How to help students build english sentence by using the game of card (làm thế nào để giúp sinh viên xây dựng câu tiếng anh bằng cách sử dụng các trò chơi của thẻ)
Trang 1CHAPTER 1 INTRODUCTION A Background
English is an international language has a great influence toward development all over the world, especially for Indonesia as a developing country It is as promotion, transportation, tourism, studying abroad, International business, entertainment, scientific, and technical research, and word peace We should master English because it is quite necessary and urgent for Indonesian people, particularly for students
English has multi functions for all fields of education which has an important role in absolving and developing science, technology, culture Teacher of English needs it for communication and establishing relationship with other
Realizing how important the English language, our government includes English in the second curriculum as a compulsory subject for student in our country It is tough from elementary school to university level as an optional subject
Trang 2It is important to emphasize writing, because it rarely a separate activity in integral language classroom (Pappas, 1990:152)
In other word, writing can be a way of expressing idea through written form or is a process of building larger units from smaller ones that it the write uses words to make a composition
By writing, we can compare our opinion with the people who read our writing Good writer doesn’t know everything about the subject, but listen well enough to enter into conversation with others about it Writing can be as media in expressing feeling and self expression and it can be enjoyed not just for the writer itself but also for the reader That is why people want to write to express their feeling, idea, or thought and to read by other Communication is occurred between writer and reader even though reader agrees or not with the writer
Sentence is a group of words that has a least on subject and one predicate and that express a complete thought to be a sentence In teaching writing there are many techniques usually used by teacher, one of them is to make a sentence or using game (Miffin, 1984:45)
Trang 3In English learning, arrange sentence is one of problem that faced by the students Sometimes they are difficult to do that One of method that is believed can increase the students’ ability in making sentence is chain card game It can help the students to arrange or make sentence, the chain card game can be arrange sentence and also it can build the student’s vocabulary
Based on the explanation above, here the writer is interested in conducting a research entitles “Increasing the Student’s Ability to Make English Sentence through Chain Card Game’’
B Problem Statement
Based on the background above the researcher formulates a research question as follows:
1 How is the increase students’ ability to use simple sentence through chain card game?
2 How is the increase students’ ability to use compound sentence through chain card game?
3 How is the increase students’ ability to use complex sentence through chain card game?
A Objective of the Study
The objective this research as follows:
Trang 42 To explain whether or not chain card game can increase the students’ ability to use compound sentence
3 To explain whether or not chain card game can increase the students’ ability to use complex sentence
A Significance of research
In accordance with the problem statement above this research is expected to be beneficial for personal or institute as follows:
a For student
1 Student can be active in learning process, because in learning process students should make cooperation with their group
2 Students will not be doubt to answer the question from their teacher 3 Students have tutor that can help them if they find the difficulties to
arrange the sentence
4 Can increase the motivation of students because they can play while study
5 To build up consciousness of the importance of grammar to support the mastery of language skill
a For teacher
Trang 5b For school
As an input to recover the system of the school where the research is done c For the researcher
The researcher is expected can take direct experience in applying the chain card game strategy
A Scope of the Study
The writer limits the study to the ability of the students in second grade of SMP GUPPI SAMATA GOWA in using chain card game strategy to increase the students’ ability in making English sentence focuses on simple sentence, compound sentence, and complex sentence especially in present simple sentences
