computer application that provide statistical analysis of data. Besides it,
the researcher also counted the data by using accede formula as followed.
a.
If F Count ≤ F Tables (A Formula)
, 
b.
If F ≥ F Tables (B Formula)
Explanation :
: The mean score on sample 1
: The mean score on sample 2
: The coefficient of the differences
rate of the two samples
: Standard error differences
: The total squared score on
sample 1
: The squared of total score on
sample 1
: The total squared score on
sample 2
: The squared of total score on
sample 2
: The total object of sample
2
The T-count would be compared to table at α = 0.05 and that df
had two results.
1.
If T-count > T-table ; H1 will be
accepted and H0 will be rejected
2.
If T-count < T-table ; H0 will be
accepted and H1 will be rejected
The calculation of
T-test for post-test in this research was compared to watch out the improvement
of students’ reading comprehension after the treatment given.
CHAPTER I
INTRODUCTION
This chapter will
discuss about background, research question, research objective, significance,
limitation of problem, hypothesis, and definition of key terms.
1.1
Background
The skills in English
are important to be mastered and require well. They are listening, speaking,
reading, and writing. But, the elements of the language such us vocabulary,
grammar, and sound system must also be taught to the students as the basic
knowledge to words the English use and skill. As Coghill and Magendanz (2003) stated that, the
grammar of a language is the set of rules that govern its structure. Grammar
determines how words are arranged to form meaningful units.
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Grammar is
science of grammatical that must be studied to be master all of skill such as
speaking, listening, reading, and writing well. If do not learn and understand
about grammar, so the people will feel hard to be master in English. Grammar
has important influence in all English language aspect. For example, in
speaking and listening or in communication, grammar is the foundation for get
better communication. Besides speaking and listening, to be master in reading
and writing, also need grammatical rules, because if the reader will get the
point and understand what is text if the writer master in grammar.
Also, the one of level
of a person’s English knowledge is measured from his grammar mastery. According
to Krashen (1987) comprehensible input is not enough to make someone to be
master in English. Grammatical rules need to make someone easy to understand
and master in English. Grammar also has influence to someone who wants to find
the job and continue the study, because standard in English test such as TOEFL
is needed grammar knowledge.
Through the study of
grammar, students would become more familiar with the grammar of their native
language and that this familiarity would help them understand, so they can
listen, speak, read, and write better. According to Swan (2005) grammar is the
rules that show how words are combined, arranged or changed to show certain
kinds of meaning.
Unfortunately, English
grammar sometimes makes EFL students confused because it is different from the
grammar of their mother tongue, so that the ability of the Indonesian's
students in grammar still low. In fact, more EFL students have difficulty to
master in grammatical rules moreover in English skills. The students do not
master and comprehend in skills and elements of English. For example is reading
skill. Cline et.al (2006:2) stated
that reading is decoding and understanding written texts. Decoding requires
translating the symbols of writing system (including Braille) into the spoken
words which they represent. Understanding is determined by the purposes for
reading, the context, the nature of the text, and the readers’ strategies and
knowledge.
Sometimes the students
just know how to read aloud, not reading comprehension. As detail definition,
Westwood (2008) stated that reading comprehension is often conceptualized as
functioning at different levels of sophistication and referred to, for example,
as literal, inferential and critical.
Furthermore, most of
lecturers in the class use conventional teaching. Conventional teaching means
the lecturers as usual just speech firstly, then the lecturers take the
material from the textbook and asks the students to read aloud in class. The
lecturers will explain the meaning of the text. Moreover the students will get
the tasks without knowing the easy ways to find out the answers. Finally the
lecturers collect students tasks without ask them understand well or not. As
Douglas (2007) stated, the way of conventional teaching is like lecturers give
the material and ask the students to learn by themselves. This learning process
is very not efficient, because the students do not read well, students do not
get anything, and students do not get the result authentically.
According to Garniwa
(2015) in general students in Indonesia are still weak in English. English
teacher stated mostly students feel bore to learn English language, so they do
not have interest and motivation to learn that language. According to Gie
(2004:57) interest is one factor for success in learning. So, growing interest
is the important thing in order the students like to learn English language.
