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CHAPTER 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.
There are four components skill in learning English, namely: reading,
writing, speaking, and listening. the researcher just want to focus in writing skill
because writing as productive skill is quite important in developing student’s
competence and performance of language. English as a foreign language in
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writing class provides language exposure for the students in using use the
language.
It 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)
Game can stimulate student’s interest and also increase the student’s
ability in writing especially in making sentence. A properly introduce game can be
one of the highest motivation and techniques. Right now there are many games in
learning English, and it has been publish many books talking about how to make
2
sentence. Teaching the student writing through game have to be related to the
context of teaching at the time, because there are many games right now related
how to arrange sentence. (Callum and George, 1950:40)
In 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?
3
C. Objective of the Study
The objective this research as follows:
1. To explain whether or not chain card game can increase the students’
ability to use simple sentence.
2. 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.
D. 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.
4
5. To build up consciousness of the importance of grammar to support the
mastery of language skill.
b. For teacher
As distribution for the teacher, especially English teacher in order they can
choose and apply game learning method that can make the student
interested in studying.
c. For school
As an input to recover the system of the school where the research is done.
d. For the researcher
The researcher is expected can take direct experience in applying the chain
card game strategy.
E. 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.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Concept of Chain Card Game
1. What is chain card game?
Chain card game is a free translation from “Permainan Kartu Berantai”
(Carrier, 2009:2). All players are plated these cards as play ramie card. In this
game 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)
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2. How to Play Chain Card Game
To support this research, so the writer makes tools such as: lesson plan
(RPP), LKS, cards, observation test and interviewing. This game can be played by
four or more people, with six numbers of cards for each set. This number can be
add or decrease. Every card has one word that is a separate sentence that has
arranged, so if the cards are played well, they will become right sentence. All
players are played the cards as play ramie card. In this game, players have to
arrange their cards so they can be a sentence or play the cards to continue other
player 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
c. 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
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f. The last, teacher asks the students to do the work assignment. (Andreas
Suwarno, 2003:3)
B. Game to Improve Student’s Communicative Skill in Language Learning
In recent years language researchers and practitioners’ have shifted their
focus from developing individual linguistic skill to the use of language to achieve
the speaker’s objectives. This is new area of focus, known as communicative
competence, leads language teacher to seek task oriented activities that engage
their students in creative language use. Games which are task based and have a
purpose beyond the production of correct speech, serve as excellent
communicative 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
8
reduced and speech fluency is generated thus communicative competence is
achieved.
Games are also motivating. Game introduces an element of competition
into language-building activities. This provides valuable impetus to a purposeful
use of language (Parasad, 2003: 235). In other words, these activities create a
meaningful context for language use. The competitive ambience also make
learners concentrate and think intensively during the learning process, which
enhance unconscious acquisition of inputs, most students who have experience
game oriented activities hold positive attitudes toward them (Uberman, 1998:
328). Student says that they like the relaxed atmosphere, the competitiveness and
the motivation that games bring to the classroom (Nuyen and Nga, 2003:55). On
the 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
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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?
According to Byrne (1989) that the writing is clearly much more than
production of graphic symbol, just as speech is more than the production of
sounds. The symbol should be arranged according to certain convention: to form
words and words have to be arranged to from sentences. Writing involves the
encoding of a message of some kind that is translated in to language.
According 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.
10
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.
2. The types of writing
The 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.
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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
In planning to write topic, a writer determines the readers to when the
topic is written to or for. In the sometime, the writer also thinks hard about the
readers’ age, gender, interest, cultural background, region, educational
background 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:
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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.
6. Writing enables we solve the problem, by putting the element of into
the written form; we can examine and manipulated them.
7. 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.
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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
e. The words are appropriate, and the sentences are clear, concise, empathic
and correct.
Good 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.
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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
Vocabulary is one language aspect dealing with the process of writing
study in the process of writing the writer always thanks about putting word into
sentences 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.
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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)
6. Models of writing
Models 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
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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)
D. Kinds of Sentence
1. 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
17
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:
{S+V+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)
Ex: - All classes were cancelled because the weather was bad.
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CHAPTER 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
O1 X O2
Note:
O1 : Pre-test
X : Treatment
O2 : Post-test
(Gay, 1986: 28)
1. Pre test (O1)
Before 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.