CHAPTER II
REVIEW OF RELATED LITERATURE A The Concept of Chain Card Game
1 What is chain card game?
Trang 6game players have to arrange their cards so they can be a sentence, or play the cards to continue the other player’s sentence that haven’t finished yet It can be in the first or the last card construction
A card game is any game using playing cards as the primary things with which the game is played, be they traditional or game specific Some games have formally standardized rules; whole rules for others can vary by region, culture and person A card game is played with a deck of playing cards intended for that game that are identical in size and shape Each card has two sides the face and the back The back of the cards in a deck are indistinguishable (except for those games employing the non standard cards commonly accompanying a deck of cards, such as calendar cards), preventing any player who cannot see the card’s face from knowing its value The faces of the cards in a deck may all be unique, or may include duplicates, depending on the game In either case, any card is readily identifiable by its face The set of cards that make up the deck are known to the entire player using that deck (Wilkipedia, 2009:1)
2 How to Play Chain Card Game
Trang 7player sentence that haven’t yet can be in the first or the last card construction These cards are made of cartoon with size 5x8 cm This size can be made based on our taste (Andreas Suwarno, 2003:3)
3 The Steps of Chain Card Game
a The first, teacher explains about simple present tense b The second, teacher explains how to play chain card game Cc The third, teacher divides the students into some groups
d The fourth, teacher divides the cards to each groups and let them to play the cards for 15 minutes
e The fifth, teacher asks the representative of each group to bring their cards that have finished and write all of the sentences that has been arranged in white board The six, teacher checkups all of the sentences that has been written by the students in white board
f The last, teacher asks the students to do the work assignment (Andreas Suwarno, 2003:3)
Trang 8communicative activities (Saricoban and Metin, 2000:92) On the surface, the aim of language games is for students to use the language however during game play learners also use the target language to persuade and negotiate their way to desired result This process involves the productive and receptive skill simultaneously
Games offer students a fun-filled and relaxing learning atmosphere After learning and practicing new vocabulary, students have opportunity to use language in a non stressful way (Uberman, 1998: 62) While playing game, the learner gives attention on the message, not on the language Rather than pay attention to the correctness of linguistic form, most participant will do all in order to they can win This eases the fear of negative evolution, the concern of being negatively judged in public, and which is one of language in front of the other people (Horwitz and Cope, 1986: 62) In a game oriented context, anxiety is reduced and speech fluency is generated thus communicative competence is achieved
Trang 9the effectiveness of game, teacher reported that action research reported that their students seem to learn more quickly and they learn materials better in a stress-free and comfortable environment (Nuyen and Nga, 2003:88)
The benefits of using games in language learning can be summed up in nine points as follows:
1 Promote communicative competence
2 Create a meaningful context for language use
3 Increasing learning motivation
4 Reduce learning anxiety
5 Integrated various linguistic and skill
6 Encourage creative and spontaneous use of language 7 Construct a cooperative learning and environment 8 Foster participatory attitudes of the students
C The concept of writing 1 What is writing?
Trang 10According to Lever (198:1) that writing is one way of making meaning from experience for one self and for others Furthermore, he says that writing serves as the most available and the most compelling way because the outcome, visible language is satisfyingly permanent record of thoughts and felling
Caldesonello et Al (1982: 4-5) define writing as a revising, recursive and drafting process They put forward five common components of the writing: inventing, planning, drafting and editing According to them, inventing is any activities that involve the writer in discovering and generating what he want to say Planning is the activity of preparing all writing of preparing equipment
Before the process of writing is done, revising involves adding or cutting out writing, or rear, ranging what is writing, or substituting another way of saying something, and editing means polishing a piece of writing by making word, level, changes in spelling, mechanics, usage, word choice and so on
From the argument above, it is clear that writing is way of human being to communicate and express their idea or encoding a message through the graphic symbol and the and the writer draws a conclusion that writing can be defined as a process of transferring what someone has in his mind to the written language The process involves the formation of graphic symbol; that is combine letters to form words, and words are arranged to make complete sentence that has a complete meaning