Hamalainen (2008) stated that one of the ways to increase students motivation
in learning is using teaching media such as film, gesture, globe, tape
recorder, pictures, etc. One of function of interest in study is interest make
spontaneous attention. It is mean, lectures have to make the students pay
attention about English language spontaneously, make the students have
curiosity to learn English language. As
Gie (2004:29) said if someone has interest in study, it means a person does not
feel pressured and spontaneous.
In English skills, the EFL students in level of
university will find about grammatical rules. As Garniwa (2015) stated, based
on the lecturers data, one of the factors that make students difficult to
master in English skill and do not have interest to learn English language is
when the lecturers talk about grammar. According to Hussin and Normah (2000)
the students are lacking of grammatical, vocabulary, hardly understand the
words and less interest to English subject.
For now, the conditions of EFL students need to get
attention. There were some problems in learning English, such as the students do not bravery to speak
English, they got difficulties to find out the meaning of the reading text, and
they have no smart idea to write well. The students felt that the grammar is
bored activity at class so they were not interested to learn English. Because, the students think grammar is
about remembered formula, think about the hard rules, learn grammar make them
bore and finally the students do not care about it.
To overcome this
problem, the lecturers have to have the interesting technique and are make
students more actively. The lecturers have to choose and use technique suitable
with students, material and class condition. There are so many techniques in
teaching reading, such as Grammar Translation Method (GTM), Board Races, EGRA
technique, Mistake Buster technique etc. In this research, the researcher is
interested to choose the technique that called “Mistake Buster”. Mistake Buster
actually has benefit in teaching and learning process especially in grammar
teaching. The students will know what the mistake from the word, sentence, even
the paragraph without thinking hard that make them bore, but the students still
get the knowledge actively.
According to
American-Vietnamese International English Center, the Mistake Buster can bring
several benefits. For students, they will get excited by switching the role of
the mistake corrector. The students have opportunity to find and correct the
mistake by themselves. For lecturers, this technique also helps them to check
the students understanding of grammar point or comprehension of reading task.
Mistake Buster is a simple technique but it is very effective in getting
students’ understanding, attention, and participation.
Based on the background
above, the researcher would like to conduct a research entitled “The Effect of
Applying Mistake Buster Technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu.
1.2 Research Question
Based on the background
above, the research question appeared as follow: “Is there any an effect of
applying Mistake Buster technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu?
1.3 Research Objective
The objective of the
research was to find out whether or not the Mistake Buster technique had
positive effect in English Students’ Grammar Ability at English Language
Education Study Program of IAIN Bengkulu.
1.4 Significance
The significance of
this research are :
1.
For Students :
From the result in this research can help the students in learning English
especially grammar ability by Mistake Buster.
2.
For Lectures :
The lectures are expected get one alternative technique in teaching grammar to
make class more actively.
1.5 Limitation of the Problem
The researcher only focused to know the result of
using the Mistake Buster
technique in English Students’ Grammar Ability at English Language Education
Study Program of IAIN Bengkulu.
1.6 Hypothesis
Testing hypothesis is
stated as the follows.
H0 :
There is no significant difference in post-test of teaching grammar between
students who are taught by using Mistake Buster Technique or without Mistake
Buster Technique.
H1 :
There is significant difference in post-test of teaching grammar between
students who are taught by using Mistake Buster Technique or without Mistake
Buster Technique.
1.7 Definition of Key Terms
1)
Mistake Buster
Mistake Buster is one
alternative technique which gives opportunities to student to finding and
correcting the mistakes by themselves in grammar task and helps the lectures to
check students understanding and their ability of grammar point or comprehension
of reading task.
2)
Grammar
Grammar is the rules that explain how words are
combined, arranged or altered to show some kind of meaning.
LITERATURE REVIEW CHAPTER II
This research will present
about definition of grammar, application of grammatical study, types of
grammar, definition of mistake buster technique, and preview study.
2.1 Definition of Grammar
Grammar ability is one
of the very significant elements is gaining the level of proficiency a language
and there have been studies and findings disclosed aid present on the various
easy of teaching grammar. Grammar is the set of structural rules that govern
the composition of clauses, phrases, and words in any given natural language.
