THE USE OF SMART SOLUTION METHOD IN TEACHING ENGLISH GRAMMAR (A True Experimental Research for Tenth Grade Students’ in one of a State Vocational High School in Pangkalpinang, Bangka Belitung Province)

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

RESEARCH PROJECT

THE USE OF SMART SOLUTION METHOD

IN TEACHING ENGLISH GRAMMAR

(A True Experimental Research for Tenth Grade Students’ in one of a State Vocational High School in Pangkalpinang, Bangka Belitung Province)

Submitted by:

Rezki Firdaus – 1407335

In Fulfilment of the Requirements for:

Research Project

Under the Direction of Prof. DR. H. Fuad Abdul Hamied, M.A

Semester Genap 2015

1.             Introduction

This chapter elaborates the background of the study concerning the use of smart solution method in teaching grammar, the purpose of the study, the statement of the problem, the definition of key terms, the significance of the investigation, the hypothesis, the criteria for testing the hypothesis, and concluding remark.

           

1.1         Background of the study

English is one of the subjects which taught as a foreign language to the students in Indonesia. It has become more important than any other foreign languages to learn by Indonesian as stated by Lauder (2010: p.10) that “it is widely recognized that English is important for indonesia and the reason most frequently put forward for this it is that English is a global or international language”.  This means that English plays an important role as one of the compulsory subjects. English is studied by students starting from elementary level up to university level “... who are expected to master English in order to be able to respond to the globalization era which needs the people to be able to communicate by using English as an international language” (Brewster & Ellis, 2003: p.1; Listia & Kamal, 2008; Pratiwi, 2011: p.1).

Because English is important to learn that why grammar become one of the basic element of learning English. This means, students’ must understand the grammar of English correctly. Indonesian students often find some difficulties in learning the grammar of English as a foreign language because the English grammar is extremely different from that of Indonesian grammar. In line with that Joseph webbe 1622 cited in Zhang (2009), maintained that “grammar could be picked up though simply communicating: By exercise of reading, writing, and speaking---all things belonging to Grammar, will without labour, and whether we will or not, thrust themselves upon us”.

Teaching and learning process also important. Suherdi (2012, p.71) believes that the purpose of teaching and learning process in Indonesia is to create human who have good characteristics in thinking, feeling, doing, and understanding. Povjakalová (2012: p.8) also state that “teaching, its methods and forms got through many innovative changes during a period of several years”. Povjakalová (2012: p.8) also assume that;

“On the teaching methods and forms that lead students’ to achieve learning outcomes and to the creation of key competencies in accordance with the Framework Educational Programme. The methods that have been chosen correspond with the style of her work and level of teaching experience and knowledge that have reached in her experience. From students’ perspective she put emphasis on the methods to be interesting, fun and motivating. She tried to choose methods so that pupils’ skills and knowledge are related to their practical life.”

Mass development of information and communication technologies, new education programmes, multimedia technology and especially for using an interactive smart method allow teachers to improve English as language teaching.

Method is a technique of acting in which the actor recalls emotion and reactions from past experience and uses them in identifying with and individualizing the character being portrayed (Cited in http://www.thefreedictionary.com/method). We know that so many methods in English teaching such as; Grammar-Translating Method (GTM), Audio Lingual Method (ALM), Direct Method, Total Physical Response (TPR), Communicative Language Teaching, etc. But now there is one of alternative language teaching method which called smart solution method. Smart solution method itself is related to teaching method of PRIMAGAMA Education Tuition namely SMART SOLUTION. Basically, smart solution method is the improvisation method from “Practical Method” (Metode Rumus Praktis) that has been improved by PRIMAGAMA since 1982 till 1999. Smart solution method is a method of learning, which is not only used reasoning and trick but this method tends to keep the balance of left and right brain functions which combines many problem solving strategies and still emphasizes on the concepts and focuses on its five components: simple, mind, applicable, rational, and trick (Yuswatoyo Damar, 2000: p.13).

In line with Porter & Hernacki in Pebriyanto (2009: p.52) he state that SMART Solution Method is “a method of learning which balances both left-brain and right-brain”. Dr. Marian Diamond (a neurological specialist) in Pebrianto (2009: p.52) has been doing both the research and the experiment of brain for thirty years. Her summary is “whatever ages you are from either birth or death is possible for improving the capability of your mentality through the environment’s stimulation”. She also said that “more stimulus of your brain by both intellectual activity and environment’s interaction, it will be more connections are formed by the cells”.

