Effectiveness of Speedy English Grammar Application on Students’ Grammar Mastery in Simple Past Tense

The objective of this research is to investigate the significant effect of using Speedy English Grammar application towards students' grammar mastery in simple past tense at the twelfth grade of SMK Walisongo. The research approach used was a quantitative approach and quasi experimental method with achievement test in collecting the data. Achievement test included pre-test and post-test. This research was conducted at the twelfth grade of SMK Walisongo Menes. The samples of this research were 40 students that consisted of 20 students of experimental and 20 students of control class. The experimental class used Speedy English Grammar and the control class used English Grammar and Test application. The data was analyzed by using statistical of program SPSS 22. Based on the result of data analysis, the result showed that mean of post-test both experimental and control class different were 76.70 and 70.45, and for the result of t-test obtained sign score 0.000 ≤ α = 0.05. The result indicated the alternative hypothesis was accepted and the null hypothesis was rejected. As the result there was significant effect of using the Speedy English Grammar application towards students’ grammar mastery in simple past test at the twelfth grade of SMK Walisongo Menes.

The purpose of this research was to investigate the significant effect of an English grammar application on the students’ grammar mastery in a present perfect tense lesson at the twelfth grade of SMAN 1 Banjarsari. The research approach used a quantitative approach and a quasi-experimental method with an achievement test to collect the data. The achievement tests were pre- and post-tests. The population was 216 students, and the sample of this research was 70 students, which consisted of 35 students from the control class and 35 students from the experimental class. The control class used a simpler application, whereas the experimental class used an English grammar application for the treatment. The data was analyzed using the statistical program SPSS 22 version. Based on the data analysis result, it was determined that the different mean values of the post-test in the experimental and control classes were 68.51 and 68.14. The t-test result retrieved a signed score of 0.000 ≤ α = 0.05. The result showed that the null hypothesis was rejected and the alternative hypothesis was accepted. This means that there was a significant effect of using the English Grammar application on students’ grammar mastery in the present perfect tense lesson at the twelfth grade of SMAN 1 Banjarsari.

This research aims to determine the effectiveness of the mistake buster technique in improving students’ grammar mastery at eight grade students of SMP Islam Pecangaan. In this research, the writer used quantitative approach in the form true experimental design. The population of this research was eight grades of SMP Islam Pecangaan and the samples of this research were VIII A as experimental class and VIII B as control class of SMP Islam Pecangaan. In experimental class was taught by using Mistake Buster Technique while in control class was taught by using conventional technique. Random sampling was choosing as the technique of sampling. Then, the instrument of this research was test. The test was pre-test and post-test. This research consisted of five meetings with three treatments. The result of this research showed that the mean score of pre-test in experimental class was 61,61. After giving the treatment, it became 91,25. Then, the mean score of pre-test in control class was 55,62 and the post-test was 75,63. It showed that the score pre-test and post-test in experimental class was higher than control class. It means that the use of mistake buster technique was effective to increase students’ understanding about grammar. Besides that, the score of t observe was 2,057 while the score of t table in 5% significance level was 2,009 . So, it showed the significant of t observe > 5% = 2,057 > 2,009. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. There was an effectiveness of mistake buster technique to improve students’ grammar mastery at eight grade students of SMP Islam Pecangaan.

Grammar is study of rules that cover the combination of words to form meaningful and grammatically correct sentence. This study use Experience, Generalization, Reinforcement, and Application (EGRA) technique to improve students` grammar mastery. By using this technique the students try to find out the form and function of the sentence by themselves. Besides that, EGRA technique has various instructions to help students understand the material; giving picture, vocabularies and quiz in experience step, analyzing the text in generalization step, providing in reinforcement step, and giving a task in application step. This study was aimed to see the Improving Grammar Mastery at the tenth grade students of SMA Negeri 7 Pinrang. The objective of this study is to get the empirical data of the differences between students` score grammar test that were taught by using EGRA technique and the students were not. The population of this study consists of 273 students. The sampling process of this research is cluster random sampling technique. The researcher took two classes, X MIPA 2 as experimental class consisted of 36 students and X IPS 2 as control class consisted of 34 students. The design of this study is a quantitative method using quasi-experimental design (non-equivalent control group) with two group classess, namely experimental class and control class. The data was collected through pretest and posttest. It aimed to know whether the EGRA technique in teaching grammar can improve students` grammar mastery. The result of this research shows that students` grammar mastery significantly improves. Based on the calculation, the result of the data analysis by using t-test showed the value of ttest (to) was higher than ttable (tt), to > tt = 9.11 > 1.667, in significant degree of 0.05 (5%). As the statistical hypotheses shows, if ttest (to) > ttable (tt) in significant degree of 0.05 (5%), it means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. In conclusion, EGRA technique is able to improve the students` grammar mastery.