Trang 11The types of writing are based on three factors: purpose of writing, audience and context
1 The purpose of writing
Mayer Wangisa (1998) categories the purpose of writing into three categories: to persuade, to inform and to entertain
a To inform
The writer generally explains or describes an idea, a process, an even, a belief, a person, a place or a thing to give information The writer also gives the facts and explains the causes
b To persuade
The writer tries to change the audience or behave differently In this sense, the writer appeals to the readers’ logic or emotion
c The entertain
The writer gives some efforts to make the reader laughed, smiled, fascinated, surprised or even angry
2 Audience
Trang 12background and so on Readers and audience are not physically present when a writer is writing a topic In describe the own personal writer
3 Context
Context means the use of conventions appropriate the topic and discourse type Context also includes some consideration that a writer is going to say about extensive series of detain, various view point and so on
3 The importance of writing
Hoiston (1986:2) gives some reasons why writing is important:
1 Writing is a tool for discovery we stimulate our through process by he act writing and taffy into information and image we have our unconscious mind
2 Writing generates new ideas by helping us to make connection and relationship
3 Writing helps us to organize our ideas We can arrange them the coherent form
4 Writing down ideas allows us to distance ourselves from them
5 Writing helps us to absorb and process information, when we write a topic, we learn is better
Trang 137 Writing on subject makes us actives learners rather than passive learners of information
From definition above we may conclude with writing we can express our ideas, specially feeling to other people without ashamed because the reader is not present in front of the writer to have face to face communication and with writing the people can put their ideas, feeling and knowledge into written form more freely Writing helps us to discover exactly how we think and what we think freely
4 The characteristic of good writing
Experience in school leave some people whit the impression that good writing simply means writing that contains no had mistakes that is no errors of grammar, punctuation, or spelling In fact, good writing is must more than just correct writing Its writing that responds to the interests needs of our readers
Briefly, here are basic characteristic of good, effective writing:
a Good writing has a clearly defined purposed
b It make a clear point
c It supports that point with specific information
d The information is clearly connected and arranged
Trang 14Good writing is the result of much practice and hard work This fact should encourage you: it means that the ability to write well is not a gift that some people are born with, not a privilege extended to only a view If you are willing to work, you can improve your writing (Richard Nortquist, 2007: 1-2)
5 Writing component
Jacobs at al (1981: 31) point out five significant components in writing these are content, organization, vocabulary language use and mechanics
1 Content
There are four things that could be measured in connection with content The composition should contain one purpose only Should be unity, should have coherence and continuity and should be adequately developed
2 Organization
The purpose of organization material in writing involves coherence, order of importance general to specific, specific to general, chronological order and spatial order of pattern When writing the learner should arrange their writing chronologically They should present their ideas based on the order of which happed from beginning to the end
3 Vocabulary
Trang 15sentences and putting sentences into paragraph until they can create a piece of writing
4 Language use
Language is writing description and other form of writing involves connect language and point of grammar We should be able to do anything more than letter separate items of language for separate function And also grammar can help the students improve the use of formal language
5 Mechanics
Mechanics in writing deals with capitalization, spelling are punctuation Capital letters have principal uses in English writing This may be used distinguish between particular and general classes of person, places and things
Punctuation has only one function: that of making writing clearer for the reader Out tendency is to use punctuation, as little, as possible, but we must never forget the inclination to out punctuation for the sake of clean looking page must be which organist the reads requirement of centered audience Equally important is adherence to the nouns of capitation and to correct spells, because eccentricity, deviance, inconsistency, or errors in these distract and confuse readers and ultimately undermine the function of way writing to communication of a message as clearly one as efficiently possible (Ehrlich, 1977: 2)
