The Effect of Using Speedy English Grammar Application towards Students' Grammar Mastery in Simple Past Tense at the Twelfth Grade of SMK Walisongo Menes Pandeglang Banten in Academic Year 2023/2024

The objective of this research is to examine the effectiveness of Speedy Grammar application on students' grammar mastery in simple past tense at the twelfth grade of a vocational school in Banten. This research employed a quasi-experimental method with achievement tests in collecting the data. Achievement tests included pre-test and post-test. This research was conducted at the twelfth grade of a vocational school in Banten. 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 were 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 are 76.70 and 70.45 and for the result of t-test obtained sign score 0.000 ? ? = 0.05. The result indicated the alternative hypothesis was accepted and the null hypothesis was rejected. It is concluded that Speedy English Grammar application was effective in improving students' grammar mastery in simple past test at the twelfth grade of a vocational school in Banten.

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

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

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.

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.

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 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.

The purpose of this research to determine the effect of using Duolingo application towards students’ grammar mastery in simple present tense at the seventh grade students of MTS Miftahul Afkar in academic year 2021-2022. This research used a quantitative approach, especially a quasi-experimental method with pre-test and post-test for collecting the data. Duolingo application used as learning media to improve students’ grammar mastery especially in simple present tense. In this research, the researcher used two classes with total population of 58 students. The result of this research was calculated using the T-test. The result in the experimental class showed that the average post-test score (73,9) was bigger than the pre-test score (57,2) while the result in the control class showed that the average post-test score (67,1) was bigger than the pre-test score (57,2). By using the t-test, the result showed that the value of Ttable (1,673) was bigger than Tcount (-20,112) with a significant level of 0,05. This result indicated that Ho was rejected and Ha was accepted. This findings indicated that the Duolingo application has a significant effect towards students' grammar mastery at the seventh grade students of MTS Miftahul Afkar in academic year 2021-2022.

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

The research aims to know whether the use of Blooket Game significant effect towards students’ vocabulary mastery at the seventh-grade of SMP-IT Mathla’ul Anwar Malingping or not. The research paper used the quantitative research design with the characteristics of experimental method that is design into two classes. They are experimental and control class. The population of this research is class VII of SMP-IT Mathla’ul Anwar Malingping, they consist of 84 students. The sample of this research is VII-A as a control class consists of 28 students and VII-B as an experimental class consists of 28 students. The total of sample is 56 students. The instrument is a test and data of this research are collected by giving pre-test and post-test. The data is analysed using statistical SPSS 22 program including mean, standard deviation, and t-test. It could be seen from the result of the post-test of experimental and control class. Based on the result of data analysis and interpretation of the research, it is clear there is a significant effect of Blooket Game towards students’ vocabulary mastery at the seventh-grade students of SMP-IT Mathla’ul Anwar Malingping. It can be seen, the minimum score of pre-tests is 32, maximum is 72, mean 53.86, and standard deviation 11.339. while the minimum score of post-tests of experimental class is 68, maximum 96, mean 81.71 and standard deviation 8.105. furthermore, the minimum score of pre-tests of control class is 32, maximum 72, mean 52.71 and standard deviation 11.317. while the minimum score of post-tests of control class is 60, maximum 88, mean 72.57 and standard deviation 6.974. the result of t-test obtained sig.value 0.000 < 0.05. Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of Blooket Game towards students’ vocabulary mastery.

The objectives of this research were to find out the effectiveness of using Buzzword Technique in the Teaching of Vocabulary to the Seventh Grade Students’ of SMPN 1 Turatea Jeneponto Regency and to know the students’ interest in using Buzzword. This research employed quasi-experimental design with two group pre-test and post-test design. There were two variables in this research; they were independent variable (Using Buzzword Technique) and dependent variable (Teaching Students’ Vocabulary). The population of this research was the seventh grade students of SMPN 1 Tutarea Jeneponto Regency academic year 2015/2016 which consisted of 103 students. The sample of the research consisted of 40 students which were taken by using Purposive Sampling, 20 students from VII.5 as the experimental class and 20 students from VII.1 as the control class. There were two kinds of instruments in this research, they were test and questionnaire. Test was used in pre-test and post-test, and questionnaire was used to know the interest of the students after conducted the post test. The data indicated that there was a significant difference between the students’ post-test in experimental class and that in control class. The mean score of post-test (80.6) in experimental class was greater than the mean score of post-test (69.2) in control class. The standard deviation of post-test (7.92) in experimental class and the standard deviation of post-test in control class (13,04). From t-test, the researcher found that the value of t-test (3.34) was greater than t-table (2.086) at the level of significance 0.05 with degree of freedom (df) = 38. Based on the finding and discussion of the research, the researcher suggested that Buzzword Technique could be used in teaching students’ vocabulary. So the researcher concluded that using Buzzword Technique was effective and interesting in teaching Vocabulary.