IMPROVING THE SECOND YEAR STUDENTS' CONDITIONAL SENTENCE LEARNING PROCESS QUALITY AND ACHIEVEMENT BY DOING EXERCISES THROUGH PREDICAMENTS GAME AT SMAN 1 JENGGAWAH JEMBER IN THE 2005 / 2006 ACADEMIC YEAR

Abstract

Learners' mastery of the grammatical rules of a language is very essential. However, most students tend to get bored and lose interest when the grammatical rules are taught to them for they are usually drilled by exam-like exercises. Therefore, the English teacher should conduct an interesting teaching technique that motivates the students to learn English, especially grammar. The activities that may fulfill the requirements are games. Games are able to heIp the teacher create content in which the language is useful and meaningful. This classroom action research aimed at improving the second year students' conditional sentence type 2 learning process quality and achievement by doing exercises through Predicaments game. The research subjects were class XI lPS I that was determined purposive. This research was done in two cycles. The main data we colected by using condition sentence type 2 test and observation. In addition, the result of the students conditional sentence type 2 test were analyzed by finding the mean score and the results of observation were analyzed using percentage method. The supporting data were collected by documents analyses. The action were considered succesful if the student, mean score could achieve the standard average score of 65 and more than 75 % of the students involved in the teaching learning process of the conditional sentence type 2 in cycle 1 was 61,37 while the result of observation in cycle 1 was 76,84 %. In addition, the result of the mean score of conditional sentence type 2 in cycle 1 was 61,37 while the result of observation in cycle 1 was 76,84 %. In addition, the result of the mean score of conditional sentence type 2 improved to 70,34 while the results of observation in cycle 2 improved to 88, 11 %. Thus, based on the results above, it can be concluded that he actions given in cycle two could improve the students' conditional sentence learning process quality and achievement by doing exercises through Predicaments game. Therefore, it is suggested that the English teacher uses Predicaments game as an alternative technique for giving exercises of conditional sentence type 2 in order to improve the students' achievement on that material, and other researchers are also suggested that they conduct a further research on that subject.