The Efficacy of Using Quizzing Collaborative Learning Strategy in Teaching Grammar to Senior High School Students

Soleman Dapa Taka(1*)
(1) Universitas Nusa Cendana
(*) Corresponding Author
DOI : 10.24256/ideas.v10i2.3373

Abstract

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.

Keywords


Indonesian EFL students; Quizzing Collaborative Learning Strategy; teaching grammar

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 ( 3rd𝑒𝑑. ). 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 ( 3rd𝑒𝑑. ).

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.


Article Statistic

Abstract view : 38 times
PDF views : 54 times

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Soleman Dapa Taka

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.