2.1.1 Concept of Grammar Mastery

Grammar is the formal study of the structure of a language and describes how

words fit together in meaningful constructions. It becomes foundation for students to

make sentences. According to Richards, et. al in Nunan (2005:2) grammar is a description

of a language and the way in which units such as words and phrases are combined to

produce sentences in the language. Swan (2005:xix) says that grammar as the rules that

show how words are combined, arranged or changed to show certain kinds of meaning. To

mastery the sentence and the text also use grammar for the contents of the book. When we

compare grammars for their coverage and accuracy, we are referring to the contents of the

book: a grammar is a book on grammar, just as a history is a book on history. It is

necessary for the students to understand and to do the tasks. The students are provided

with many rules of a language such as tense through grammar.

It means that grammar is the important things necessary to make students

understanding in a sentences well and do the tasks by combines to produce sentences in

language. In addition, it is clear that grammar is important to be mastered by the students

in order to be able to express their feelings, emotions, and to be able to use English

appropriately. In other words, it is believed that by mastering the grammar, the students

will be able to communicate in English correctly.

2.1.2 Concept of Conditional Sentences

Conditional sentence is a complex sentence (compound sentence) formed from the

subordinate clause beginning with subordinate conjunction if such condition (condition)

and the main clause in the form of result or consequence (result). Conditional sentences are

CHAPTER II

2.1. Theory Review

THEORY REVIEW, FRAME OF THINKING, AND HYPOTHESIS

If + S + V1, S + will + infinitive ( Future Possibilities )

used to show that the action in the main clauses

(without if) can only take place if a certain condition (in the clause with

if) is fulfilled.

For example: I will go around the world if i win the quiz.

The sentence using first type in Conditional Sentences where using simple future tense for

independent clause and simple present tense for dependent clause.

Conditional sentences can be classified into four types of commonly used

conditionals in English that are differented on the basis of the degree of possibility implied

by each conditional. Azar (2012:347) adds that conditional sentences have three types.

Each types of conditional sentences followed by meaning of the “If clause”, Verb form in

the “If Clause” is consist of the using of each tenses, then followed by the verb form in the

“Result Clause” in each last sentences.

2.1.2.1 The Classification of Conditional sentences

Conditional sentence is a sentence that is used to suppose to be an activity or action

if the conditions are met. However, the underlying assumption may occur or may not occur

depending on the condition that the filing. According to Mustadi (2008:134), the types of

conditional sentencesas follows:

1. Conditional Type 1

This conditional is used to talk about future possibilities events that might happen. It

uses the present tense to discuss the possible future events.

For If Clause Conditional Type 1:

If + S + V2, S + would + infinitive ( Present Impossibilities )

If

Simple Present Simple Future

S + is/am/are + Adj/Adv/N S + will/shall + V1

S + V1 s/es

S + do/does + not + V1 S + will/shall + not + V1

For example:

a. If it rains, we will have to cancel the picnic.

b. If you visit Paris, you will see the Eiffel Tower.

c. If they come, I will phone you.

d. If the prices are low, people will buy more.

e. If I am a rich man, I will buy a big house.

f. If She graduates her study, she will be very happy.

g. If I have much money, I will buy new motorcycle

h. If You study hard, you will pass final exam

i. If Shella needs money, she will sell her handphone.

j. If the weather is nice tomorrow, we will go to beach.

2. Conditionals Type 2

This type of conditional is used to present impossibilities or

impossible events, they establish the course of action that would

follow, something to happen hypothetically.

For If Clause Conditional Type 2 :

If

Simple Past Past Future

S + were + Adj/Adv/N S + would/Should + be + Adj/Adv/N

S + were not + Adj/Adv/N S + would/should not + be + Adj/Adv/N

S + V2 S + would + V1

S + did not + V1 S + would/should not + V1

Facts Form S + is/am/are not + Adj/Adv/N

S + is/am/are + Adj/Adv/N

S + do/does not + V1

S + V1

For example:

a. If he lived here, we would contact him easily.

Fact: He does not live here now, so we will not contact him easily.

b. If she was a flower, I would be the beetle.

Fact: She is not a flower, so I will not be the bettle.

c. If I was a rich woman, I would buy a big house.

Fact: I am not a rich woman, so I will not buy a big house.

d. If I had a car, I would go around the city

Fact: I do not have a car, so I will not go around the city.

e. If I could fly, I would take the moon for you.

Fact: I can not fly, so I will not take the moon for you.

f. If the weather was nice tomorrow, we would go to beach.