Trang 16Models of writing, forms of writing, types of writing and domains of writing have specific purpose There are four basic models, descriptive, narrative, expository, and persuasive
1 Creative writing
The primary purpose of creative writing is to entertain the reader
2 Descriptive writing
The primary purpose of descriptive writing is to describe a person, place, or event so that the topic can be clearly seen in the reader’s mind The writer must use vivid details that paint a picture for the reader
3 Expository writing
The primary purpose of expository writing is providing information such as explanation or directions
4 Narrative writing
The primary purpose of narrative writing is to describe an experience, event, or sequence of events in the form of story
5 Persuasive writing
The primary purpose of persuasive writing is to give an opinion and try to influence the reader’s way of thinking with supporting evidence (Mcdougel, 1998: 2)
Trang 171 Simple sentence
The ability in making simple sentence is the ability of student in finding idea in sentence form We should give attention for two things in making sentence namely: sustention from the writing (expressing idea) and form or structure (grammatical form and syntactic pattern) Making a sentence include writing skill because of that making sentence also means expressing the idea and communication with the other through language symbol DR.Harris (2009:2)
The sentence that made can be the simplest sentence that only consists of two positions in sentence namely: {S+V}, {S+V+O}, or the complete sentence:
{StV+O+ADV}
2 Compound Sentence
Compound sentence in sentences have two or full prediction, in the form of independent clause ( Warriner et al, 2004:8)
Ex: - the weather was very bad, therefore all classes where cancelled
3 Complex sentences
Sentences in sentences which have two or more full prediction, on of these is an independent clause (or main clause) that is similar to the form of the simple sentence and one or more of these are dependent clause (or sub- ordinate clause) (Warier et al, 2004:8)
Trang 18CHAPTER III RESEARCH METHOD
This chapter presents the research design, research variables, population and sample, research instrument, procedure or collecting data and technique of data analysis
A Research Design
The research used pre-experimental design with one group pre-test and post- test The students was given pre-test to know the student’s ability in making sentence before applying chain card game strategy, and then apply the treatment After apply the treatment, post-test was given to know the student’s achievement in making sentence after applying chain card game strategy
The research design conducted as follows
Trang 19Before doing the treatment, the students were given the pre test to find out the students’ ability to use simple, compound, and complex sentences The kind of test that was given to the students was essay test
2 Treatment
After giving pre test, the students treated by using Chain Card Game Strategy The procedure of this treatment as follows:
a The first, teacher explained about simple present tense b The second, teacher explained how to play chain card game c The third, teacher divided the students into some groups
d The fourth, teacher divided the cards to each groups and let them to play the cards for 15 minutes
e The fifth, teacher asked the representative of each groups to bring their cards that have finished and wrote all of the sentences that has been arranged in white board
f The six, teacher checked up all of the sentences that has been written by the students in white board
g The last, teacher asked the students to do the work assignment 3 Post test
Post-test was given to the students to know their ability in making English sentence after applying chain card game strategy The test was essay test
B Research Variable
Trang 20the chain card game strategy Dependent variable was students’ ability in making English sentence
C Population and Sample 1 Population
The population was the second year students of SMP GUPPI SAMATA GOWA in 2009/2010 academic year which consisted of three classes Each class consisted of 30 students The total population was 90
2 Sample
The sample was taken by using total sampling It meant that only one class, VIII B as sample
D Hypothesis
The hypotheses of this research were formulated as follows:
1 HO (Null Hypotheses): There was no significance of the difference of the students’ writing ability before and after teaching writing through Chain Card Game method
2 H1 (Alternative Hypotheses): There was a significance of the students’ writing ability before and after teaching writing through Chain Card Game method
3
E Instrument of the Research
Trang 211 Pre-test was given to the students to check their ability in making English sentence before applying chain card game strategy The test was essay test 2 Post-test was given to the students to know their ability in making English
sentence after applying chain card game strategy The test was essay test
F Procedure of Collecting Data
The procedure of collecting data was performed through these steps: 1 The first, the students were given pre-test to know their ability in