<p>The study of grammar has been shifting in language teaching classroom. However, the fact that the difficulty to understand grammar, especially past tense among the junior high school students has been an issue that needs to be solved. This study investigated the effect of using storytelling of Prophet Yusuf based on Quran verses towards students’ grammar mastery at the 8th grade in MTsS Diniyyah Pasia, Agam, West Sumatera. This quasi-experimental research involved 32 sample students who were treated as experimental class and taught by using storytelling of Prophet Yusuf and another 32 students as control class who were taught by using conventional technique. These two groups of samples were determined by using purposive sampling technique. To analyze the data from the students’ grammar test of pretest and posttest of experimental and control classes, the researcher used SPSS program. The result of the post-test scores of both classes, experimental and control classes, showed that the t-obtained (3.557) was bigger than t table (1.67). It indicates that the use of Prophet Yusuf Storytelling which is based on Quran verses in learning Grammar can help the students to master the grammatical pattern effectively.</p>

Grammar as essential aspect of English component helps students to recognize pattern and avoid errors. Alternative media is needed to make grammar learning more successful since students find it challenging to master grammar when it is taught using conventional method. This research aimed to find out about how effectively Macbox media works to help students in improving their grammar mastery. True-experimental research design was used in this research by using class X MA Matholi'ul Huda Bugel students as the research population. The two classes used as sample are 36 students of XG as the experimental class and 38 students of XH as the control class. Both classes received pre-test, treatment and post-test in order to gather research data. Then, SPSS 25.0 was utilized to examine the data outcomes. The findings of the research showed that the differences were seen in the two classes' average scores. For pre-test, the experimental class's average pre-test score was 48.47, while the control class' was 48.02. For post-test, the experimental class’s average score was 75,41 and the control class’ was 62,76. The significance value for both classes was revealed by the independent sample t-test analysis result, which were 0.000 (sig (2-tailed) < 0,05). It means that there are the significant differences between both classes. The result and discussion show the use of Macbox media is significantly effective in improving students’ grammar mastery. It means that the use of Macbox media is more effective in improving students' grammar mastery compared to the use of conventional learning method

This study aims to determine: The use of transformation drill has a significant effect on students' grammar mastery in passive voice the 11th grade at SMK Negeri 9 Kabupaten Tangerang. The results of hypothesis testing with t-test at the end of learning (posttest) in the control class and the experimental class. obtained tcount = 31.398 with a significance level of 95% (∞= 0.05) obtained ttable = 1.687 because 31.398>1.687 (tcount > ttable) then Ho is rejected. Thus, at the end of the lesson there were differences in students' grammar mastery between the control class and the experimental class. Thus, based on the results of research that has been done that transformation drill has an effect and improve students' grammar mastery. Its application in the classroom can make students play an active and creative role.

The aim of this research is to find the effectiveness of using story mapping toward students reading comprehension used theme fairy tales on narrative text in SMP 14 Kota Tangerang. The method in this research used quasi experimental design. The sample of this research is cluster random sampling. The population of this research was ninth grade of SMP 14 Kota Tangerang. The research took 2 classes as an experimental and control class. Each class consists of 25 students. The technique used in data collection was test, which were 20 items of multiple choice to measure the understanding of students reading comprehension. The results showed pre-test mean in control class is 77,80 and pre-test mean in experimental class is 82,40. The post-test mean in control class is 74,40 and post-test mean in experimental class is 79,60. The researcher found that students who got higher score 90 in the experimental class on the pre-test exam was (28%), and the pre-test exam in control class was (12%), meanwhile the experimental on the post-test exam was (12â„…) and post-test exam on control class was (8%). The collected data were analyzed by using SPSS version 26. The calculation results of t-test showed that Tcount > Ttabel, 2.181 > 1.677, The degree of freedom (df) is 48 and the value of significant 0.05 (5%) the value of degree significant is 1.677. It can be said that Alternative Hypothesis (Ha) was accepted and the Null hypothesis (H0) was rejected. it means that the use of story mapping on students reading comprehension at ninth grade was considered effective on narrative text used theme fairy tales.