As Crystal (2006) stated, grammar is the study of all the contrasts of meaning
that it is possible to make within sentences. The 'rules' of grammar tell us
how. By one count, there are some 3,500 such rules in English.
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The term refers
also to the study of such rules, and this field includes morphology, syntax,
and phonology, often complemented by phonetics, semantics, and pragmatics.
According to Britannica (2007) grammar are rules of a language governing the
sounds, words, sentences, and other elements, as well as their combination and
interpretation. The word grammar also denotes the study of these abstract
features or a book presenting these rules. In a restricted sense, the term
refers only to the study of sentence and word structure (syntax and
morphology), excluding vocabulary and pronunciation. As Carter and McCarthy
(2006) stated, grammar is concerned with how sentences and utterances are
formed. In a typical English sentence, we can see the two most basic principles
of grammar, the arrangement of items (syntax) and the structure of items
(morphology).
Linguists do not
normally use the term to refer to orthographical rules, although usage books
and style guides that call themselves grammars may also refer to spelling and
punctuation. According to
Nordquist (2017) linguists
are quick to remind us that there are different varieties of grammar that is,
different ways of describing and analyzing the structures and functions of
language. One basic distinction worth making is that between descriptive
grammar and prescriptive grammar (also called usage). Both are concerned with
rules, but in different ways. Specialists in descriptive grammar examine the
rules or patterns that underlie our use of words, phrases, clauses, and
sentences. In contrast, prescriptive grammarians (such as most editors and
teachers) try to enforce rules about what they believe to be the correct uses
of language. Grammar has always been viewed as playing an essential role in the
success or failure of formal communication. Grammar is central to the teaching
and learning of languages. It is also one of the more difficult aspects of
language to teach well.
2.2 Application of Grammatical Study
Greenbaum and Nelson
(2002) stated that there are several applications of grammatical study :
a.
Recognition of grammatical structures is often
essential for punctuation.
b.
A study of one's native grammar is helpful when one
studies the grammar of a foreign language.
c.
Knowledge of grammar is a help in the interpretation
of literary as well as nonliterary texts, since the interpretation of a passage
sometimes depends crucially on grammatical analysis.
d.
A study of the grammatical resources of English is
useful in composition: in particular, it can help you to evaluate the choices
available to you when you come to revise an earlier written draft.
2.3
Types of Grammar
1.
Case Grammar
Case grammar is a system of linguistic
analysis, focusing on the link between the valence, or number of subjects,
objects of a verb and the grammatical context it requires.
2.
Cognitive Grammar
Cognitive grammar is a cognitive
approach to language which considers the basic units of language to be symbols
or conventional pairings of a semantic structure with a phonological label.
3.
Comparative Grammar
Comparative grammar is the analysis and
comparison of the grammatical structures of related languages. According to
Freidin (1991) contemporary work in comparative grammar is concerned with a
faculty of language that provides an explanatory basis for how a human being
can acquire a first language. In this way, the theory of grammar is a theory of
human language and hence establishes the relationship among all languages.
4.
Construction Grammar
Construction grammar is a theory of
syntax in which constructions are the central unit grammatical representation.
As Carrol (1985) stated, constructions grammar is centers attention on language
production. It is my belief that the problem of production must be dealt with
before problems of reception and comprehension can properly be investigated.
5.
Descriptive and Prescriptive Grammar
Descriptive grammar is built up by
analyzing how speakers use a language and deducing the rules they are
following. Prescriptive grammar is a set of explicit rules for using language
that are taught or enforced. So that people will use the language in a
particular way.
6.
Generative Grammar
Generative grammar is the rules
determining the structure and interpretation of sentences that speakers accept
as belonging to the language. As Parker and Rilley (1994) stated, a generative
grammar is a theory of competence: a model of the psychological system of
unconscious knowledge that underlies a speaker's ability to produce and
interpret utterances in a language.
7.
Lexical-Functional Grammar (LFG)
LFG is a grammar framework in
theoretical linguistics with constraint-based and generative varieties.
8.
Lexicogrammar
Lexicogrammar is a term peculiar to
systematic functional linguistics. Lexicogrammar describe the continuity
between grammar and lexis.
9.