making English sentence
2 The second, applying chain card game strategy for some meeting The steps were as follows:
a The first, teacher explained about simple present tense b The second, teacher explained how to play chain card game c The third, teacher divided the students into some groups
d The fourth, teacher divided the cards to each groups and let them to play the cards for 15 minutes
e The fifth, teacher asked the representative of each groups to bring their cards that have finished and write all of the sentences that has been arranged in white board
f The six, teacher checked up all of the sentences that has been written by the students in white board
g The last, teacher asked the students to do the work assignment 3 The third after given treatment, the students were given post-test to
Trang 22G Technique of data analysis
Some formulas were applied in this study to process the data as follows: 1 The students’ score was tabulated by using the following criteria:
The total score of the writing test was 100 consisting of five components,
namely : Component Score Content 20 Organization 20 Grammar 20 Vocabulary 20 Mechanics 20 Total 100
2 The mean score of the students was found out by means, following the formula
Where: xX yx N
= the mean score = the sum of all score
= Total number of the students
(Gay, 1981: 298)
The writer classified the score into seven categories (Depdikbud, 1985:6) standard of evaluation as follows:
Trang 239.6 to 9.5 is classified as very good 7.6 to 8.5 is classified as good 6.6 to 7.5 is classified as fairly good 5.6 to 6.5 is classified as fair 4.6 to 5.5 is classified as poor
gme
eae
Ss
0.00 to 3.5 is classified as very poor
3 Categorizing the whole score into the following classification 1 86-100 — : Excellent to very good
2 68-85 : Good to average 3 48-67 : Fair to poor 4 32-47 : Very poor
4 Finding of the significance difference between the result of the pre-test and post-test by using the following formula:
t= D =D*— (ED)? N Nq-1) Notation: T :testofsignificance D : Deviation
Trang 24CHAPTER IV
Trang 25This chapter consists of findings of the research and discussion of the interpretation of data analysis in detail the finding at the research covers the result of the data collected through the test
a The Findings
The finding of the research deal with the answer of problem statement which is aims was to find out the students’ ability in use simple sentence, compound sentence, and also complex sentence It can be seen through the result of pre-test and post-test, as follows:
Table 1
No Variables Pre-test Post-test Increasing
Mean | Mean Score (%)
Score 1 Simple Sentence 51 67.33 32.01 2 | Compound Sentence 58 74.5 28.45 3 Complex Sentence 55.33 71.16 28.61
The table above shows the students’ mean score in pre-test and post-test in students’ writing ability where the variables are simple, compound, and complex sentences The mean score of simple sentence at pre-test is classified as poor with the mean score 51, while the mean score of compound sentence is 58 which classified as “‘fair“, so do the mean score of students’ complex sentence 55.53
Trang 26sentence is 54.43% (67.33-51) and for the compound sentence is 16.5 (74.5-58) while the percentage level of the students’ ability in writing complex sentence is
15.83 (71.16-55.33)
1 The increasing students’ ability in writing simple sentence
The following table shows the students ability in increasing writing simple sentence by using chain card games
Table 2
The mean score of students’ increasing in writing simple sentence
Pre-test Post-test The Increasing (%)
51 67.33 31.96 %
Data in the table above shows that the mean score of increasing students
ability in writing simple sentence in pre-test, post-test and improvement The students’ writing increasing by using chain cards game is mean score in pre-test (51), it was low score before giving treatment and the mean score post-test was higher after giving treatment It can be calculated that the students progress (67.33) The increasing of the students’ vocabulary by using chain card games is significant because the score of post-test greater than the pre-test It appears that the mean score of the post-test obtains by the student are different In order to know the level of significance 5 % (0.05), degree of freedom (df=N-1)= 29 is the result of calculation is shown as follow:
Table 3
The result of significance of the students’ writing simple sentence
variable t-test value t-table value
Simple sentence 5.29 2.54
Trang 27
Graphic 1
The increasing of students’ writing simple sentence by using chain card games
2 The increasing of students’ writing ability in compound sentence
The following table shows the students ability in writing compound sentence by using chain card games
Table 4
The mean score of students’ increasing of compound sentence
Pre-test Post-test The Increasing (%)
58 74.5 28.44
Trang 28
Table 5
The result of significance of the students’ vocabulary
variable t-test value t-table value
compound 5.88 2.54
The table shows that the t-test value (5.88) is greater than the t-table value (2.54) Based on this result, it is concluded that the difference of both means is statically significant
