Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1735

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

Improving Students’ Writing Mastery on Irregular

Verbs Through the Dice and Grid Game (A

Classroom Action Research in the Eight Grade

Students of MTs NU Salatiga in Academic Year 2018/

2019)

Indah Dwi Fitriyanti

a,1

, Sa'adi

b,2

English Education Department, Teacher Training and Education Faculty, State Institute for Islamic Studies

(UIN) Salatiga

Lecturer of State Institute for Islamic Studies (UIN) Salatiga

indahfitriyanti659@gmail.com;

saadi@uinsalatiga.ac.id

INFO ARTICLE

ABSTRACT

History Article:

Diterima: 15 Oktober 2024

Direvisi: 1 November 2024

Disetujui: 20 November 2024

Tersedia Daring: 3 Desember

2024

The writer conducted the research to improve students’ writing mastery on

irregular verbs through the dice and grid game.The research is Qualitatif and

Quantitatif research. This research (1) To know the improvement of students’

writing mastery on irregular verbs after using the dice and grid game. (2) To

find out how far the dice and grid game improves students’ writing mastery on

irregular verbs for the eight grade at MTs NU Salatiga in the Academic year

2018/ 2019. This research method was Classroom Action Research. There was

two cycles in the research. Each cycle consists of planing, action, observation

and reflection. The result of the research are the students’ mean score was

always improve. The students’ mean score of post- test I higher than the

students’ mean score of pre- test I. Then the students’ mean score of post- test

II higher than the students’mean score of post- test I. The students’ mean score

of pre- tes is 37, the students’ mean score of post- test I is 60 and the students’

mean score of post- test II is 61,46. Then the presentage of students’ pre-test

score in cycle I is 3.84 %, the presentage of sudents’ post-test score in cycle I is

50%, and the presentage of sudents’ post-test score in cycle II is 57.69%. Based

on the result, the dice and grid game improves students’ writing mastery on

ireegular verbs. It was from 3,84% up to 57,69%. So more than 55% sudents

pass the passing grade.

Kata Kunci:

Writting Mastery

The Dice and Grid Game

This is an open access article under CC BY-SA license

1. Introduction

Many people know that one of the factors in life that we really need is language.

Language makes us be able to know each others. Languages are divided into two which are

verbal and nonverbal. The writer wants to discuss about one of them here. It is verbal

language. There are so many verbal languages in this world, but English which decided as an

international language. So people know how really important English to learn for people in the

world. English is a foreign language, so absolutely it really needs process to learn which is not

easy for students in Indonesia.When people know how really important English as an

internasional language, then people look at globalization era that English as international

language is really needed. Even according to Kunasarapan. K (2015: 1) language that is

regarded as the most vital language in the world is English. It is a language which makes

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1736

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

people be able to communicate with others in the world, because it is as an international

language. Then Indonesian government makes English as one of subjects in the school.

There are four language skills in English learning, those are speaking, writing, reading and

listening. According to Hengwichitcul et al in Pochacorn et all (2017: 101) it has been

considered that the most difficult skill among the four skill in the learning of English is

writing. Based on Javed, Muhamad et all (2013: 132) “the ultimate meaning of writing skill is

to construct grammatically correct sentences and to comunicate a meaning to the reader.” Then

about writing Prasetyaningrum & Asrobi (2017: 199) explain that spelling correctly, forming

letters correctly, writing legibly, punctuating correctly, using correct layouts, choosing the

right vocabulary, using grammar correctly, joining sentences correctly and using paragraph

correctly are related to writing appropriately.

From the definition above absolutely there are processes in the learning of writing. There

are processes that have to be mastered by students to have good skill in writing. Silva et all in

Pochacorn et all (2017: 108) say that very limited knowledge of English grammar and

vocabulary leads the writer to commit errors. According to Ur (1991: 75) “ grammar is

sometimes defined as ‘the way words are put together to make correct sentences’.” This

research focuses on the grammar in writing. Chowdhury (2014: 1) say that many factors make

low motivation and concentration of students in getting the grammar based on input of English

in the classroom in nonnative countries which make teaching English grammar becomes a

difficult duty. Then in grammar, there are parts of speech (noun, pronoun, verb, adverb,

adjective, preposition, conjunction), tenses, modal auxiliaries, comparison degree. What is

discussed here is about verb which are consists of regular verbs and Irregular verbs.