Mental Grammar
Mental grammar is the generative grammar
stored in the brain that allows a speaker to produce language that other
speakers can understand. W. Culicover and Nowak (2003) stated that all humans
are born with the capacity for constructing a mental grammar, given linguistic
experience; this capacity for language is called the Language Faculty. A
grammar formulated by a linguist is an idealized description of this mental
grammar.
10. Pedagogical Grammar
Pedagogical grammar is grammatical
analysis and instruction designed for second-language students. According to
Little (1994) pedagogical grammar is a slippery concept. The term is commonly
used to denote pedagogical process--the explicit treatment of elements of the
target language systems as (part of) language teaching methodology, pedagogical content--reference sources of one
kind or another that present information about the target language system, and
combinations of process and content.
11. Reference
Grammar
Reference grammar is a prose-like
description of the major grammatical construction in a language, illustrated
with examples. Quirk et al. (2002) stated that reference grammar is description
of the grammar of a language, with explanations of the principles governing the
construction of words, phrases, clauses, and sentences.
12. Theoretical
Grammar
Theoretical grammar is the study of
essential components of any human language. According to Renouf and Kehoe
(2003) theoretical grammar or syntax is concerned with making completely
explicit the formalisms of grammar, and in providing scientific arguments or
explanations in favor of one account of grammar rather than another, in terms
of a general theory of human language.
13. Traditional
Grammar
Traditional grammar is a framework for
the description of the structure of a language. D. Williams (2005) stated that
traditional grammar is prescriptive because it focuses on the distinction
between what some people do with language and what they ought to do with it, according
to a pre-established standard. The chief goal of traditional grammar,
therefore, is perpetuating a historical model of what supposedly constitutes
proper language.
14. Transformational
Grammar
Transformational grammar is a theory of
grammar that accounts for the constructions of a language by linguistic
transformations and phrase structures. As Bornstein (1984) stated, in
transformational grammar, the term 'rule' is used not for a precept set down by
an external authority but for a principle that is unconsciously yet regularly
followed in the production and interpretation of sentences. A rule is a
direction for forming a sentence or a part of a sentence, which has been
internalized by the native speaker.
15. Universal
Grammar
Universal grammar is the system of
categories, operations, and principles shared by all human languages and
considered to be innate. As Crain and Thornton (2002) stated, universal grammar
is a theory of the organization of the initial state of the mind/brain of the
language learner--that is, a theory of the human faculty for language.
16. Word Grammar
Word grammar is general theory of
language structure which holds that grammatical knowledge is largely a body of
knowledge about words.
2.4 Definition of Mistake Buster Technique
The good class is when the lecturers
can make teaching and learning become so much fun and exhilarating. The good
class is when the students are actively involved in the lesson in the class.
Mistake Buster is one of the appropriate techniques to teaching and learning
become actively especially in teach grammar. If students think about grammar,
of course teaching and learning process in the class is “teacher centered”, but
this technique can make the class be “student centered”. So, the students more
actively and do not feel bore in learning grammar.
Huyhn (2003) stated the teacher can
get students actively engaged in the learning process and take charge of their
learning by giving them opportunity to find and correct mistake themselves. In
this technique, the students will be “mistake corrector” and the lecturers will
be “mistake maker”. This technique can bring forth several benefits. By using
this technique, Hyunh found that the students have fun in learning English.
Besides, the students more excited when the lecturers divide the students into
2 groups to compete to finding and correcting the mistake by themselves.
Moreover they have opportunity to be mistake corrector, so the students
comprehend about grammar point. This technique can help the lecturers to know
the students understanding and their ability in grammar point. The lecturers
also can give the task to increase the student ability in production skills are
reading, writing, and pronunciation. So, Mistake Buster can make the student
have fun and this technique so easy to implement in the class.
Mistake buster technique is more
focus about verb. It is very suitable because verb actually more complex. The
verbs have many types and it can be changed in accordance with sentence
context. According to Huddleston and Pullum (2005:29), verbs is lexical base
unit that is not fixed or changed, which one word or several words related to
form and meaning.
In here, researcher is more focuses
with past tense. Past tense is sentence where that verb is added by –d or –ed.
Past tense has two kinds : regular and irregular verbs. As Azar (2002:27) said,
the simple past indicates that an activity or situation began and ended at a
particular time in the past. Simple past tense is a verb form to indicate
activities or situations that happen at a particular time in the past.