If + S + had + V3, S + would have + V3 ( Past Impossibilities )

Fact: The weather is not nice, so we will not go to beach.

3. Conditional Type 3

This conditionals talks about the past, unlike the first and second

which discuss events in the real or unreal future. These conditions,

too, are therefore impossible, because they have either already

occurred or might have occurred but will not anymore.

For If Clause Conditional Type 3 :

If

Past Perfect Future Past Perfect

S + had + been + Adj/Adv/N S + would/should + have + been + Adj/Adv/

S + had not + been + Adj/Adv/N S + would/should not + have + been + Adj/Adv/N

S + had + V3 S + would/should + have + V3

S + had not + V3 S + would/should not + have + V3

Facts Form S + was/were + not + Adj/Adv/N

S + was/were + Adj/Adv/N

S + did not + V1

For example:

a. If I had had enough time, I would have written to my friends yesterday

Fact: I did not have enough time, so I did not write to my friends.

b. If they had informed us yesterday, we would have arrived earlier. Fact: They

did not inform us, so we did not arrive earlier.

c. If Mbah Marijan had moved to the safe place, he would not have died

Fact: Mbah Marijan did not move to the safe place.

In the wish form :

a. [ S + wish S + V2 ] = Present Unfilfilled Hope

Example:We wish he lived here.

b. [ S + wished S + had + V3 ] = Past Unfulfilled Hope

Example:I wished you had come to the party last night.

In conditional sentences, there are six tenses should be mastery by the students.

Moreover, the students also can distinguish each types without changing among clause in

each types.After that, the students can be easier to understand each types if they mastering

grammar with its formulas.

2.1.3 Concept of Make a Match Method

This learning method was developed by Currran in 1994. According to Kurniasih

(2015:55) this method join the students to looking for their couple and finding a concept or

topic in joyfull situation. This activities will be interested, more anthusiasm in learning

process and active to search their couple cards. It shows that make a match method is the

learning by using cooperation style.

Lie in Suprijono (2007:77) stated in Lely’s article (2013:3) which says that Make a

Match Method is one cooperative learning method developed by Lorna Curran. In this

method, the teacher must prepare some cards with person’s picture and the adjective words

which taken from descriptive text and also answers. Make a Match Method is one of the

methods which is introduced in cooperative learning. This method let the students work

together to learn and they can share their idea to their teammates.

The type of cooperative learning model of finding a partner (make a match)

students more actively to develop the ability to think. Beside, make a match method also

provides the opportunity for students to ask questions and interaction or giving opinion

with other students who make active in the classroom. In other word, it can mean as the

model of learning for Couples.

In addition, Rusman (2011:223) says Make A Match (pairing) method is one kind

of methods in cooperative learning. One of the advantages of this technique is the way

students look for the pair while learning about a concept or topic, in a pleasant atmosphere.

Other, Lie (2008:56) states that the learning using Make A Match method or

exchange of partners are learning techniques that allow students to work cooperatively

with others. This technique can be used in all subjects and for all age levels of the students.

The make and match the learning model is a learning system that promotes the planting of

social skills, especially the ability to cooperate, the ability to interact in addition to the

ability to think quickly through the game looking for a partner with the assistance of the

card (Wahab, 2007:59).

Furthermore, Make a Match Method is learning using card. It consists of questions

card and the other consist of answer from the question (Suprijono, 2010:94 stated in

Iriyani’s article, 2013:5). Make a match and model of learning is part of cooperative

learning. Cooperative learning model is based on the philosophy of homo homini socius,

this philosophy emphasizes that human beings are social creatures (Lie, 2003:27). The

make and match the learning model is one model of learning-oriented game. Lastly,

according to Suyatno (2009:102) explain some principles in teaching using make a match

method. The principles of the make and match the model include: (a) children learn

through doing, (b) children learn through the senses, (c) children learn through study, (d)

children learn through moving.

The purpose of the study with the make and model of match is to train students to

be more careful and more powerful understanding to a subject matter (Fachrudin,

2009:168). Students are trained to think quickly and memorize quickly, analyze and

interact socially.

Based on the opinion of the above, it can be concluded that the type of cooperative

learning model of Make A Match is a learning method Make A Match method is looking

for a partner while learning about a concept or topic in all subjects and grade levels. Make

and match method is a learning method in which teachers prepare a card containing

questions or concerns and prepare a reply card and then the students looking for a partner

card.

