How To Help Students Build English Sentence by Using the Game of Card (Làm thế nào để giúp sinh viên xây dựng câu tiếng Anh bằng cách sử dụng các trò chơi của thẻ)

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 writing class provides language exposure for the students in using use the language. 1 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 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) 2 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? A. 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. 3 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. A. Significance of research In accordance with the problem statement above this research is expected to be beneficial for personal or institute as follows: a. For student 1. Student can be active in learning process, because in learning process students should make cooperation with their group. 2. Students will not be doubt to answer the question from their teacher. 3. Students have tutor that can help them if they find the difficulties to arrange the sentence. 4. Can increase the motivation of students because they can play while study. 5. To build up consciousness of the importance of grammar to support the mastery of language skill. a. For teacher 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. 4 b. For school As an input to recover the system of the school where the research is done. c. For the researcher The researcher is expected can take direct experience in applying the chain card game strategy. A. Scope of the Study The writer limits the study to the ability of the students in second grade of SMP GUPPI SAMATA GOWA in using chain card game strategy to increase the students’ ability in making English sentence focuses on simple sentence, compound sentence, and complex sentence especially in present simple sentences. CHAPTER II REVIEW OF RELATED LITERATURE A. The Concept of Chain Card Game 1. What is chain card game? 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 5 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) 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 6 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 f. The last, teacher asks the students to do the work assignment. (Andreas Suwarno, 2003:3) A. 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 7 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 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 8 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 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. 9 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. 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 10 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. 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 11 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: 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. 12 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. 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. 13 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. 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 14 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. 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 15 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 The primary purpose of descriptive writing is to describe a person, place, or event so that the topic can be clearly seen in the rea