The Effectiveness of Teaching Grammar in Context to Reduce Students’ Grammatical Errors in Writing
| Main Author: | Yadhi Nur Amin; 2009 |
|---|---|
| Format: | PeerReviewed application/msword application/pdf |
| Bahasa: | ind |
| Terbitan: |
, 2009
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/4786 |
Daftar Isi:
- ABSTRACT Amin, Yadhi Nur. 2009. The Effectiveness of Teaching Grammar in Context to Reduce Students' Grammatical Errors in Writing. Thesis. English Education Department, Graduate Program of State University of Malang. Advisors: (I) A. Effendi Kadarisman, M.A., Ph.D., (II) Dr. Nur Mukminatien, M.Pd. Key words: grammar in context, reduce, grammatical errors, writing. Writing is one of the basic language skills which must be taught in English classes for secondary school students. Through the teaching and learning of the skill, the students are expected to be able to express their ideas, feeling, experiences, and language components' mastery in English written form. Nevertheless, in doing so, they still face a lot of difficulties. Based on the preliminary study conducted on February 4th, 2008, the pieces of writing produced by the students of MAN Lasem cannot be understood well since they are overwhelmed with a lot of grammatical errors. Accordingly, in order to reduce grammatical errors in their writing, the use of an appropriate teaching method of grammar is urgently needed. Teaching grammar in context integrated with the teaching of writing is, therefore, necessary to cope with their problem of grammatical errors in their writing. This study has been conducted to determine the effectiveness of teaching grammar in context to reduce grammatical errors in students' writing. The general question to answer is, "Do the students taught by teaching grammar in context make less grammatical errors in writing than those who are taught by teaching grammar conventionally?" The tentative answer of the general question was formulated in the form of working hypothesis that the students taught by teaching grammar in context make less grammatical errors in writing than those who are taught by teaching grammar conventionally. The design of the study was a quasi-experimental with a non-randomized pretest-posttest control group. The samples of the study were taken from the population of the tenth-grade students of MAN Lasem in the 2008/2009 academic year; they were Class X-7 with 40 students as the control group and Class X-5 with 40 students as the experimental group. In collecting data, two sets of writing tests were used as instrument; one of them was used in pretest, and the other in posttest. The tests required the students to write a recount text. Two raters (the researcher and one of English teachers of MAN Lasem) worked independently in scoring the students' protocols. There were three steps of data analysis: (1) reliability scoring, (2) data normality and homogeneity testing; and (3) hypothesis testing. The first step was implemented to measure the level of reliability from two raters' assessment; the second one was intended to test the normality and homogeneity of the data distribution, while the third one was aimed at finding out the answer to the research problem. The results of the study showed that the mean scores of grammatical component from experimental group in the pretest and posttest were 37.80 and 54.00. It means that the mean score in the posttest was higher than that in the pretest; and the mean score increased 16.20 point after the treatment. Meanwhile, the mean scores from the control group were respectively 37.00 in the pretest and 37.20 in the posttest, meaning that the mean score increased only 0.20. Briefly, the mean scores of the experimental group were higher than those of control one. The results were also supported by test reliability coefficients from the experimental group which were respectively 0.89 in the pretest and 0.73 in the posttest; meanwhile those of the control group were 0.99 both in the pretest and the posttest. The results indicated that they have high reliability. Furthermore, the results of normality testing show that the value of assymp.sig. (2-tailed) from the writings of the two groups on the significant level of .05 was 0.00. It means that the data was normal. Additionally, the results of testing of homogeneity using F-Levene with the significant level of .05 show that the variance between the control group and the experimental one for recount writing were not different or homogenous. Based on the result of normality and homogeneity testing, the test items were considered reliable to be used for testing hypothesis. Then, analysis of variance (ANOVA) was used in testing hypothesis to know the difference of writing achievement between the control group and the experimental one using the significant level of .05. Furthermore, to make an ease in analyzing the results of the study, the working hypothesis was conversely formulated into the null hypothesis: "The students taught grammar in context do not make less grammatical errors in their writing than those who are taught grammar conventionally. The result of the analysis indicated that the obtained F-ratio was 17.969, and F-table was 3.963. By using the same way, comparing the F-ratio to F-table as used in testing the hypothesis, the obtained F-ratio was higher than F-table. Thus, there was enough evidence to reject the null hypothesis; as a result, the working hypothesis was accepted. Therefore, it could be concluded that the students taught grammar in context make less grammatical errors in their writing than those who are taught grammar conventionally. In other words, the strategy (teaching grammar in context) given to experimental group is proved to be effective to reduce students' grammatical errors in writing.