2.1.3.1 The Steps of Teaching by using Make a MatchMethod

Make a Match method is followed by all the students in the classroom. Each

student getsone card which contains question or answer. Suhana (2014:50) said that the

firstly the teacher prepares some question or answer cards based on the topic. Each student

gets one card, question card or answer card. Then, each student thinks the answer or

question in their hands and looking for their couple. After that, the teacher gives point if

the students can find the couple card before the time over. When the students can not find

the couple card until time over, the teacher can give them punishment based on agreement.

After first session, the teacher can coutinue the method and shaking the cards again. The

teacher will give conclusion in the last session.

According to Istarani (2012:64) stated in Iriyani’s article (2013:6) formulates the

steps in learning Make a Match is as follows:

1. teachers prepare some cards that contain several concepts or topics are appropriate for

review sessions, one about the question cards and other parts of the answer cards;

2. each student gets a card;

3. each student holds answer and question cards;

4. each student matches the cards with their partner (answer and question cards);

5. any student is able to match the cards before the deadline will be given points;

6. after one round of cards shuffled again so that each student gets a different card from the

previous;

7. and so on;

8. conclusion or closing.

For the implementation of learning, make and match, the class will be noisy and

crowded. This is reasonable as long as the teacher can control it. In addition, the steps of

teaching using make a match method as follows:

1. teachers prepare some cards that contain some concept or topic that is suitable for

review, one part about the card and the other part answer cards;

2. students were divided into three groups, one group received about the card and group 2

got answers cards while the third serves as assessor;

3. each learner get a card containing questions or answers.;

4. each learner looking for a suitable partner with the card (question-answer pair);

5. every learner to match his cards before the deadline given points by the appraiser;

6. after a round of cards shuffled again so that each student gets a card that is different

from the previous;

7. once all the students get student playing partner then switch roles as assessors become

cardholder questions and answers most of the cards. While students in group 1 and 2

before switch roles as assessors;

8. then do activities such as step on numbers 4 and 5;

9. conclusions and closing the learning process.

In make a match method, the teacher facilitates students to confirm the things they

have to do is pair the questions and answers and carry out the assessment. The learning

process is going on the process at least 1 x 45 minutes. Based on the explanation

above, it can be concluded that there are nine steps of teaching using make a match

method. The students are divided into some group and the teacher make a question and

answer in some card. The process requires more time for card matching game and discuss

one by one and draw conclusions. Preparations need to be implemented to study the make

and match should be enough of having to make or answer a different question and pasted

in as many cards as the number of students.

2.1.3.2 The Advantages and Disadvantages of Make a Match Method

Make A Match (pairing) method is one kind of methods in cooperative learning.

One of the advantages of this technique is the way students look for the pair while learning

about a concept or topic, in a pleasant atmosphere. This learning model certainly has

advantages and disadvantages. Here is the specification of advantagesand disadvantages of

Make a Match Method:

2.1.3.2.1 The Advantages of Make a Match Method

The Advantages and disadvantages of the Make A Match method according to

Huda (2013:253-254) as follows: (1) can improve students' learning activities, both

cognitively and physically; (2) this method is make students happy because there is an

element of the game; (3) enhance the students 'understanding of the material being studied

and may increase students' motivation; (4) make the learning processmore effective, for

the process is train students to perform in the group; and (5) it can be effective and more

discipline to train students appreciate the time while learning process.

In addition, Kurniasih (2015:56) states that some advantages of Make a Match

method as follows:

1. it can create active learning situation and joyful,

2. the materrial will make students interested,

3. it can increase students’ achievement,

4. a happy situation will be grown up in learning process,

5. students’ cooperation will be dinamis,

6. appearing helpness dinamic for students.

Referring to the explanation above, it can be conclude that there are some advantages

in using make a match method to increase students’ mastery in learning process especially

in their grammar mastery.

2.1.3.2.2 Disadvantages of Make a Match Method

The disadvantages of Make A Match based on Huda (2013:253-254) explanation as

follows in some things : (1) if this strategy is not well prepared, it will be a lot of wasted

time; (2) at the beginning of the application of methods, many students who would shy

paired with its opposite; (3) if the teacher does not steer students well, a lot of students are

paying less attention at the time of presentation of the couple; (4) The teacher must be

careful and prudent when members punishment on students who do not have a partner,

because they could be embarrassed; and (5) use this method continuously will cause

boredom.

