THE TEACHERS’ USE OF JUMBLED WORDS IN ENGLISH EXERCISE TO STUDENTS’ GRAMMARICAL MASTERY OF WRITING AT THE EIGHTH STUDENTS OF SMPN 2 CANDUNG

Abstrak

Abstract

The purpose of this research was to identify the teacher’s use of jumbled words in English exercises of writing at the eighth students of SMPN 2 Candung. This study was particularly aimed at: 1. Identifying the way in which teacher use of jumbled words in English exercises of writing, 2. Identifying the teacher’s opinion about the use of jumbled words students’ grammatical mastery of writing, 3. Identifying the student’s perception about the teacher’s use of jumbled words in English exercises of writing, 4. Identifying students’ grammatical mastery of jumbled words writing as the effect of teacher teaching. The design of this research was descriptive. Population of this research was 39 students of the eighth grade students at SMPN 2 Candung. The data were collected from interview, questionnaire, and test session. Interview was applied to identify the way in which teacher use of jumbled words in English exercises writing and to identify the teacher opinions about the use of jumbled words students’ grammatical mastery of writing. Questionnaire was used to identify the students’ perception about the teacher’s use of jumbled words in English exercises of writing. And test was used to identify students’ grammatical mastery of jumbled words writing as the effect of teacher teaching. This study concluded that most of the eighth grade students of SMPN 2 Candung, especially VIII.2 class had increased scores significantly. Then, scores are converted by Harris’ categories, whether the students’ mastery of grammar in simple present tense was excellent, good, fair, or poor.

Keywords: Jumbled Words, Grammatical Mastery, Writing