The graphic below shows the significance of the research in increasing the students’ ability in writing compound sentences;
Graphic 2
The graphic shows that the increasing of the student ability, in pre-test the student increasing ability in writing compound sentence is 58 It means that the student improvement in pre-test was lower than the student increasing in the post- test because the students’ increasing in post-test is 74.5
3 The increasing of students’ ability in writing complex sentence by using chain card games
The following table shows the students ability in writing complex sentence by using the chain card games
Table 6
Trang 29
Pre-test Post-test Increasing (%)
55.33 71.16 31.96
Data in the table above shows that the increasing of students ability in writing complex sentence in pre-test, post-test and increasing The students’ ability in writing complex sentence by using chain card game has mean score in pre-test (55.33), it was low score before giving treatment and the mean score post- test was higher after giving treatment It can be calculated that the students progress (71.16) The increasing of the students’ ability in writing complex sentence by using chain card game is significant because the score of post-test greater than the pre-test It appears that the mean score of the post-test obtains by the student are different In order to know the level of significance 5 % (0.05), degree of freedom (df=N-1)= 29 is the result of calculation is shown as follow:
Table 7
The result of significance of the students’ writing complex
variable t-test value t-table value
Complex sentence 12.08 2.54
The table shows that the t-test value (10.19) is greater than the t-table
value (2.54) Based on this result, it is concluded that the difference of both means is statically significant
Graphic 3
Trang 30students’ improvement in pre-test Because the students speaking improvement in post-test is 71.16
4 The students’ increasing ability in writing by using chain card games Table 8
The students’ writing ability
No Value % 1 Simple Sentence 31.96 2 Compound Sentence 28.44 3 Complex Sentence 21.69
Data in the table above shows the students’ writing ability in making sentence, namely simple, compound, and also complex sentences The students’ ability in writing simple sentence in increasing students’ ability have the percentage is 31.96%, the students’ compound sentence writing ability is 28.44 %, and the students’ writing ability of complex sentence is 21.69 %
From the calculate data above, the students’ ability in writing compound sentences is highest than simple sentences and complex sentences
Graphic 4
Increasing of the students writing ability in simple sentence is 31.96% the mean score of students’ writing ability in compound sentence is 28.44 and complex sentence is 21.96% Table 9 The significance
No Significance t-test t-table
1 | Simple Sentences 5.29 2.54
2 | Compound sentences 5.88 2.54
Trang 31[ 3 | Complex sentences | 12.08 | 2.54 5 Hypothesis Testing
Table 10 Statistic T-testing Operation
Writing Ability t-test t-table
Simple Sentences 5.29
Compound sentences 5.88 2.54
Complex sentences 12.08
After calculating the t-test value, then it is compared with the value of t- table with the level of significance p=0.05 with the degree of freedom (df = 29), the value of t-test value for simple sentence and complex sentence is greater than t-table value The t-test value for simple sentence is 5.29, while the t-test for compound sentence is 5.88 and the t-test for complex sentence is 10.24 This shows that mean score difference between pretest and post test is statistically significant
Trang 32B Discussion
The research finding indicates that the students’ ability in writing is increase by using Chain Card Games The description of the result of simple sentences, compound and complex sentences test showed the increasing of the students’ ability on writing trough Chain Card Games
This finding is not surprising the writer as all steps in the Chain Card Games had successfully been conducted Since the beginning of the treatment the students are involved to determine what topics they wanted to speak about The table below showed the students’ involvement
Table 11
The Students’ Involvement in writing sentence through Chain Card Games
N Involved No involved f % f % 30 30 100 0 -
This is happened until the end of the treatment All students are active and give participation in doing all the tasks given
Trang 33The way the students interacted during treatment was also one thing that supported the success of Chain Card Games The process of learning was done through mutual interaction Each group members used the cards to make any sentences and then helped another friend as the group decision In that way the students felt quite admitted their existence
Besides motivation, communicative skill and also interaction, the learning atmosphere is also one factor that supports the success of Chain Card Games During the treatment, the students are given freedom to play the card and making sentences as much as they can The teacher is there just to facilitate and help the students who really needed supervision