19
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
The research has two variables. They were independent variable and
independent variable. Independent variable of this research was the application of
the chain card game strategy. Dependent variable was students’ ability in making
English sentence.
20
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. H0 (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
The research used pre-test and pos-test. The pre-test was given after the
treatment to find out student’s ability in making English sentence.
21
1. 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
22
3. The third after given treatment, the students were given post-test to
know the ability in making English sentence.
G. 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.
∑ XX = N
Where:
X = the mean score
∑X = the sum of all score
N = Total number of the students
23
(Gay, 1981: 298)
The writer classified the score into seven categories (Depdikbud, 1985:6) standard
of evaluation as follows:
a. 9.6 to 10 is classified as excellent
b. 9.6 to 9.5 is classified as very good
c. 7.6 to 8.5 is classified as good
d. 6.6 to 7.5 is classified as fairly good
e. 5.6 to 6.5 is classified as fair
f. 4.6 to 5.5 is classified as poor
g. 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
∑D2 – (∑D) 2
N
N (N- 1)
Notation:
T : test of significance
24
D : Deviation
∑D : The Sum of D Square
(∑D) 2 : The Sum of ∑ D
N : Number of Students
25
CHAPTER IV
FINDINGS AND DISCUSSION
This 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-testMean Score
Post-testMean Score
Increasing(%)
1.
2
Simple Sentence
Compound Sentence
51
58
67.33
74.5
32.01
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
26
The table above indicates the students’ score. In the pre-test, the students’
achievement on simple sentence is just about 51 which classified as “poor”, but in
the post test the students’ compound has improved to 67.33, which classified as
“fair”. In the complex element the students’ score moved from 55.33 to 67.33
classified as ‘fair’. The students’ ability in writing simple sentence moved from
51 to 67.33. The percentage level of the students’ ability in writing simple
sentence 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
27
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 3The result of significance of the students’ writing simple sentence
variable t-test value t-table value
Simple sentence 5.29 2.54
The table shows that the t-test value (5.29) 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 1The 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 4The mean score of students’ increasing of compound sentence
Pre-test Post-test The Increasing (%)
58 74.5 28.44
28
020406080
51
67.33
pre-test post-test
The table above shows that the increasing of students ability in writing
compound sentence about pre-test, post-test and increasing. The students’ ability
in writing compound sentence by using chin card game has mean score in pre-test
(58), it was low score also before giving treatment and the mean score post-test
was higher after giving treatment. It can be calculated that the students progress
(74.5). The increasing of the students’ ability in writing compound by using chain
card game is significant because the result of significance of students’ ability in
writing compound sentence shows that the t-test value is greater than the t-table
value. 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 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;
29
Graphic 2
01020304050607080
pre-test
post-test
pre-test
post-test
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
The mean score of students’ increasing in writing complex sentence ability
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
30
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
01020304050607080
pre-test
post-test
pre-test
post-test
The graphic shows that the increasing of the students’ ability in writing
complex sentence, in pre-test the students’ writing ability in complex sentence is
52.77. It means that the student increasing in post-test was higher than the
31
students’ 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.
2.
3.
Simple Sentence
Compound Sentence
Complex Sentence
31.96
28.44
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
51.5
52
52.5
53
53.5
54
54.5
55
simple sentences
compound
sen-tences
complex sen-tences
simple sentences
compound sentences
complex sentences
32
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.
2.
3.
Simple Sentences
Compound sentences
Complex sentences
5.29
5.88
12.08
2.54
2.54
2.54
5. Hypothesis Testing
Table 10. Statistic T-testing Operation
Writing Ability t-test t-tableSimple Sentences 5.29
2.54Compound sentences 5.88Complex 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.
33
These findings are used to determine whether or not the hypothesis stated
in this research is statistically proved. As being stated in previous chapter that the
null hypothesis (H0) is rejected when the value of t-test is greater than the value of
t-table and the alternative hypothesis (H1) is accepted. Therefore, based on the
above result where the value of t-test is greater than the value of t-table, the
alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.
This means that the hypothesis “There is a significance difference of the
students’ writing ability before and after teaching through chain card games” is
accepted (p = .05. df = 24). And this also means that chain card games could
significantly improve the students’ writing ability in making simple sentences,
compound and complex sentences.