Based on the interview with the English teacher of the eight grade at MTs NU Salatiga,

the students still have difficulties in writing mastery which they feel difficult to create

sentences to be good paragraph because they are less in the mastery of grammar. They got

errors when using verbs. The Students have difficulties in understanding irregular verbs. It is

possible to happen because as many people know that irregular verbs are not really easy to

understand.

Based on the case the writer makes research to help the students’ problem in writing

especially on grammar, because the teacher needs solutions to teach English using interesting

method in order to make the students feel really interested, fun and easy in the learning

process. Game is something that usually helps many people in learning. According to

Haldfield in Doan & Tuan (2010:67) game means an object and an substace of contentment

and it is in an activity which have rules. Based on the explanation above, the dice and grid

game is choosen by the writer in order to improve students writing mastery on irregular verbs.

Based on the explanation of background of the study the writer would like to make a

research entitled improving student’s writing mastery on irregular verb through the dice and

grid game.

2. Method

In this research, the writer applied classroom action research. According to Carr and

Kemmis in Burns (1999: 30) “Action research is simply a form of self-reflective enquiry

undertaken by participants in social situations in order to improve the rationality and justice of

their own practices, their understanding of these practices and the situations in which the

practices are carried out.” Addapted from Kemmis & Mc Taggar in Burns (2010: 8), action

research has cycles and there are four steps in it. The following are the steps of classroom

action research: planning, action, observation, and reflection.

In this research, the author also employs both quantitative and qualitative data. Creswell

(2012: 22) says “action research designs are systematic procedures used by teachers (or other

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1737

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

individuals in an educational setting) to gather quantitative and qualitative data to adress

improvements in their educational setting, their teaching, and the learning of their students.”

Quantitative data can be measured and represented by numbers. When a researcher handles

large amounts of data – for example a large number of questionnaires, surveys, tests results – it

is often necessary to analyse them using statistical methods and present them in the form of

tables and charts. The data collection methods used are tests, observations, documentation, and

interviews.

3. Result and Discussion

A. Flied Note

In this chapter the writer presents the findings of the research. Those consist of the finding

of cycle I and cycle II. In each cycle has steps. The steps are planning, action, observation,

and reflection.

1. Research Finding of Cycle I

a. Planning

The first step is planning. The writer should prepare some preparation, such as:

1) Material of Irregular verb grid and Recount text (the definition of recount text, the

generic structure of recount text, the language future of recount text, the example of

recount texts)

2) Lesson plan

3) Students attendace list

4) Classroom observation sheet

5) Teaching aids (Paper sheet (irregular verbs grid), blank paper, dice, board maker,

LCD)

6) Test (Pre- test and Post- test)

b. Action

The writer did research on 31

August 2018 in MTs NU Salatiga. The writer started

cycle I with pre test . The condition of the class was noisy. Some students came late to

the class. The teacher gave punishment to the students. The punishment was the students

must asked permission to office to follow the class.

The teacher started the class with Mrs. Uswatun S.Pd.I. She invited the writer to

introduce herself. The writer started by saying “ Assalamualaikum warahmatullahi

wabaraakatu” and invited the students to say basmallah together before the lesson. The

writer asked about the condition of the students. Then the writer introduced her self in

front of the class. She asked to the students to review a little bit about recount text.

Then, the writer gave the pre-test to the students. The theme was holiday. The title of

the recount text for the test was “My Holiday in Bandung.” For essay the students were

asked to write 10 sentences. The test consist of WH question and essay. In the test most

of the students were confused about the meaning of WH question and most of the

students gave short answer for the questions.

In essay, some of the students were still confused also with the instructions in the

worksheet. Some of students imitated the text which is on the worksheet. They just

replaced the name and the place.

The writer and the teacher conducted the treathement on 7

September 2018. The

teacher entered the classroom and greeted the students. Then the teacher checked the

students’ attendence. The teacher showed power point slide which is about recount text

and asked to the students to looked the screen. Then the teacher asked to the students

“what is the title for the material today?.” The students gave their answer with reading

the text on the slide “ recount text!” Then the teacher gave more question to the students

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1738

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

about “what is recount text?, then the teacher clicked the next slide in the power point

and asked one more “what is the material for today?.” The students gave answer “

recount text!.” The teacher showed the example of recount text in the slide and asked the

students to pay attention. The teacher asked to the students “why are there signs in the

text. It is like there was the green color of the words in the text, the underline statement

and etc.?” Then there was student who said that “ It is important, mom!” Then the teacher

responded “ That is important!”. Then there was another student “ It is clear” (that it was

important). The teacher repeated that it was important.”