Based on the identification of the problem above, this study will specify to the effectiveness of the smart solution method for teaching grammar related to reported speech that focused on indirect speech. It is expected that the result of the study will contribute to the attempt of teaching grammar and learning process at a state vocational high school in Bangka Tengah Regency.  

1.2         The Purpose of the Study

This study aims to investigate:

1.        Whether SMART solution method is effective in improving students’ ability in the research site.

2.        The students’ responses to the implementation of SMART solution method in teaching grammar.

1.3         The Statements of the Problems

The research question of the study focus on the following questions:

1.        Is SMART solution method effective to be implemented in teaching grammar to the tenth grade students of vocational high school?

2.        What are the students’ responses to the implementation of SMART solution method in teaching grammar?

1.4         The Definition of Key Terms

In order to give clear view on this study, the definition of key terms are provided as follows:

a.       Smart Solution Method is the method can be used to help solve problem of the students in teaching grammar, especially in teaching reported speech related to indirect speech .

b.      Teaching is the activity to distribute the knowledge from the teacher to students.

c.       Grammar is the study of forms of words (morphology) and arrangement of words in phrases and sentences (syntax). It can be concluded that grammar is a study or science of  rules for, the combination of words into sentence (syntax) and the forms of words.

d.      Indiect Speech, also called Reported Speech or indirect discourse which is a means of expressing the content of statements, questions or other utterances, without quoting them explicitly.

1.5         The Significance of the investigation

By writing this study, it is hoped that the result of this study would be contributory on several aspects; theoretically, practically, and professionally.

Theoretically, this study is expected to enrich the literature on language learning strategies in teaching grammar which still receives a little attention in Indonesian EFL context. Practically, this study would provide these students with the information related to appropriate language learning strategies in developing speaking skill. By using the information provided in this study, it is hoped that the students will gain their self direction. Professionally, the result of this study would provide some information to EFL teachers, so that it is expected at EFL teachers could support their students’ success in providing the reference and knowledge about teaching grammar by using smart solution, especially in teaching reported speech.

1.6         The Hypothesis of the Study

“A Hypothesis is a guest at the solution to the research problem where an investigator makes a prediction about the outcome of the relationship among attributes or characteristic. It represent a declarative statement and the cause effect relationship between two or more variable” in  Malik & Hamied, (2014: 64). The writer will use two hypotheses, namely: the null hypotheses (Ho) and alternative hypothesis (Ha) (Hatch and Farhady, 1982: p.86; Gay, Mills & Airasian, 2009: 73; Malik & Hamied, 2014: 66) which:

Ho         : It is not effective to teach reported speech using smart solution method in                                    teaching indirect speech.

Ha          : It is effective to teach reported speech using smart solution method in                                           teaching indirect speech.

1.7         The Criteria for Testing the Hypotheses

To test the hypotheses, the writer will use matched t – test. This is agreed with what Hatch and Farhady (1982:114) say that to test significance of the different of two means that come from the same students is matched t- test to find whether inductive way is effective or not, the writer compares the result of pre- test and post- test of experimental treatment students to get value of t- table. Where the value of t- table is 2,152 at significance level 5 %. Therefore to reject the null hypothesis the T-value should be higher than 2,152.

1.8         Concluding Remarks

This chapter has discussed about the introduction part of the study. It provided the background of the study, the purpose of the study, the statement of the problem, the definition of key terms, the significance of the investigation, the hypothesis, the criteria for testing the hypothesis, and concluding remark. Finally, the details of the literature review will be discussed more in the next chapter.

2.             LITERATURE REVIEW

Literature review is the chapter that will describe about the related theory that is the basis of this study. There are many theories stated in this chapter. It begins with the concept of smart solution method, teaching grammar, and related previous research.

2.1         The Concept of Smart Solution Method

Smart solution method is a mnemonic used in project management at the project objective setting stage, it is a way of evaluating if the objectives that are being set are appropriate for the individual project (Matysiewicz, 2009).

Yuswatoyo (2000:13) states that smart solution method adalah metode belajar yang tidak hanya menggunakan penalaran dan trik tetapi metode ini lebih menekankan pada keseimbangan fungsi otak kiri dan kanan yang memadukan berbagai cara penyelesaian dengan tetap mengacu pada konsep dan memperhatikan unsur-unsur: simple (sederhana), mind (mudah diingat), applicable (dapat digunakan), rational (masuk akal), dan trick taktis (untuk masalah yang tidak rutin). (Smart solution method is a method of learning, which is not only used reasoning and trick but this method tends to keep the balance of left and right brain functions which combines many problem solving strategies and still emphasizes on the concepts and focuses on its five components: simple, mind, applicable, rational, and trick). As stated above, there are five components in smart solution method, they are:

1)   Simple means a method to solve problem analytically in order to see the problem in simples’ way.