B. 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.
34
Table 11The Students’ Involvement in writing sentence through Chain Card Games
N Involved No involved
30
f % f %
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.
Another thing that supports the success the method is that Chain Card
Games encourages the students’ communicative skill and intrinsic motivation as
said the previous chapter. This is encouraged through self-determination. The
students learn fun by using the card. They do the games to study by themselves
freely, and planned their own way by their own team.
The 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.
35
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:
1) Chain Card Games is one of effective teaching method in improving
the students’ writing ability. It is indicate by the research that has
been done at SMP GUPPI SAMATA. The research findings indicate
that the students’ writing ability in making simple, compound and
complex sentences is significantly improve through the application
of chain card games. The students’ mean score increased from which
classified as fair to good where categorized as average to good score
2) 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.
36
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.
4. The teacher should be more creative to manage the method for teaching
writing ability.
5. 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.
37
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.
Lever, J.M. et al. Four Words of Writing Washington DC. Forum. Volume. XXVI No. 1.
Mcdougel, 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 http://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).
38
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).
Wilkipedia. 2009 in http://en.wilkipedia.org/wiki/cardgame. http://www.answer.com/topic/simple-sentence 2009. Wilkipedia, 2009 in http://answer.com/topic/simple-sentence
39
40
A. The students’ Pre-test in writing sentencePRE-TEST AND POST TEST MEAN SCORE
SIMPLE SENTENCENo.
RespondentPRE- POST- ∑ D ∑ D ²TEST TEST
1 75 85 10 1002 45 85 40 16003 40 70 30 9004 40 60 20 4005 45 80 35 12256 70 75 5 257 40 80 40 16008 45 60 15 2259 45 75 30 900
10 50 85 35 122511 40 90 50 250012 85 80 -5 2513 40 90 50 250014 70 70 0 015 70 70 0 016 45 50 5 2517 40 50 10 10018 55 60 5 2519 70 60 -10 10020 40 70 30 90021 40 50 10 10022 40 60 20 40023 40 60 20 40024 65 65 0 025 40 50 0 026 45 50 5 2527 40 50 10 10028 45 60 15 22529 85 90 5 2530 40 40 0 0
SUM 1530 2020 480 15650Mean Sco. 51 67.33333 16
41
B.PRE-TEST AND POST TEST MEAN SCORECOMPLEX SENTENCE
No. Responde
n
PRE- POST- ∑ D ∑ D ²
TEST TEST 1 50 60 10 1002 60 70 10 1003 55 60 5 254 40 60 20 4005 60 75 15 2256 45 60 15 2257 50 65 15 2258 45 65 20 4009 65 70 5 25
10 60 70 10 10011 60 70 10 10012 40 60 20 40013 45 65 20 40014 65 75 10 10015 70 70 0 016 50 65 15 22517 50 65 15 22518 55 70 15 22519 55 70 15 22520 55 75 20 40021 70 80 10 10022 75 85 10 10023 70 90 20 40024 60 90 30 90025 60 80 20 40026 60 85 25 62527 45 80 35 122528 45 70 25 62529 50 75 25 62530 50 60 10 100
SUM 1660 2135 475 9025Mean Sco. 55.33333 71.16667 15.83
C.
42
PRE-TESTNo.
Responden
ELEMENT SCORINGJumlah Rata-
RataSIMPLE SENT.
Compound Sent.
Complex
1 75 75 50 200 66.672 45 75 60 180 60.003 40 60 55 155 51.674 40 60 40 140 46.675 45 60 60 165 55.006 70 45 45 160 53.337 40 45 50 135 45.008 45 70 45 160 53.339 45 70 65 180 60.00
10 50 70 60 180 60.0011 40 40 60 140 46.6712 85 70 40 195 65.0013 40 70 45 155 51.6714 70 40 65 175 58.3315 70 70 70 210 70.0016 45 60 50 155 51.6717 40 60 50 150 51.6718 55 60 55 170 56.6719 70 60 55 185 61.6720 40 65 55 160 53.3321 40 50 70 160 53.3322 40 55 75 170 56.6723 40 55 70 165 55.0024 65 60 60 185 61.6725 40 40 60 140 46.6726 45 50 60 155 51.6727 40 50 45 135 4528 45 55 45 145 48.3333
329 85 45 50 180 6030 40 55 50 145 48.3333
3SUM 1530 1740 1660 Mean Sco. 51 58 55.3333333
3
43
D.POST TEST
No. Responden
ELEMENT SCORINGJumlah Rata-
RataSIMPLE SENT.