In learning grammar, appropriate teaching strategy and great motivation can enhance students’ grammar mastery. CALL stratey was used as the variation ofteaching and learning toward grammar mastery. The goal of this research was to find out the effect of CALLstrategy and learning motivation toward students’ grammar mastery. The design of this research wasquasi experimental research. The population of this research was the students of first year in academic 2016/2017 at AMIK Selatpanjang Kabupaten Kepulauan Meranti. The techniqueused in selecting the sample was Cluster Random Sampling. The sample of this research was A1 as the experimental class and B1 as the control class. The instrumentsused in this research were grammar mastery test and questionnaire test. The hypotheses were analyzed by using t-test and Two Ways ANOVA. The finding showed that (1) Students taught by using CALL strategy produced better achivementtoward students’grammar masteryas compared to CLT strategy.(2) Students with high learning motivation taught by using CALL strategy produced better achievement toward grammar mastery than high motivated learning students taught by using CLT strategy. (3) Students with low learning motivation taught by using CALL strategy produced lower achievement toward grammar mastery than low motivated learning students taught by using CLT strategy. (4) There was nointeraction between teaching strategies (CALL and CTL) and students’ learning motivation toward grammar mastery. In conclusion, CALL strategy worked effectively to produce better achievement as the teaching and learning strategy toward grammar mastery at AMIK Selatpanjang Kabupaten Kepulauan Meranti.

The purpose of this research was to find out the effectiveness of 5E learning cycle in dynamic electricity kelas X SMA Negeri 3 Medan in Academic Year 2012/2013. The research method was quasi experiment. The samples were divided into experiment and control class. Population in this research was all students of grade X in SMA Negeri 3 Medan. The sample in this research consist of two class X 1 as experiment class and X 2 as control class determine by simple random sampling. The results that were obtained: (1) the post-test mean value of the experiment class was 76.29 is good category and 69.29 was the mean value for control class is good enough category. Standard deviations for both classes were 10.31 and 9.48. The t count was 2.94 and t table was 1.99 then the t count > t table . Hence, alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.(2) Furthermore, the mean value of student’s learning outcomes in experiment class from affective and psychomotor domain were 72.68 and 71.6 while in control class were 69.7 and 69.8. It was concluded that there were no effect difference of 5E learning cycle and direct instruction learning model for affective and psychomotor domain on students learning outcomes in dynamic electricity.(3) In addition, the mean value of instrument’s sensitivity index in experiment class was 0.320 that was sensitive category while in control was 0.281 which meant that was not sensitive category. The percentage the result of class learning mastery in experiment class was 85.7% that was categorized passed meanwhile in control class was 57.1 % that categorized not passed. Then, the mean value of activities observation result in experiment class was 73.15 while in control class was 68.15 that were included in good category. It was concluded that 5E learning cycle is more effective than direct instruction learning model. Therefore, the effectiveness of 5E learning cycle was high on the student’s learning outcomes Keywords: 5E learning cycle model, learning outcomes, effectiveness

The purpose of this research is to reveal whether there any significant effect of kahoot application as technology resources in teaching reading comprehension, especially in narrative text. The method used in this research was quantitative design with a quasi-experimental study. The population of students at the first grade was 230 students of Vocational High School in Majalengka with two sample classes which have 19 students in each class. Both classes were assigned into experimental and control class. Experimental class was taught by using kahoot application, control class was taught with team games tournament method. The data was collected through pre-test and post-test. Based on the calculation data, this research showed that using kahoot application is effective in teaching reading comprehension of narrative text. This conclusion was supported by the mean of post-test in experimental class which got 61,47 while the control class 56,42. Therefore, the statistics showed that 2,17>2.02 = tobserved > ttable which proves that the Alternative Hypothesis (Ha) is accepted. It means kahoot application is effective in teaching reading. Keywords: Kahoot, Narrative Text, Reading Comprehension

This study aims to determine the application of the inquiry training learning model with multiple representations of student learning outcomes and problem solving abilities in the subject of Elasticity and Hooke's Law. This study used a quasi experimental method with a two group pretest – posttest research design. The study population was all students of class XI which consisted of 5 classes. The sample was determined by cluster random sampling. Class XI MIA 1 as the experimental class and XI MIA 5 as the control class, each of which consists of 30 students. The instrument used consisted of 10 multiple choice questions for learning outcomes and 5 essay questions for problem solving abilities and had been validated by the validator. The research data shows that the pretest mean value of learning outcomes in the experimental class is 33.00 and the control class was 30.00. Data from the mean pretest of problem-solving ability of the experimental class was 26.22 and the control class was 25.26. The normality and homogeneity tests on the pretest data for the experimental and control classes showed that the data were normally distributed and homogeneous. The t test results showed that the two classes had the same initial ability significantly. After the treatment was carried out in each class, the post-test mean score of learning outcomes in the experimental class was 69.67 and the control class was 58.33. The post-test mean value of problem-solving abilities in the experimental class was 74.52 and the control class was 65.48. The results of hypothesis testing using the t test on student learning outcomes and problem solving abilities showed that learning outcomes and problem-solving abilities were significantly higher in the experimental class than in the control class. The results of data analysis showed that the inquiry training learning model with multiple representations contributed to the scores obtained by students in the experimental class. It can be stated that the inquiry training learning model with multiple representations has an effect on student learning outcomes and problem solving abilities.

