Snowball Throwing in Teaching Grammar

Self Cite

This study aimed to investigate the implementation of snowball throwing technique in teaching speaking and to find out the students’ participation toward the implementation of snowball throwing. This study was conducted at SMK PGRI 1 Cimahi. The students of XI AP 1 class were selected as the respondents of the research. The research used descriptive qualitative method. The data was obtained from classroom observation and students’ interview. The result showed that snowball throwing technique can be used effectively to improve students’ speaking skill through several stages. First, every leader explains the material to their group. Second, every student writing one question about the material. Third, the paper is rolled into a ball and thrown from one student in a group to the other student in another group for approximately 2 minutes. Fourth, after the student gets one ball (one question), he or she is given chance to answer the question. Fifth, every group has their turn to answer the question; the group that gave wrong or incorrect answers and gets the lowest score is given a penalty. Those stages gave the students more chance to interacted in the class. It was very helpful in provide the students with more enjoyable activities which made the students involved in teaching and learning process actively.

Section: Introductionmentioning

confidence: 99%

“…According to Istarani (2012) and Suprijono (2013 as cited in (Apsari, 2018), some steps of implementing snowball throwing technique are as follows.…”

Section: Introductionmentioning

confidence: 99%

Improving Students' Participation in Speaking English Using Snowball Throwing Technique

Nurmalasari

Apsari

2019

Self Cite

“…Based on Strumpf & Douglash (2004, cited in Haryudin, A., & Argawati, 2018 argue "we study grammar then we may speak and write in a clearer and more effective manner". It indicates that grammar plays a significant role in communication since it show how language is used, Ismail (2010, cited in Apsari, 2018). Therefore, the students can convey their message clearly, precisely, and easy to be understood by other when they mastery good grammar.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Grammatical Errors in Students’ Writing Descriptive Text

Royani

Sadiah

2019

Writing is considered as the most complicated skill to be mastered required not only great vocabularies but also grammar, as Harmer (2004:31) cited in (Wati & Nursyaebah, 2017) states that, when writing, learners often have more time to think than they do in spoken activities. Therefore, they can stimulate their brain,even consult dictionaries, grammar books or other reference material to help them . He believes that grammar is really important in writing that is why he suggested to consult grammar books to make the writing grammatically correct. Therefore, the basic objective of this study is to analyze students’ grammatical errors in writing especially in descriptive text. In addition, (Wati & Nursyaebah, 2017) there are six classifications of grammatical error; those are verb agreement (Leech, 1985), capitalization (Oshima, 1988) usage, sentence pattern (Ross, 1975) pronoun and spelling (Brooks, 1964). The data were analyzed based on the error analysis’s of students in writing. In the research finding it showed that students mostly did error in verb agreement 41% that caused by using incorrect fromsimple present, followed by pronoun 18%, usage 15%, sentence pattern12%, spelling 9%, and capitalization error 5%. From the result finding, it is necessary or students learn more about English grammar and it is suggested for teacher to re-teaching about verb agreement and pronoun as the most failure which students mostly did in their writing.

“…It means that grammar is an art for that language itself. It is supported by Ismail (2010, as cited in Apsari, 2018) that grammar plays a significant role in communication since it shows how language is used.…”

Section: Introductionmentioning

confidence: 99%

Improving Grammar Skill Using Egra Technique for the Students’ Eighth Grade at SMPN 5 Cimahi

Kusumastuti

Pratiwi

Husnussalam

2019

Grammar is one part to improve four skills that we also known. To enhance grammar skill we have to prefer the accurately method as a way in studying grammar. The researcher was chosen Exposure, Generalization, Reinforcement, and Application (EGRA) technique as a method to teaching English grammar to students’ eigtht grade at SMPN 5 Cimahi. It was arranged with using pre-experimental method, peculiarly one-group pre-test post-test design. The technique showed that can develop grammar skill students’. The average score of the test result is 40,83 for the pre-test and 71,70 for the post-test. From the result, it can determine that EGRA technique can improve grammar skill students’. Besides that, EGRA technique can build a good team work in the classroom.