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A Conclusions
After conducting the research about Chain Card Games in the students’ writing ability at SMP GUPPI Samata Gowa and based on the research findings in the previous chapter, the writer puts forward the following conclusions:
Trang 342) Chain Card Games can improve the students’ writing ability It is analyzed through the hypothetical testing which show that the t- value of vocabulary is greater than t-table (5.29>2.54), then the t- value of grammar is greater also than t-table (5.88>2.54) and t-value of pronunciation is greater than t-table (12.08>2.54)
3) Chain Card Games involves the students into the actual activities, build their critical thinking by learning in mutual cooperation and create their communicative smartly to perform the success result of teaching and learning
B Suggestion
Concerning to the conclusions above, the writer puts some suggestions as follows:
1 Chain Card Games is expected to be a reference for the teacher in teaching writing as one alternatives teaching method
2 Besides, Chain Card Games can be applied for the other language skills, such us speaking, or the other subjects of English
3 Chain Card Games is a better method to improve the students’ writing ability; the students are expected to increase their intensity learning writing through chain card games
Trang 355 The researchers in the future are suggesting that they could use these research findings to investigate the students’ achievement in writing, speaking, vocabulary or the other English subjects
BIBLIOGRAPHY
Byrny, Donn 1998 Teaching Writing Skill Longman London
Calderonello, Al and Edwards Jr 1984 Roughdraft: The Process of WritingT Boston Haughton Miffin Company
Debdikbud 1985 Petunjuk Pelaksanaan Praktek Belajar Mengajar dan Petunjuk Pelaksanaan Sistem Penelitian Jakarta Depdikbud
Elirlich, Eugene 1997 Punctuation Capitalization and Spelling New York: Mc Graw Hill Book Company
Gay L R 1981 Education Research Merrun Publisher Company Harris DR 2009 (www.geoticies com)
Hoiston, Maxine 1986 Contemporary Composition, Boston Haughton Miff in Company
Horwitz, E K., Horwitz, MB., and Cope, J A 1986 Foreign Language Classroom anxiety The Modern Language Journal 70 (2): 152-132 Jacobs Holly L et al 1981 Testing ESL Composition a Practical Approach
London Newbury House Publisher Inc
Trang 36Mcdougel, 1998 The Language Literature and Writers www.kimskorner4teachertalk.com
Miffin Haughton 1984 Grammar and Composition (45)
Nuyen, N T T and Nga, K T T 2003 The Effectiveness of Learning Vocabulary Through Games Asian TEFL Journal 5 http://www Asian- efl-journal.com/dec.o3-sub.van.html (Accessed September 25, 1004) Pak Guru Online hitp://pelawiselatan.blogspot.com/2009/08
Pappas 1990 International Language Perspective in the Elementary School Parasad, U 2003 Achieving Communicative Competence in English India’s
National Newspaper (29, July) http://www.hindo.com/the hindu/edu/2003/07/09/stories/20030729000 10200.htm (Accessed September 25, 2004)
Ricard, Noudquist 2007 Grammar and Composition
http://www.grammar.about.com
Scaricoban, A and Metin, E 2003 Songs, Verse and Games For Teaching
Grammar The Internet TSL Journal 6 (10)
Htt://iteslj.org/techniques/Scaricoban.songs.html (Accessed September 27,2004)
Trienekens, Jacques H 1998 Management of Processes in Chains, a Research Framework, Ph D Thesis Wageningen University
Uberman, A 1998 The Use of Games: For Vocabulary Presentation and
Revision English Teaching Forum 36 (1): 20
http://exchanges.state.gov/forum/vols/vol 136/nol/p20.htm (Accessed September 27, 2004)
Trang 38A The students’ Pre-test in writing sentence PRE-TEST AND POST TEST MEAN SCORE
SIMPLE SENTENCE
PRE- POST- >D yD2
TEST TEST 1 75 85 10 100 2 45 85 40 1600 3 40 70 30 900 4 40 60 20 400 5 45 80 35 1225 6 70 75 5 25 7 40 80 40 1600 8 45 60 15 225 9 45 75 30 900 10 50 85 35 1225 11 40 90 50 2500 12 85 80 -5 25 13 40 90 50 2500 14 70 70 0 0 15 70 70 0 0 16 45 50 5 25 17 40 50 10 100 18 55 60 5 25 19 70 60 -10 100 20 40 70 30 900 21 40 50 10 100 22 40 60 20 400 23 40 60 20 400 24 65 65 0 0 25 40 50 0 0 26 45 50 5 25 27 40 50 10 100 28 45 60 15 225 29 85 90 5 25 30 40 40 0 0 SUM 1530 2020 480 15650 Mean Sco 51 67.33333 16 B
Trang 39ELEMENT SCORING Jumla | Rata-
Ren | SENT | seat” | Complex | h | Rata
Trang 40ELEMENT SCORING
Respon | “SIMPLE | Compound | Comple | Jy"? | Rata
den SENT Sent x
1 85 80 60 225 | 75.00 2 85 80 70 235 | 78.33 3 70 75 60 205 | 68.33 4 60 75 60 195 | 65.00 5 80 65 75 220 | 73.33 6 75 85 60 220 | 73.33 7 80 90 65 235 | 78.33 8 60 85 65 210 | 70.00 9 75 80 70 225 | 75.00 10 85 85 70 240 | 80.00 11 90 85 70 245 | 81.67 12 80 80 60 220 | 73.33 13 90 85 65 240 | 80.00 14 70 90 75 235 | 78.33 15 70 75 70 215 | 71.67 16 50 80 65 195 | 65.00 17 50 80 65 195 | 65.00 18 60 80 70 210 | 70.00 19 60 90 70 220 | 73.33 20 70 60 75 205 | 68.33 21 50 70 80 200 | 66.67 22 60 55 85 200 | 66.67 23 60 90 90 240 | 80.00 24 65 75 90 230 | 76.67 25 50 60 80 190 | 63.33 26 50 60 85 195 | 65.00 61.666 27 50 55 80 185 67 28 60 50 70 180 60 73.333 29 90 55 75 220 33 53.333 30 40 60 60 160 33 SUM 2020 2235 2135 Mean 67.33333 67.33333 Sco 333 74.5 33