The objective of this research is to find out the correlation between grammar mastery and writing skills. The researchers applied a correlational research design. There were two variables in this research, they were grammar mastery as variable X and writing skills as Variable Y. The researchers took the 4th-semester students as the population and the sample of this research. In selecting the sample, the researchers used a random sampling technique. 3 students from each class were taken randomly as the sample of this research. The total sample was 18 students. In conducting this research, the researchers used two tests. The tests were grammar and writing tests. A grammar test measured students’ competence in simple past tense. The test consists of 20 multiple-choice questions. The test is aimed at collecting data on students’ grammar mastery. In the writing test, the students chose one of three topics that were provided in the test’s instructions. The students wrote the text in the form of a recount text. The data were analyzed using Pearson Product Moment Correlation Coefficient. The result shows that the correlation coefficient between students’ grammar mastery and writing skills is 0.630. The result is categorized as substantial or high. It indicates that there is a positive correlation between grammar mastery and writing skills of 4th-semester students of the English Education Study Program of Tadulako University. It means that the students who have good grammar mastery also have good writing skills and the students who lack grammar mastery also have poor writing skills because grammar is one important aspect that influences students’ writing skills. The implementation of this finding in the teaching of writing skills is that the lecturers must find a way to integrate the teaching of writing skills with grammar.

This research was conducted based on some problems in learning English especially in vocabulary and grammar. It was also aimed to find out students’ vocabulary and grammar who are taught by using Board GameTechnique and students’ vocabulary and grammar who are taught without using Board Games and find out whether there was any significant effect of using Board Game on the tenth-grade students’ ability in vocabulary and grammar at SMA Kristen Immanuel. In this quasi-experimental design research, the researcher took two of 2 classes as the sample, the experimental class with 20 students in it, and the control class with 20 students as well. The research method was pre-test and post-test of the experimental research. The data collection technique was pre-test and post-test score result. The data were analyzed by using compare means paired sample T-test by comparing the result of pre-test and post-test design, and t-test to know the significant effect in students’ English vocabulary mastery after using Board Game. The result showed there was a significant different between pretest and post test mean. Ho was rejected because significance level was < 0.05. Therefore, there was a significant effect of using board game towards students’ vocabulary mastery of the research. The research of data analysis showed that there was a positive effect of using Board Games on students’ vocabulary and grammar. In which in vocabulary, the t-obtained had a higher value than the t-table either at 5% or 1% significance levels (1,68595 < 4,174> 2,42857). Therefore, Ho is rejected and Ha is accepted; or there is a significant difference in using Board Games on student’s vocabulary and grammar ability of tenth grade students. The result of grammar, the condition of the experimental class was getting better. The students were more active in English learning process. In summing up it may be stated that using Board Game can effect the students‟ grammar mastery and students learning activities at the tenth grader of SMA Kristen Immanuel Medan.

The second graders of MTs DDI Baru face several issues in learning English. Those become obstacles for them to get good achievement in the subject. One of the most difficult issue for them is they could not even compose a simple sentence properly using basic tenses such as simple present and simple past tense. The researcher tried to use game-based learning, in this case, using Snakes and Ladders game to solve the problem. So that, this research aims to find out the significant effect of using of snakes and ladders game in improving students’ grammar ability. This research design applied research with one pre-test and one post-test design in the experimental and control class. From 5 classes, the researcher chose 2 classes as sample by using cluster random sampling. The data analysis result revealed that the post-test mean score (74.07) is greater than the pre-test mean score (37.24) in experimental class. The results of the t-test also confirm that the p-value is 0.001, or smaller than 0.05, whereas the t-value is 8.87 or greater than t-table 2.048. So, by considering the p and the t value, the reseacher withdraw conclusion that H₁ is accepted which states that the use of the Snakes and Ladders game can improve students’ grammar. However, another interesting finding reveals that there is also improvement of students’ scores in the control class but not as significant as in the experimental class. The mean score increased 15.86 points while in the experimental class it increased 36.83 points