2)   Mind means to solve problem by using formula or concept, which can help students to memorize the lesson more easily.

3)   Applicable in smart solution means that the method can be help the problems face by the students not only for one case but also for its analogues.

4)   Rational means that the method is used rationally and focuses on the concept, which considers the reasoning-level of the students.

5)   Trick means that smart solution can be used as a trick by using the creativity or irregular way of thinking and still considers the reasoning – level of the students.

(Adopted from Primagama; David & Lickona, 2007; Susanto, 2011; Riyanti, 2011)

If this method is talked about this, it cannot be separated from the brain. Automatically it is also related to our memory. According to Bootzin et.al (1986:218), memory can be defined as a repository of our accumulated knowledge of specific and general thing, another meaning refers to the processes of “memorizing” and “remembering”.

Brewer and Pani (1983) explain that the contents our memory can be seen as falling into three broad categories, i.e. personal, generic and skill memories.

1)             Personal Memory

This personal memory consists of distinct episodes we witnessed, such as this evening we write. When we remember such episodes, we see the content and our mental images carry a sense of past.

2)             Generic Memory

By contrast, include memories that are abstract and are not tied to any particular time or place. When do not usually remember where we learned them. They include memories that are primarily semantic or meaning related, rather than being scenes.

3)             Skill Memory

This skill memory consists of cognitive skills such as our ability to solve quadrate equation; motor skills such as knowledge of how to make a cake; and rote verbal sequences we have memorizes such as the name of days.

SMART

S (Sensible)

Materials are delivered sensibly, in simple manner

M (Meaningful)

Emphasis is on the meaning and ideas, not meaningless patterns

A (Authentic)

Sources and Task of Learning are those from real world

R (Reflective)

Opportunities are abundant to reflect of processes and product of learning

T (Trigger)

Initiative is improved; learners are triggered to have more confidence in expressing themselves

(cited at www.primagama-english.com/v1/main.php?hal=metode, www.surabayaschoolguide.com/detail.php?module=detailkatalog&id=22)

According to (Bartle, 2007; Berry & Thomas, 2008; any other web) to insure that lessons include as many of the following characteristics as possible:

Synthesis of language and thinking skills,

Motivating content and meaningful communication,

Appropriate for culture, age and language ability of students,

Relevant to curriculum and students’ lives, and

Tangible product with evaluation and feedback.

2.2          Teaching Grammar

Teaching is implied in the first definition of leading, Brown (1987) defines teaching as showing or helping someone to learn how to do something, giving instructions, causing to know or understand. In teaching, the concept and modes of thought of several disciplines must be interrelated and applied if they are to be meaningful to the students who all live. A theory of teaching in harmony with integrated understanding of the learner and the subject matter to be learned, will point the way to successful procedures on particular context of learning.

Ronald (1952:52) says that grammar is a word in general vocabulary, which means that “it is used not only by linguistic specialists and but also by many people whose knowledge of the subject is relatively sketchy, inaccurate, or even erroneous.” (Saleh 1997: 64; Zhang, 2009) has the same perception that grammar is study of forms of words (morphology) and arrangement of words in phrases and sentences (syntax). It can be concluded that grammar is a study or science of, rules for, the combination of words into sentence (syntax) and the forms of words. It means that grammar is a collection of the rules of syntax and morphology. In this case, teaching grammar means guiding and facilitating students in order to know and comprehend the system of rules of language.

Tabbert (1984) give a statement that “why we teach grammar? Its because the public wants us to, indeed demands it”. Tabbert (1984) continues explain that “grammar is the unconscious knowledge which we learned as very young children during language acquisition. From the spoken language around us we were able to discover, in some amazing and little understood way, what the elements and rules are for forming utterances”. This is also in line with Zhang (2009) proposes as follow:

“It is exact that putting grammar in the foreground in second language teaching, because language knowledge of grammar and vocabulary is the base of English language. Grammatical competence is one of communicative competence. Communicative competence involves knowing how to use the grammar and vocabulary of the language to achieve communicative goals, and knowing how to do this in a socially appropriate way. Communicative goals are the goals of learners’ studying English language. So grammar teaching is necessary to achieve the goals.”