According to Wishon and Burks (1980:195) the simple past tense is used to
report a state or activity which can be described to a definite past time.
Huynh present how to prepare the
mistake in his journal. In journal, he more focuses in regular in irregular
verbs in simple past tense. So, this are the steps of mistake buster :
Preparation
Choosing a
Mistake Category
Select a mistake category that is
pertinent to the focus of the lesson being taught. For the purpose of
demonstrating the employment of this technique, the past tense of irregular and
regular verbs will be used as an illustration.
Preparing
the Mistakes (Regular and Irregular Verbs in the Simple Past Tense)
The wrong verbs to be found and corrected
by the students can be prepared in the form of a verb list, in short sentences,
in long sentences or in a narrative. Some samples are provided below:
·
Sample verb list: want,
need, work, visit, repair, take, eat, bring, think, wash, change, enjoy, study,
use, make, clean, finish.
·
Sample short sentences: "I go to bed at 10:00 last night" or
"My mother call me this
morning".
·
Sample long sentences: "I don't go to school last week because I have a motorbike accident, but
fortunately I don't broke a bone or
anything." "Last night we have
our family photo taken by a professional photographer who just opening a new
studio the day before."
·
Sample narrative: "I have a really good day yesterday. First
my sister calls me from California in
the morning and we talk for nearly an
hour. She tells me many exciting
things about life in California and promise
to call me again soon. Then I go to
school and taken a test. It was quite easy because I study very hard last week to prepare
for it. On the way home I run into my best friend and we decide to go for coffee.
We find a nice place and enjoy great coffee there. We just have a good time together."
Sample
Activities
This will show how the "Mistake
Buster" is employed to check students' ability to use regular and
irregular verbs in the simple past tense.
Step 1.
Warm Up: (A Verb List can be used.)
·
Tell
students they are going to have an activity to review the Simple Past Tense.
·
Divide the
class into two teams and tell them they are going to compete in the activity.
·
Make two columns
on the white board and ask students to fill the left column with many verbs in
the Present Tense.
·
Tell them
they have to find the past tense forms for all the verbs. They have to raise
their hands quickly to get the permission to give an answer. For each correct
answer, the team will score ten points.
·
Begin the
activity and add up the scores for each team when all the verbs have been
changed to the Simple Past Tense.
Step 2.
(Short sentences and Long Sentences can be used.)
·
Tell
students that they have to listen to short sentences and then long sentences to
find the mistakes in the verbs and correct them by putting them in the Simple
Past Tense.
·
Start
reading one sentence at a time. Repeat the sentence if they did not understand
it the first time.
·
Students
have to raise their hands quickly to get the permission to give an answer. For
each correct answer, the team will score ten points.
·
Keep
scores and add them up after all sentences have been read and corrected.
Step 3. (A
Narrative can be used.)
·
Tell
students they are going to listen to a narrative and write down the verbs they
think are wrong.
·
Read the
narrative at a normal speed once.
·
Read it
again if necessary.
·
They have
to raise their hands quickly to get the permission to give an answer.
·
Ask them
to say out loud the wrong verbs they heard and the correction as well.
·
Keep score
and add them up when all the verbs have been corrected.
Step 4.
Wrap Up
·
Praise
students for their efforts.
·
Review
important points or give more explanation if necessary.
2.4 Previews
Studies
There were some
previous studies that were relevant to the research topic. Ratminingsih
(2007) with the title Teknik Mistake Buster Dalam Pembelajaran
Gramatika : Upaya Meningkatkan Penguasaan Gramatika Dan Partisipasi Siswa Kelas
I Smp Negeri 1 Sukasada Dalam Pembelajaran Dengan Orientasi Kurikulum Berbasis
Kompetensi studied how to improve the mastery of grammar and
participation of the first graduate students’ reading comprehension by used
Mistake Buster in Sukasada school. The researcher found that Mistake Buster
could increase student’s reading comprehension because the students got
standard score was 70.0. Also, based on the observation, the students were very
participative when they did the test.