Compound Sent.
Complex
1 85 80 60 225 75.002 85 80 70 235 78.333 70 75 60 205 68.334 60 75 60 195 65.005 80 65 75 220 73.336 75 85 60 220 73.337 80 90 65 235 78.338 60 85 65 210 70.009 75 80 70 225 75.00
10 85 85 70 240 80.0011 90 85 70 245 81.6712 80 80 60 220 73.3313 90 85 65 240 80.0014 70 90 75 235 78.3315 70 75 70 215 71.6716 50 80 65 195 65.0017 50 80 65 195 65.0018 60 80 70 210 70.0019 60 90 70 220 73.3320 70 60 75 205 68.3321 50 70 80 200 66.6722 60 55 85 200 66.6723 60 90 90 240 80.0024 65 75 90 230 76.6725 50 60 80 190 63.3326 50 60 85 195 65.0027 50 55 80 185 61.6666728 60 50 70 180 6029 90 55 75 220 73.3333330 40 60 60 160 53.33333
SUM 2020 2235 2135 Mean Sco. 67.33333333 74.5 67.3333333
1. a. Pre-test Simple ( Mean Score)
X = ∑ ¿
44
N
X = 1530
30
= 51
b. Post-test
X = ∑ ¿
N
X = 2020
30
X = 67,3
c. The students’ Increasing Ability
% = X2-X1 ¿ 100
X1
% = 67.3-51 ¿ 100
67.3
% = 31, 96
2. CompoundA. Pretest mean score
45
X = ∑ ¿
N
X = 1740
30
X= 50
b. Post-Test
X = ∑ ¿
N
X= 2235
30
X = 74.5
C. The student’s Increasing Ability
% = X2-X1 ¿ 100
X1
% = 74,5-58 x 100
58
% = 28.44
3. Complexa. Pre-test (Mean Score)
46
X = ∑ ¿
N
X = 1660
30
X = 55, 3
b. Post-Test
X = ∑ ¿
N
X = 2135
30
X= 67, 3
c. The students’ Increasing Ability
% = X2-X1 ¿ 100
X1
% = 67, 3-55,3 x 100
55, 3
% =21, 69
THE T-TEST VALUE FOR SIMPLE SENTENCE
47
∑ D2 = 15650
∑ D = 480
N = 30
D =∑ D
N
D = 480
30
= 16
t = D
√∑ D−(∑ D)2 N N (N – 1)
t = 16 15650-(480) 30
30 (30-1)t = 16 15650-230400
30 30(29)
t = 16
15650-230400 30 (29)
870t = 16 15650-7680
870t = 16
7970 870
48
t = 16 9, 16
t = 16 3,026T= 5, 29
The test of pre-test and post-test is = 5, 29
49
2. THE T-TEST VALUE FOR COMPOUND SENTENCE
∑ D2 = 13825
∑ D = 475
N = 30
D =∑ D
N D = 475
30= 15,83
t = D
√∑ D−(∑ D)2 N N (N – 1)
t = 15, 83 13825-(475) 30
30 (30-1)t = 15,83 13825-22562520,83
30 30(29)
= 15,83 13825-7520,83
870t = 15,38
6304.17 870
t = 15.83 7.2461
t = 15,38 2.69
T= 5, 88
50
C. THE T-TEST FOR COMPLEX SENTENCE
∑ D2 = 9025
∑ D = 475
N = 30
D =∑ D
N D = 475
30
= 15, 83
t = D
√∑ D−(∑ D)2 N N (N – 1)
t = 15, 83 9025-(475) 30 30 (30-1)
t = 15,83 9025-225625
30 30(29)
t = 15,83
9025-7520.83 30 (29)
870t = 15,83 1504, 17
870t = 15, 83
1.72
51
t = 15,83 1, 31t = 12.08
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1
2..
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….
52
likes work there
says
tohe
he it funny is
always he the cut and the branches leaves
In taking care it of
the in garden leaves sway the trees
when rain the of run is
hands he washes his
3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1.