Communicative competence involves four components based on the work of Canale and Swain (1980 in Fulcer & Davidson, 2004; in Arnida, 2014: 6), i.e. “grammatical competence (including rules of phonology, morphology, and syntax), sociolinguistic competence (understanding social meanings of the language form), discourse competency (cohesion and coherence), and strategic competence (strategy used to overcome communication difficulties)”.

2.3         Related Previous Research

There are several research which have been conducted regarding the topic of this research. The first was conducted by Muhammad Pebriyanto 2009 entitled Using Smart Solution Method in Teaching Gerund at the Twelfts Grade Senior High School Students. This research was conducted descriptive design in qualitative form through participant in setting, direct observation, interviews, analysis of documents of materials. The findings of the research showed that using smart solution method in teaching grammar is really effective and efficient.

The second research was conducted in University of PGRI Palembang by Djurmia entitled Using Smart Solution Method in Teaching Conditional Sentence To The Eighth Grade Students of SMP Karya Ibu Palembang. This research was conducted in a quantitative in form of a true experimental research. The findings of the research showed that using a smart solution method in teaching conditional sentence is significantly effective.

The third research was conducted in Indonesia University of Education by Dian Santi Pratiwi entitled Teachers Strategies in Teaching Grammar to Young Learners (A Case Study at Six Elementary School in Bandung. This research was conducted in a qualitative research method which describe the detail of situation and condition in the classroom. The findings of the research showed that teaching grammar and assessing the students’ achievement are able to solve.

The fourth research that was implemented teaching grammar in China entitle Necessity of Grammar Teaching that was conducted by Jianyun Zhang.

The fifth research was Teaching Grammar to Young Learners using Interactive Whiteboard. It was conducted by Alexandra Povjakalová at Masaryk University in Brno, Faculty of Education, Department of English Language and Literature.

The last one was Parsing the Questions “Why Teach Grammar?” conducted by Russell Tabbert.

3.             RESEARCH METHODOLOGY

This chapter discusses things related to the way this study will be conducted, which consists of research method, research variable, population and sample, techniques for collecting data, validity and realibility, and techniques for analyzing data.

3.1         Method of Research

This study employed the quantitative research. Regarding the quantitative research, this study collects data and analyzes the data obtained from test. (Dornyei, 2007: 102; Cresswell, 2008: 54; Cresswell, 2009: 59; Gay, Mills and Airasian, 2009: 7) argue that the quantitative are gathered to measure and find out what participants think about the variable. The statement is relevant to this study in the research. The tests are employed to measure the student’s comprehension to the grammar.

In this study, the writer will use a true experimental research. (Fraenkel and Wallen, 1990: 237; Gay, Mills and Airasian, 2009: 257) state that subjects are randomly assigned to treatment groups. Randomly assignment is a powerful technique for controlling the subject characteristic threat to internal validity, a major consideration in educational research (Fraenkel and Wallen, 1990: 238; Gay, Mills and Airasian, 2009: 257). Two groups of subject are used, with both groups being measured and observed twice. The first measurement as the pre-test, the second measurement as the post-test. A diagram design follows:

Where:

Treatment Group

R            : Group choose randomly

O            : Pretest of treatment group

         : Treatment

O            : Posttest of treatment group

Control group

R            : Group choose randomly

O            : Pretest of control group

         : Without treatment

O            : Posttest of control group

The steps take in doing this method is as follows:

1)        Surveying literature relating to the topic study,

2)        Identifying the study problems,

3)        Formulating study hypotheses,

4)        Constructing the experimental plan, and

5)        Conducting the experiments.

Applying an appropriate test of significance to determine the confidence the writer can place on the result of the study.

3.2         Research Variables

In this study, there were two kinds of the research variables. They were independent variable and dependent variable. The independent variable of this study is the formula of smart solution in teaching conditional sentence and the dependent variable is the students’ achievement in conditional sentence, which was measured through a written test.

3.3         Population and Sample

3.3.1   Population

Richard (1992) states population is any set of items, individuals which share some common and observable characteristics and from which a sample can be taken. Thus, one can speak of comparing test scores across a simple of a population of students. Fraenkel, Wallen & Hyun (2012: 80) state that population is a group of interest to the researcher, the group of whom the researcher would like to generalize the result of the study.

The population of this study was the entire tenth grade students of vocational high school in Bangka Tengah Regency, BangkaBelitung Province academic year of 2014/2015 consisting of five classes. The numbers of the students were 280 students. Table 1 shows the population of this study.