Meanwhile, Hanifah and Tiarina
(2013) with the title Using the Mistake Buster Technique in
Teaching Grammar to Junior High School Students
investigated using Mistake Buster in learning past continuous tense made the
class more active when learned grammar to the first graduate in Junior High
School. The researcher found that the Mistake Buster was one of good
alternative technique, because this technique had two stages that teachers need
before started the class. The stages were prepared and main activity.
Based
on these previous studies, the researcher would like to conduct a research entitled “The Effect of
Applying Mistake Buster Technique in English Students’ Grammar Ability at
English Language Education Study Program of IAIN Bengkulu”.
In this research, the researcher improved students’ grammar ability achievement
in learned simple past tense, because there were not investigate yet about
improved students’ grammar ability in simple past tense. The previews studies
above just studied how to increase students’ reading comprehension and
investigated using Mistake Buster in learned simple past continuous tense.
METHODOLOGY
CHAPTER
III
In this chapter will present
about the research design, population and sample, technique of collecting data,
research instrument, research procedures, and technique analyzing data.
3.1 Research Design
The design of this
research was quasi-experimental research. According to Freeman and Long (1997)
quasi-experimental design was closer to the true experiment that one of two criteria
of experimental design was met. One of the criteria could be eliminated.
In this research, the
researcher identified two groups of subject, namely experimental and control
group. Both groups had been given a pre-test. From the pre-test result, the researcher
knew the level of students’ qualification. So these two groups were accepted as
the samples in this study.
Experimental group used
Mistake Buster technique, while control group used conventional treatment is
Grammar Translation Method (GTM). After the treatment, both groups had been
given a post-test to know the students score of comprehension. The design of this
research would be as follow.
TABLE 3.1. Table of Groups
Groups
|
Pre-test
|
Treatments
|
Post-test
|
||
Experimental
Group
|
Y1
|
X1
|
Y2
|
||
Control
Group
|
Y1
|
-
|
Y2
|
Where
:
Y1
: Pre-test X1 : Using
Mistake Buster technique
Y2
: Post-test X0 : Without
using Mistake Buster technique
3.2 Population and Sample
3.2.1 Population
When researcher wants
to do the research, of course the researcher has targets was research object or
population. Population is a group objects is determined by criteria and also
can is categorized in objects such as human, document, data, and etc. according
to Best (2002:130) population is any group of individuals that has one or more
characteristics in common.
Whereas, definition of
population target is a research object that will be used to be research target.
As Johnson (1987:110) stated that population is the entire group of entities or
person to which the results of a study are intended to apply.
The population in this
research was second semester students of the English Language Education Study
Program of IAIN
Bengkulu. The
population had been divided into two groups, they were experimental group and
control group.
TABLE 3.2. The Population of the
Research
Classes
|
Number
|
II
A
|
30
|
II
B
|
30
|
II
C
|
31
|
Total
|
91
|
3.2.2 Sample
Sample is part of
population. According to Best (2002:8) sample is a small proportion of a
population selected for observation and analysis. There are many experts say
researcher cannot do research to all of component from population because too
much to researched. Researcher just can take some representative from
population. It is called a sample. As Kuntjojo (2009:33) said, the important in
sampling is how we choose sample where a sample can be representative from
population.
In
selecting sample, the researcher used purposive sampling. According to Black
(2010) purposive sampling is a sampling technique in which researcher relies on
his or her own judgment when choosing members of population to participate in
the study. There are two criteria in
purposive sampling are inclusion criteria and exclusion criteria.
a)
Inclusion Criteria
Inclusion
criteria are characteristics that the prospective subjects must have if they
are to be included in the study. In inclusion criteria, there some criteria for
research subject which the subject have to eligible. This criterias are as
follows.
1.
The students of English Language Education Study
Program of IAIN Bengkulu.
2.
Ever take the grammar 1 and the grade minimum 70
point or got B.
3.
The sample wants to be a participant.
b)
Exclusion Criteria
Exclusion
criteria are those characteristics that disqualify prospective subjects from
inclusion in the study. In exclusion criteria, the criteria for research
subject which the subject have to ineligible. This criterias are as follows.
1.
Other students of English Language Education Study
Program of IAIN of Bengkulu.
2.
Never take the grammar 1 and the grade minimum 70
point or got B.
3.
The sample does not want to be a participant.
