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.