TABLE 1

THE POPULATION OF INVESTIGATION

No	Class	Number of population
1	X Akuntansi 1	35
2	X Akuntansi 2	35
3	X Akuntansi 3	35
4	X Adm. Perkantoran 1	35
5	X Adm. Perkantoran 2	35
6	X Penjualan 1	35
7	X Penjualan 2	35
8	X Multimedia	35
TOTAL		215

(Source: Vocational High School in Bangka Tengah Regency, academic year 2014/2015)

3.3.2   Sample

Richard (1992) says that sample is the statistics and testing any group of individual which is selected to represent a population. Fraenkel, Wallen & Hyun (2012: 340) state that sample is a group of subject on which in information is obtained. According to Arikunto (2006: 131), sample is a group of population which will be obtained.

The sample of this study was taken from two classes from the population by using cluster random sampling. The total number of the sample was 66 students. One class functioned as experimental group and the other as control group.

TABLE 2

THE SAMPLE OF THE INVESTIGATION

No	Class	Number of population
1	X Akuntansi 1	35
2	X Akuntansi 2	35
TOTAL		70

 (Source: Vocational High School in Bangka Tengah Regency, academic year 2014/2015)

3.4         Techniques for Collecting Data

In collecting the data of the study, the writer will apply it through the test. Brown (2001: 384) states a test in simple term, that is a method of measuring of person’s ability, knowledge or performance in given area.

In this study, the writer divided the test into two, they were pretest and posttest. Pretest would be given before the writer did the experimental for seeing the student’s structure mastery and to classify the class into two groups, they are control group and experimental group. Posttest would be given to the students after the experiments, which wants to know the improvement of the students in their structure of grammar mastery in learning reported speech.

The materials of pretest as same as posttest. In pre-test the students would be given the worksheet of grammar in the form in using smart solution type 1 in simple present tense. In posttest the students would be given the same worksheet of the grammar in the form in using smart solution type 2. Then the writer will try to find whether it’s effective to teach students. To do that, the writer will used matched t- test.  Thus, the test would be given in the form multiple-choice test that consists of 30 items.

3.5         Validity and Reliability

3.5.1   Validity

Validity is accuracy of the test to measure that we are going to measure. In this study, the material checked through the content validity is the one, which is based on the data to which a test adequately and sufficiently measures the particular skills or behavior it sets out to measure.

3.5.2   Reliability

Reliability refers to the consistency of test score (Tinambunan, 1998: 6). That is, how consistent test scores or other evaluation result are from one measurement to another. Reliability measures provide an estimate of how much variation we might expect under different conditions. The reliability of the test scores is typically reported by means of a reliability coefficient or the standard errors of measurement. There are several ways of estimating the reliability of a test. The three basic methods and the type of information each provides are as follows:

1)   Test-retest method, which indicates the stability of test scores over some given period of time.

2)   Equivalent-forms method, which indicates the consistency of test scores over different forms of the test.

3)   Internal consistency method, which indicates the consistency of test scores over different parts of the test.

In this research, the writer uses Kurder Richardson method, using KR-21 formula to estimate the reliability coefficient. It is as follow:

                

Means  :

KR21  : Kurder Richardson reliability.

K         : The number of items in the test.

M         : The mean of the students’ correct answer.

SD       : Standard derivation of the test score.

The formula is:

Where:

SD       : Standar Deviation of the set of the test score

X         : The number of correct answer

       : Students’ means score

N         : Number of students

Dealing with it, Fraenkel and Wallen (1990:136) state for research purposes, a useful rule of thumb is that reliability should be at least 0.70 and preferably higher.

3.6         Techniques for Analyzing Data     

The data obtained were analyzed through three steps, they are: 1) percentage analysis, 2) conversion of percentage ranges, and 3) the t-test.

3.6.1   Percentage Analysis

The formula was used to know the individual score:

IS           :

IS           : Individual score

R            : Total number of correct answer

N            : Number of items

(Hatch and Faraday, 1982:43)

3.6.2   Convention of Percentage Range

The writer applied the convention of percentage ranges that existed in the students’ report book of vocational high school.

TABLE 3

CONVENTION OF PERCENTAGE RANGES

Percentage Range	Qualification
91-100	Excellent
81-90	Very Good
71-80	Good
61-70	Moderate
51-60	Enough
41-50	Poor
0-40	Very Poor

3.6.3   T-test

According to Hatch and Farhady (1982:116), the formula is as follows:

Where:

X₁          : Mean of the student’s scores in the posttest

X₂       : Mean of the student’s scores in the pretest

S          : Standard achievement in the pretest and posttest

The t-test applied to know significant difference between the students’ achievement in the pretest and posttest. The calculation was conducted through SPSS 22.0 Program.

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