Based on the criteria,
the researcher chose sample of the research are II B as Experimental class and
II C as Control class, because II B and II C include in inclusion criteria.
TABLE 3. 3. Sample
Classes
|
Number
|
II B
|
30
|
II C
|
31
|
Total
|
61
|
3.3 Technique of Collecting Data
The researcher followed
the steps in order to get the data :
1.
Administering Pre-Test
The
researcher did the pre-test in experimental and control class. From this test,
the researcher knew the students ability in reading as preliminary data before
giving the treatments.
2.
Treatment
The
researcher did treatments of mistake corrector technique (Mistake Buster) in
teaching reading for the experimental class in three times and would not do
mistake corrector technique, just did conventional teaching in control class.
The kind of conventional teaching was Grammar Translation Method (GTM). In GTM,
the researcher explained about the simple past tense and asked the students to
understand about it, then the researcher gave the students the text and asked
them to read and understand the text, and finally asked the students to answered
the questions based on the text.
3.
Administering Post-Test
The
researcher did post-test after doing treatment in experimental and control
class. Based on the post-test, the researcher could know the result in the
experimental class with use Mistake Buster.
3.4 Research Instrument
The instrument in this research was reading comprehension test which
consist of 4 different texts. The items were based on student reading text.
After the experimental conducted, the post-test had been given to the sample.
It measured the students reading comprehension after the treatments. The researcher could follow this rating
scale.
TABLE 3.4. Rating Scale
Score Interval
|
Category
|
>80
|
Very good
|
66-79
|
Good
|
56-65
|
Average
|
46-55
|
Poor
|
<45
|
Fail
|
(Sudijono, 2010:3)
3.5
Research Procedures
3.5.1
Pre-Test
Firstly,
before applying the treatments Mistake Buster, the students had been given the
pre-test in experimental and control group. By the pre-test, researcher knew
the students ability in reading comprehension. If the students got
bad score that means students need a solution to reduce their weakness especially
in reading. Pre-test had been made like a fill in the blank in a text. This title was “The Girl without Hands”.
3.5.2
Treatment
After
pre-test was done, the researcher gave treatments for three meetings to
experimental group. On the other hand, the control group also had
been taught by the researcher by conventional teaching is Grammar Translation
Method (GTM) without using Mistake Buster.
3.5.2.1 Treatment for Experimental Class
Treatment
I (Reading Topic : The Wise Little Girl)
In this treatment, the
researcher taught the students by using Mistake Buster, with the following
steps as followed.
1.
The researcher entered to the classroom and gave
greeting before starting.
2.
The researcher introduced Mistake Buster and applied
it to the students. The researcher explained about meaning, purpose, kinds, and
example.
3.
The researcher divided the students into 2 groups.
4.
The researcher gave text with some blank words to
each student.
5.
The researcher asked the students to read text
carefully.
6.
The researcher made 2 columns on the white board and
asked the students to fill the left column with wrong verbs and right column
with correct answers.
7.
The researcher read the text to the students at a
normal speech once. This text filled the wrong verbs. If necessary, the
researcher could read again the text. The title of text was The Wise Little
Girl.
8.
The
researcher shared Mistake Buster as a guide for students to correct the mistake
of the text that researcher read. In this steps, the students had been asked to
:
a.
Listened carefully the text that researcher read.
b.
Found the mistakes in the verbs in the text.
c.
Wrote down the correction in the blank by putting
the verbs in the Simple Past Tense.
d.
The students had to raise their hand quickly to get
the permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
The students had to write wrong verbs and correct
answers on the white board.
9.
When the students raised their hand and their answer
is correct, the researcher kept ten points for their team.
10. Reviewed important
points or gave more explanation if necessary.
11. The researcher
collected students answered.
Treatment
II (Reading Topic : Hansel and Gratel)
In this treatment, the
researcher re-taught the students by using Mistake Buster same treatment I but different
topic, with the following steps as followed.
1.
The researcher entered to the classroom and give
greeting before starting.
2.
The researcher gave explanation about Mistake Buster
and how to applied it to the students.
3.
The researcher asked the students to sit in their
groups before.
4.
The researcher gave the different text with some
blank words to each student.
5.