The teacher conducted the students to identify the social function, text structure

(include main idea, and specific information) from the text. After that the teacher guided

the students to ask about the social fuction, generic structure and language feature of the

recount text. Then the students asked about it by guidance from the teacher. After that the

teacher gave information about recount text. It consists of the definition of recount text,

the social function of recount text, generict structure of the recount text and language

feature of the recount text. Then the teacher asked the students to determine the text

structure of the similar recount text. After that the teacher checked the students

understanding before continue the lesson.

The teacher divided the students into 6 groups. Ater that the teacher gave worksheet

to each group. The teacher asked the students to play the dice and grid game. The teacher

asked the students to write recount text using the word (irregular verbs) that was found

by their group. Because time is up for the lesson so it was continued in another day. The

research was continued on 13

September. The teacher asked to the students to continue

the game. After that the teacher asked to the students to present their group work.

Then on 14

September the teacher gave post-test to them and gave time to do the

post-test. Some students were still confused to make sentences because they are still

poor vocabulary and for the verbs one they are still poor knowledge about verbs for past

tese especially irregular verbs.

c. Observation

In the cycle I, the writer prepared field note to observe the teacher and students’

clasroom activities. It was like, the teacher entered the class by greeting the students first,

before the lesson, the teacher explained the material about recount text, the teacher taught

the students which applied the treathment by guiding the students until the end of the

lesson.

In the first cycle, the writer saw some problems with the teacher and the students.

The first the teacher did not start the lesson with pray. The teacher did not ask the

students individually to make sure that the students responded the teacher’s words and

for reminded the previous material. The teacher did not ask question (apperception)

related to recount text. The teacher did not inform the purpose of the lesson. The teacher

did not give feed back to the students. The teacher did not give motivation to the students

that English was not difficult. All of these happened because the teacher tried to save

time. She felt the teaching learnig needed long time. So the teacher made it fast.

Eventhough the teacher made it fast, the score of post-test was higher than the pre-test.

Based on the field note, in the beggining of the research most of the students still

payed attention to the teacher. There were some of the students responded teacher

explanation. But in the middle of the lesson some of students had talked with their

friends. Then in the game section some of them played game unappropriate with the rules

of the game.

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1739

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

d. Reflecting

The writer analyzed the result of the cycle I. The writer concluded that it was

important to inform the goal of the lesson. So the teacher needed to do the treatment

systematically. Then to make the students did not talk with their friends during the

lesson. The teacher changed the students seat radomly. After that in the game section the

teacher divided the students into 7 groups in order to be better. The writer thought if they

deducted the member of each group in game section, the game would be more effective.

Then the students needed more vocabulary sheet to help them wrote sentences.

2. Research Finding of Cycle II

Based on the result of the cycle I. The writer realized that it needed to continue the

research to the next cycle.

a. Planning

The writer prepared some preparation, such as:

1) Material of Irregular verb grid and Recount text ( the definition of recount text, the

generic structure of recount text, the language future of recount text, the example of

recount texts)

2) Lesson plan

3) Students attendace list.

4) Classroom observation sheet

5) Teaching aids ( Paper sheet ,irregular verbs grid), blank paper, dice, board maker)

6) Test (Post- test)

b. Action

The cycle II did on 14

September 2018. The material still the same but the theme

of the material was different and there were little differences in the steps of the research.

The teacher entered the class and greeted the students. After that the teacher asked

the students to pray before the lesson.Then the teacher checked the students’ attendence.