Another explanation is from Kurniasih (2015:56-57) said that the disadvantaged of

Make a Match method as follows:

1. the teacher must manage and organize group well,

2. the teacher must limit the time so that the students will be serious in learning

process,

3. the teacher must prepare suitable tools or equipments,

4. it will not be condusive if the students more than thirty in each class,

5. this method can disturb neighbour’s classes.

Based on the explanation above, there are some advantages and disadvantages of using

Make a Match method in learning process. the advantages are it can create active learning

situation and joyful, the materrial will make students interested, and it can increase

students’ achievement, a happy situation will be grown up in learning process, In contrast,

the disadvantages are if this strategy is not well prepared, it will be a lot of wasted time,

many students who would shy paired with its opposite, and a lot of students are paying less

attention at the time of presentation of the couple. Lastly, both of the explanation also can

be the strengtness and weaknesses of the method used by the researcher.

2.2 Review of Previous Related Researches

As the previous research, several researchers revealed that make a match method is

influence students learning process, such as the research which was conducted by Lestari

(2012) “The Application of Make a Match cooperative Learning Model toward the

Learning Outcome in Mathematics in Second Grade of Elementary School Harjasari I

Bogor 2012/2013.”This research is a classroom action research. The results showed that

the average value of learning outcomes in the first cycle scored 76 or equal to 78%, while

the second cycle obtain the value of 89 or 95% Similarly, the observation of the students

showed an increase in discipline, completion and student activity by obtaining the value of

the the first cycle is 82 while the second cycle obtain the value of 90. This study concluded

that the implementation of cooperative learning model of Make a match can improve

learning outcomes in Mathematics in grade II State Primary School Harjasari I Sub South

Bogor Bogor City. In addition, this model can improve the activeness of students in the

learning process.

Meanwhile, in the research was conducted by Sopia et.al (2015) about “The

Implementation of Cooperative Learning Make a Match Model toward students’ Fisics

Learning at the Tenth Grade of SMAN 5 Lubuk Linggau Tahun Pelajaran

2015/2016.”which used quasi eksprerimental method, the samples was in one class with

the total students were 35 students which took randomly. The collecting data was done

with using of the test technique. The data were analyzed by using t-test. The results of the

analysis of the t-test with a level of α = 0.05, obtained t (4.93) > t table (1.69) Hₐ was

accepted and Hₒ rejected. Where the average yield of 77.77% cognitive students, the

percentage of completeness of students 68.57%, and the percentage of students not

completeness 231.42% so that it can be concluded after applying cooperative learning

model type Make A Match to the learning outcomes physics class X SMAN 5

Lubuklinggau significantly in the academic year 2015/2016 completed.

However, this research will examine the effectiveness of Make a Match method to

teach grammar especially in conditional sentences in the classroom. It is different with

several previous researchers above for the researcher interest to conduct the research about

“The Influence of Make A Match Method Toward Students’ Grammar Mastery In

Conditional sentences at Eleventh Grade of Man 1 North Lampung Academic Year 2016/

2017.”

2.3 Frame of Thinking

Make a match is one alternative that can be applied in teaching grammar especially

conditional sentences. It is as one of learning model in cooperative learning which can be

able to build up students’ interested in learning process. Besides, it uses grouping or in

small groups of learners working together as a team to solve a problem, complete a task, or

accomplish a common goal, since grammar mastery about conditional sentences can

encourage students participation in the learning process.

In addition, students’ grammar mastery will be influenced by using Make a Match

method in conditional sentences because they will be more joyful, interested and there

inhappy situation. The use of make a match method can help the teacher to increase the

active participation of students in the classroom because to teach grammar, students must

be supported by the interest method to make them understand well.

Therefore, it is assumed that Make a Match method are suitable to influence

students’ grammar mastery in conditional sentences. As a result, the frame of thinking in

this study is described in the following figure:

FIGURE 1

FRAME OF THINKING

2.4 Hypotesis

In line with the theories previously described which highlight the role of using

make a match learning model in fostering the better learning result, the researcher

proposes the hypotheses based on the way of calculation this research. The hypotheses will

be proved as follows:

Make a Match

Method

(X)

Students’ Grammar Mastery

in Conditional Sentences

(Y)

Hₒ : there is no significant influence of make a match method toward students’

grammar mastery in conditional sentences at the eleventh grade of MAN 1 North

Lampung academic year 2016/ 2017.

Hₐ : there is significant influence of make a match method toward students’ grammar

mastery in conditional sentences at the eleventh grade of MAN 1 North Lampung

academic year 2016/ 2017.