The researcher asked the students to read text
carefully.
6.
The researcher made 2 columns on the white board.
The researcher asked the students to fill the left column with wrong verbs and
right column with correct answer.
7.
The researcher read the different text to the
students with filled the wrong verbs. The title of text was Hansel and Gratel.
8.
The
researcher shared Mistake Buster as a guide to correct the mistake in that
text. In this steps, the students had been asked to :
a.
The students had to listen carefully the text that
researcher read.
b.
Found the mistakes in the verbs.
c.
Wrote down the correct verbs in blank in the Simple
Past Tense.
d.
The students had to raise their hands quickly to get
the permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
The students had to write wrong verbs and correct
answer on the white board.
9.
The researcher kept ten points for each team for
students who raised hand and answered the correct verbs.
10. Reviewed
important points or gave more explanation if necessary.
11. The researcher collected
students answered.
Treatment
III (Reading Topic : The Thief and His Master)
In this treatment, the
researcher re-taught grammatical for students by using Mistake Buster same
treatment I and treatment II but different topic, with the following steps as
followed.
1.
The researcher entered to the classroom and gave greeting
before starting.
2.
The researcher gave again about Mistake Buster
technique for students and applied this technique.
3.
The researcher asked the students sit in their
groups before.
4.
The researcher gave different text with blank words
for students.
5.
The researcher asked the students to read text
carefully.
6.
The researcher divided 2 columns which left column
to wrong verbs and right column to correct verbs.
7.
The researcher read the text at a normal speed once
to the students which filled wrong verbs with different title was The Thief and
His Master.
8.
The
researcher shared again Mistake Buster as a guide for students to correct the
mistake in text. In this steps, the students had been asked to :
a.
Listened the The Thief and His Master text
carefully.
b.
Found the mistakes in the verbs.
c.
Wrote down the correct one in blank by putting the
verbs in the Simple Past Tense.
d.
They had to raise their hands quickly to get the
permission to give an answer.
e.
Students had to say out loudly the wrong verbs that
they heard and the correction as well.
f.
Students had to write wrong verbs and correct verbs
on white board.
9.
Kept ten points for each team to students who raised
hand and answerd the correct verbs.
10. Reviewed
important points or gave more explanation if necessary.
11. The researcher collected
students answered.
3.5.2.2 Control Class
In control class, the
researcher would not teach the students by Mistake Buster. The researcher
taught the students by conventional teaching. This way was Grammar Translation Method
(GTM). The steps were :
1.
The researcher gave explain about the topic.
2.
The researcher gave the same texts as the
experimental class to the students.
3.
The researcher read the text and the students repeated
after the researcher.
4.
The researcher asked the students to understand the
text. If they did not understand, the researcher gave permission to ask about
it.
5.
And then, the researcher asked the students to do
the exercise based on the text.
6.
The researcher collected the students answered.
3.5.3
Post-Test
After the researcher gave
the pre-test and then continued treatments, both groups had been given the
post-test. By post-test, researcher knew the difference in results between the
class that used Mistake Buster and class would not use Mistake Buster in
teaching grammar. The researcher gave the student a narrative text with the
title was “The Girl without Hands”. After did the test, the researcher could
see the result and differences of both groups.
3.6 Technique of Analyzing Data
The data from post-test
would be calculated by using T-test formula, since this research would be quasi
experimental experiment. The formula would be used is SPSS 20.0 and analyzed by
using T-Test of SPSS. SPSS (Statistical Package for the Social Science), it is
a computer application that provide statistical analysis of data. Besides it,
the researcher also counted the data by using accede formula as followed.
a.
: The mean score on sample 1 : The mean score on sample 2 : The coefficient of the differences
rate of the two samples : Standard error differences : The total squared score on
sample 1 : The squared of total score on
sample 1 : The total squared score on
sample 2 : The squared of total score on
sample 2 : The total object of sample
2
The T-count would be compared to table at α = 0.05 and that df
had two results.
1.
If T-count > T-table ; H1 will be
accepted and H0 will be rejected
2.
If T-count < T-table ; H0 will be
accepted and H1 will be rejected
The calculation of
T-test for post-test in this research was compared to watch out the improvement
of students’ reading comprehension after the treatment given.
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