The teacher started the lesson and asked to the students individually to make sure that the

students responded the teacher’s words and remembered the previous material. Then she

asked a question (apperception) related to recount text. The teacher informed about the

goal of the lesson because it was really important to the students to know the goal of the

research. Before started discussing the material. The teacher changed the students’ seat in

order to make the students did not talk with their friends during the teacher explained the

material. The next, the teacher showed the example of recount text and asked the students

to pay attention. The teacher conducted the students to identify text structure (include

main idea, and specific information) from the text, then the teacher guidanced the

students to ask about the social fuction, the generic structure and language future from

text. Then students asked about it by guidance from the teacher. After that the teacher

gave infornation about recount text. It consisted of the definition of recount text, the

social function of recount text, generict structure of the recount text and language future

of the recount text. Then the teacher asked the students to determine the text structure of

the similar recount text. After that the teacher checked the students understanding with

asked a question “ Do you need repeation?”

The teacher divided the students into 7 groups. Ater that the teacher gave worksheet

to each group. The teacher asked the students to play the dice and grid game. The teacher

asked the students to write recount text using the word (irregular verbs) that was found

by their group. Because time did not enough so the teacher continued in the next day

which was on 15

September 2018. The teacher asked to the students to continue the

game and asked the students to present their group work in front of the class.

Then the teacher gave post- test to them and gave time to do the post- test.

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1740

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

c. Observation

In the cycle II, the writer saw that the teacher did the lesson plan systematically.

She started the lesson with pray first, checked students’ attendance, asked the

students about the previous material, did apperception, informed the goal of the lesson,

changed the students’ seat, gave the example of recount text, asked the students to pay

attention, guided the students to identify the sosial function, text structure (include main

idea, and specific information) from the text. Then the teacher guided the students to ask

about social function, generic structure and language future of recount text, the teacher

gave recount text information to the students, asked students to determine the information

of text, checked the understanding of the students , divided students into groups, gave

students works sheet to each group, asked students to play the dice and grid game, asked

to the students to create recount text use the words (irregular verbs) that was found, asked

the students to present their result of the group work, the teacher gave feed back and

motivation to the students before closing the lesson. Most of group seen more

enthusiastic in playing the game. Most of the students understand more about V2

specially Irregular verbs.

d. Reflection

Based on the result of cycle I and II it can be concluded that the dice and grid game

and group discussion improved students’ writing mastery on irregular verbs. Then the

students found verbs especially irregular ones. Furthermore they often asked question

during the game. Then they payed attention to the teacher explanation. Those incresed

students knowledge about writing specially on recount text on irregular verbs.

B. Score of students Achivement

1. Score of Pre- test and Post- test Cycle 1

Table 4.1 Score of pre- test and post- test Cycle I

Students’

Initial

Pre- test I

(X)

Post- test

I (Y)

Post –

Pre (D)

ADF

169

AKW

625

AAMYA

289

529

ATA

144

CAR

1296

DAR

LZU

1936

676

MAZ

484

MCT

400

MRF

144

MSY

225

MAJA

1681

1296

MKI

225

MMH

4900

MSKY

841

MTK

2116

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1741

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

The

result above show that mean of post- test higher than mean of pre- test in the cycle I, so

there is an improvement of the students’ writing mastery through the dice and grid game.

2. Score of Pre-test and Post- test in Cycle II

Table 4.2 The students’ score in the post- test of cycle I & II

Students’ initial

Post-test

I (X)

Post-test II

(Y)

Post –

Pre (D)

ADF

AKW

-9

AAMYA

ATA

CAR

DAR

289

LZU

-9

10.

289

11.

MAZ

324

12.

MCT

13.

MRF

14.

MSY

-14

196

15.

MAJA

-8

16.

144

17.

MKI

18.

MMH

-4

19.

MSKY

20.

MTK

-5

21.

-10

100

22.

-11

121

23.

RAB

24.

-10

100

25.

26.

JUMLAH

1560

1598

2190

The result above shows that mean of post –test II is higher than mean of pre –test in

the cycle I and mean of post test in the cycle I, so there is an improvement of the

students’ writing mastery through the dice and grid game

576

625

RAB

-2

1296

-1

JUMLAH

962

1560

553

21200

Academy of Education Journal

Vol. 15, No. 2, November 2024, Page: 1735-1743

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

1742

Indah Dwi Fitriyantia et.al (Improving Students’ Writing Mastery on….)

C. Discussion

After analyzing the students’ score in cycle I and cycle II, the writer concluded that there

was improvement of the student’s writing mastery on irregular verbs after using the dice and

grid game. The improvement of the students is shown in the table below:

Table 4.3 The improvement of the students