2.
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
53
his washes warsidi Mr. hands
uses cream he soap the
washes he warsidi while hands the Mr.
uses cream the soap
run is the rain
involves often warsidi children Mr. to
take his care together ofthe garden
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1.
2.
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
54
Mr. washes warsidi
flowers plants Warsidi Mr. the
works she in monday from an to
office friday
works she
lives Bogor Tina in
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1.
2.
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
55
telepone answers she the
goes with out friend her
work she begins at every nine day
finishes and at five
types she letter a
answers Tini while telephone the letter
type she
she
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1.
2.
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
56
Syam is name my
at live Sungguminasa I
she and smart is beautiful
football I like
have I friend a
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Arrange the words below into good sentences by using chain card!
1.
2.
3.
4.
5.
1………………………………………………………………………………………………….2………………………………………………………………………………………………….3………………………………………………………………………………………………….4………………………………………………………………………………………………….5………………………………………………………………………………………………….
57
name is Rini her
likes to she meatball eat
kind also is she
her I like
usually she buys every day when
meatball seller the Passed by heris home
is
Instrumen Penelitian
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Pre Test
1. Arrange the words below into good simple sentences!
1. English – writing – studying – are – the students (+)2. Seriously – piano – plays – Ani (+)3. fastly – runs – the cat (+)4. walks – he – in hurry (+)5. pen – buy – I – a (+)6. Jessica – name – my – is7. Nurse – is – a – Martha8. Banana- I – like9. Patient – she – looks – after – the 10. Playground – is – this – the11. Food- is – tasty – the – very – this12. School – is – it – big –a13. Works – he – hard14. Twenty – tables – are – there 15. I – cake – eat – a16. Cook – my – mother- rice17. Dinda – school – goes – everyday – to18. Mamank – floor – the – sweeps19. Nyrma – patients- the – treats20. Reads- every – day – a – novel- Deni
2. Arrange the words below into good compound sentences!
1. English – John – speaks – and French – Mary – speaks2. Anna – Azzam – Jakarta – to- goes – Bandung – to – goes- and3. Slowly – quickly – eats – Irma – Ika –and – eats4. And – the dog – stoles – fish – stoles – bone – the cat5. A novel – Arham – and – reads – Isa – magazine – reads.
58
6. Santi – from – comes- Yogyakarta – comes – Ira – and – from – Makassar7. Twelve- years- am – I – my- elder – sister- and- years – twenty – old8. Blackboard – cleans – the – Ani – tables – cleans – Anti – the – and9. Watches- Rita – show – entertainment - Uchi- cartoon –movie – watches –
and10. Walks – quickly – Ifa- and- slowly – Irma – walks11. Plays – Ayu – a – piano – and – a guitar – Ira – plays12. Opens – Ika – her – and- her – opens- Ira – email.13. Studies – Fitri – English – and – Hasna – her – lesson – studies –
Mathematic 14. Sits – a – desk – on – Anna – and – Wati – on – sits – a- chair.15. Likes – Mount Tea- Yahya – Akmal – Green Tea – likes- and16. Alqaf – a car – and – sells – Ridwan – motorcycle – a17. Amin – Ika- loves – wiwin – Ida – and – loves18. Teaches – Mr.Muin – Grammar – and – teaches – Mrs. Dewi – speaking.19. Ewi – the- clothes – washes – Idha – and – washes – dishes – the.20. Runs – Andi – fastly – Anggi – and – run – slowly
3. Arrange the words below into good complex sentences!
1. My room- Mr. Takur- to – came – I - was – when – sleeping2. The – sway – when – it – the – trees- leaves – the ground – of – rain = runs3. Goes- she – to – while – mother – school – her – cooks – mother – kitchen
– in – the4. Anne – guitar – plays – a – while – sings – she – song – a5. Sets – the – sky – on – sun – the- the – in- east – comes – when – the – it –
morning6. Do-I-always – my – homework – school – after7. Helps – usually – she – her – mother – after – homework – doing – her8. Cries – Nita – always – her – when – mother – are – going – work - to9. Was – playing – football – when – his – Andi – mother- him – called.10. Early- Rita – came – school – to – when – was – going – to – Bali – her –
headmaster.11. To – the – radio – while – sings – she – listens – a – song12. Ten – was- years- old- I – moved – we – when – Australia – from13. TV – watches – they – while – parents – are – they –newspaper- reading 14. Book – a – write – when – I – father – knocked – my – door – the15. Prepare – dinner – our – we – my – mother – cooked – has – the – in –
kitchen-when.16. Sitting – is- he – living – in – the – room – watching – while – film –a17. A- new – recipe – she – tries- she – when – has – a – magazine – bought 18. Herman – working – is – computer – a – he – attended- while – a- call -
with19. Talking – is – he – the- phone – on – his – when – mother – his –
screamed.20. Always – he – does – homework – his – watching – television – after.
