The Efficacy of Using Quizzing Collaborative Learning Strategy in Teaching Grammar to Senior High School Students
DOI:
https://doi.org/10.24256/ideas.v10i2.3373Keywords:
Indonesian EFL students, Quizzing Collaborative Learning Strategy, teaching grammarAbstract
This research aims at finding out the efficacy of using Quizzing Collaborative Learning Strategy in teaching grammar especially conditional sentences to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Quizzing Collaborative Learning Strategy effective in teaching grammar to Indonesian EFL students?. The research can be an addition to the persisting teaching grammar of English particularly the use of Quizzing Collaborative Learning Strategy. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar, Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in grammar especially passive voice after giving the treatment by using Quizzing Collaborative Learning Strategy. The findings show that using the Quizzing Collaborative Learning Strategy is effective in teaching grammar to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the Quizzing Collaborative Learning Strategy in developing students’ competence in grammar class of Indonesian EFL students.
References
Altman, S., Valenzi, E. & Hodgetts, R. M. (1985). Organizational behaviour: theory and practice. San Diego: Elsevier Science Publishing Co Inc.
Alvin, P. L. (2014). The passive voice in scientific writing. The current norm in science journals. Journal of Science Communication.
Ary. D., Jacobs. L. C., Sorensen. C. &Razavieh. A. (2006). Introduction to research in education. Belmont: Cengage Learning.
Azar, S. B. (1989). Understanding and using English grammar. New York: Prentice Hall Regents.
Baker, M. (1992). In other word : cross book translation. London: Routledge. Bastone, R. (1994). Grammar. Oxford: Oxford UP.
Bilen, D. & Tavil, Z. M. (2015). The effects of cooperative learning strategies on vocabulary skills of 4th grade students. Journal of Education and Training Studies. Vol. 3, No. 6; November 2015.
Brown, H. D. (2004). Language assessment: principles and classroom practices.
New York: Longman.
Burn, A. (1999). Collaborative action research for English language teachers.
Cambridge: Cambridge University Press.
Bukatko (2008). Child and adolescent development. Belmont: Cengage Learning, Inc.
Burke, A. (2011). Group work: how to use groups effectively. The Journal of Effective Teaching, Vol. 11, No. 2, pp. 87-95.
Cohen. L., Manion. L. & Morrison. K. (2007). Research method in education.
London: Routledge.
Gagne. R.M. (1977). The condition of learning ( 3rdð‘’ð‘‘. ). New York: Holt, Rinehart and Winston.
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Hewing, M. (1999). Advanced grammar in use; a self study reference and practice book for advanced learners of English. Cambridge: Cambridge University Press.
Kemmis, S. & McTaggart, R. (1988). The action research planner ( 3rdð‘’ð‘‘. ).
Melbourne: Deakin University Press.
Larson, M. L. (1984). Meaning-based translation: a guide to cross-language equivalence. Larham: University Press of America
Maher, A. (2004). Learning outcomes in higher education: implications for curriculum design and student learning. Journal of Hospitality, Leisure, Sport, Tourism and Education, Vol. 3, No. 2.
Mart, Ç. T. (2013). Teaching grammar in context: why and how?. Theory and Practice in Language Studies, vol3, No. 1, pp. 124-129.
Marsh. P.A (2007). What is known about student learning outcomes and how does it relate to the scholarship of teaching and learning? International Journal for the Scholarship of Teaching and Learning, Vol. 1, No. 2.
Marzano, R. J & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks: Corwin Press.
Mei Rizkyana. (2013). Penerapan metode quiz team untuk meningkatkan keaktifan belajar siswa dalam pembelajaran menerapkan prinsip-prinsip kerjasama dengan kolega dan pelanggan pada siswa kelas X AP SMK PGRI 1 Mejobo Kudus tahun ajaran 2012/2013. Semarang:Universitas Negri Semarang.
Meyers, C. & Jones, T. (1993). Promoting active learning: strategies for the college classroom. NewYork: Jossey-Bass.
Nunan, D. (2004). Practical English language teaching: grammar. London: McGraw Hill.
Pabendan, C. W. (2016). The outcomes of service program design class in developing teacher candidate’s good characters according to ELESP students. Yogyakarta: Universitas Sanata Dharma.
Prince, M. (2004). Does active learning work? A Review of the Research, 93(3), pp. 223-231.
Quirk, R., Greenbaum, S., Leech, G & Svartvik, J. (1972). Grammar of contemporary English. Harlow: Longman Group.
Downloads
Additional Files
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