59
INSTRUMEN PENELITIAN
Sekolah : SMP GUPPI Samata Gowa
Mata Pelajaran : Bahasa Inggris
Tingkat : VIII (Delapan)
Tahun Ajaran : 2009/2010
Post-Test
1. Make ten simple sentences and write it down in your paper!
2. Make ten compound sentences and write it down in your paper!
3. Make ten complex sentences and write its down in your paper!
60
4. Arrange the words below into good simple sentences!
1. stands – me – she – in front – of (+)2. a – letter – writes – she (+)3. play – football – they (+)4. an – I – apple - bring (+)5. we – drama – watch (+)6. things – many – he - knows7. editor – is – the - Herman8. television – watch - they9. cake – Rina - sells10. noodles – eats - Zhie11. rises – the - sun12. sit – calmly - we13. her – teeth – brushes - Ewi14. doctor – is – my – father - a 15. Mandarin – course – language – takes- Rita – a16. Buys – an – apple – Idah17. Watermelon – hate – I18. Rani – to – the – listens – radio19. Meatballs – eat- we20. Mangoes – some – are- there
5. Arrange the words below into good compound sentences!
1. My father – proposal – his - types – and – coffee – drinks – a - cup2. Washes – my mother – and – the clothes - dries3. The pool – swim – he – in – and – the park – runs - in4. Dan – soccer – play – school- at – and – home – at – computer – his –
works - on5. The radio – she – the car – and –drives – listens - to6. Works – she – hospital – at – treats – and – patients - the7. Comes – Irma – early – looks – and - happy8. Zalsya- cries – loudly – and – speaks 9. Plays- Irgi – football – wins – and the - game10. Wets- his – hair – and – Heri – uses – shampoo- a11. Grammar – learn – we – he – and – learns - writing12. Do – the students – exercise – collects – it - and13. Usually – go – I – school – and – friends – my –also- to14. Listen- to- we – her- explanation- the – write- teacher – and -15. Needs – Iwan – liters – of – two – oil cooking – and – liter – a – sugar
- of16. Bandung – go –t o – we – visit – and – our - grandmother17. Makes- Rimba- paint – a – he- and – uses – airbrush - the18. Meatball – eats – and – drinks – juice – orange - he
61
19. See – I – and – smell – flower – it - a20. jumps – Andi – highly – Anggi – and – jumps – slowly
6. Arrange the words below into good complex sentences!
1. My mother – hand – her – washed- after – eaten – had -she2. Me- he – cooking – visited – was – I - when3. After – studying – slept - she4. Was – action – doing – the robber – their – when – the boy – football -
watched5. Entered- the window – when – the robber – to - the room – they –
after - broke6. Gets – up – early – Susno – his – mother- when – comes – to – home -
his7. Sending – was- Rani Juliani – message- a – Antasari – when – her -
called8. Talked – to Edo – Wiliardi – when – Ary – coming - was9. Go fishing- I – Jamil – when – his – room – in - studying10. Paper – the – cuts – he –puts – it the- on- table - paper11. Cleaned – the classroom – the headmaster- when – punishing – was -
Ardi12. TV- watched – when – policemen – were- the- coming- we13. Picnic – we – went – visiting- while – picnic - grandparents 14. Lili – her – homework- after- does – praying Isya15. Helps- Ewi – Ida – when – is – washing – she - dishes.16. Invited- the headmaster – his teachers- was- he – when – his birthday -
celebrating17. Got up – Ifa- early – going – to – before - school18. Late- he – comes- when – lived – he – the village - at19. Always – my mother – happy – we – when – got A – school - at20. Gives- always – reward – a – she – her student – was – when – good.
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