THE EFFECTIVENESS OF USING LEARN ENGLISH GRAMMAR

APPLICATION IN TEACHING SIMPLE FUTURE TENSE AT THE TENTH

GRADE STUDENTS OF SMKN 1 JENANGAN

THESIS

By

MEDIKA AYU AGUSTIN

NIM. 210917101

ENGLISH LANGUAGE TEACHING DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC INSTITUTE OF PONOROGO

FEBRUARY 2023
 ABSTRACT

AGUSTIN, MEDIKA AYU. 2022. The Effectiveness of Using Learn English Grammar
Application in Teaching Simple Future Tense at The Tenth Grade Students of SMKN
1 Jenangan. Thesis. English Education Department, Tarbiyah and Teacher Training
Faculty. State Institute of Islamic Studies Ponorogo. Advisor: Dra. Aries Fitriani,
M.Pd.
Keywords: Effectiveness, Teaching Simple Future Tense, Learn English Grammar
Application

Learn English Grammar is application for learning English grammar from developers
of visual vocabulary app. This aplication covers 100+ popular grammar topics using simple
explanations, many examples, and colorful pictures. All grammar topics are available for
free. More than 2000 grammar questions can improve students skills. This application is
perfect for beginner and intermediate levels.
This research is about the effectiveness of using Learn English Grammar Application
in teaching grammar especially Simple Future Tense at the ten grade in SMKN 1 Jenangan.
The study tried to answer this problem: “Is there any significance difference score in between
students who are taught using English Grammar Application and those who are not?”. The
objective of the research is to find out wether there is any the significance difference in
English Grammar Achievement between students who are taught by using English Grammar
Application and those who are not.
This research used quasi experimental research design which had two groups. The
first group as control group and the other one as experimental group. The population of this
research was students of the tenth grade students in SMKN 1 Jenangan. The sampling
technique used purposive sampling technique from the total number of population 385
students. The researcher choosed two classes of them to be the experimental group and
control group. The data were collected through test. The data are analyzed by using SPSS
The researcher analyzed data using a formula of t-test to know the significan difference in
English grammar achievment between students who are tayght using Learn English Grammar
application and those are who are not.
After the treatment the students score are improved highly. It can be seen from the
result of computation that show the P-value is smaller than α (0,005). With P value was
0,000. So, the null hypothesis was rejected. It means that Learn English Grammar
Application is effective to teach simple future tense on the tenth grader of SMKN 1 Jenangan.
Thus, it can be stated that these application was considered effective to teach grammar
especially Simple Future Tense for students in Senior High School. The students would was
more enthusiasm in learning grammar. The students also feel flexible when they used the
application as their media because it just very simple. They should not use many papers to do
the test. By using this application, the student also try to be honest in their exam also in
showing their score to the teacher.
 CHAPTER 1

INTRODUCTION

This chapter consists of a background of the study, scope and limitation of the

study, research question, research objective, significance of the study, and the

organization of the thesis.

A. Background of The Study

In everyday life language is very important because it is one way to communicate

and interact with others. Language makes able to connect with others. One of them is

English. English is an important language that must be learned. Almost every aspect such

as: business, education, technology and others use English as a media to communicate.

Many people in te world especially Indonesian study it. The reality school is the best

choice the study a formal context, one of the most important formal subjects at school is

language learning, "English is one of it".1 To improve English literature is a good choice

to improve learning English because literature and linguistics are interrelated. Education

is a complex activity that is done by every person in this world. Schunk defines learning

as the acquisition and modification of knowledge, ideas, skills, attitudes, and

behaviors.2Learning a language means a learning to use communicate both in oral from

(listening and speaking) and written (reading and writing). 3

1
Kasihani K. E Suyanto, English For Young Learners (Jakarta: Bumi Aksara, 2008), 5.
2
Dale H. Schunk, Learning Theories An Educational Perspective (Boston: Pearson Education Inc 6th
Edition,2012),2.
3
Nurrahmatiah ST, Improving The Students’ Grammar Ability Through Egra (Exposure, Generalization,
Reinforcement, Application) Method Of The Second Year Students Of SMP Moncoloe Makassar (Makassar
:Thesis UIN Alauddin Makassar, 2010), 1.

1
 English has four basic skill as listening, speaking, reading, and writing. In addition,

mastering language components such as a grammar, vocabulary and pronunciation are

also very important. In order to broaden the abilities of the students, the teaching

materials in English include vocabulary, structure (grammar) and pronunciation (in

speech) or spelliing (in writing).4 According to Brown, if there are no written standards

that the organization prohibits for our communication, or language would simply be

chaos.5

Grammar is the way iin which words are put together to make a good sentence. The

words must be structured with certain formula to make it sense. When words are placed

carelessly, sometimes they lose their meaning.6 Harmer states that grammar is that part

of recognizing the possible forms in a language.7 This grammar, the way language is

written, is the most appropriate style that speakers should follow in their communication

to establish the rules of language. Using unstructured language to communicate does not

convey information well. This is why grammar lessons are so important. Communication

cannot occur without common assumtions about how structure, grammar, and language

work together, and the willingness of participants to cooperate and negotiate to mean.8

Since the outbreak of this form of the virus which is often called Covid-19 in early

March 2020, in a short time many people have been affected by the virus, even in finance

and education in general carried out in various policy areas Learning must be done

offline or online as imposed by the government This policy requires teachers to be

4
R. Lado, Linguistics Across Cultures : Applied Linguistics for Language Teacher (Michigan : University If
Michigan, 1983), 168.
5
H. D. Brown, Principles Of Language Learning And Teaching (4 th ed) (Hite Plains, NY : Longman, 1994),
348.
6
Yunevika Mughti, The Effectiveness Of English Grammar Appication In Students English Grammar
Achievement At The First Grader Of Islamic Senior High School Kota Blitar In The Academic Year Of
2018/2019 (Thesis : IAIN Tulungagung, 2019), 1.
7
Jeremy Harmer, The Practice Of English Language Teaching (3rd ed) (New York : Pearson Education Limited,
2001), 1.
8
Sandra J. Savignon, Interprenting Communicative Language Teaching : Context And Concerns in Teacher
Education (New Haven : Yale University Press, 2002), 7.
 3

smarter in keeping students focused on learning and finding learning strategies to

improve eduation in our country. With this policy, we as prospective eeducators must be

able to carry out active learning by utilizing existing technology. That is, using

technology that was originally used by humans to convert natural resources into simple

tools. And now, every year the quality of technology is advancing and developing. Due

to goverment policies due to the Covid-19 virus with online and offline learning systems,

this technology can be used to keep students enthusiastiic about adding knowledge, such

as using applications on the play store.

Today, there are two forms of teaching used. The first is the conventional learning.

This means that students are taught by using the blackboard as a medium and the form of

the test is a paper-based test. It was used many years ago. The second is mobile learning

or "M-Learning". Offers a modern way of conveying knowledge through mobile devices,

such as laptops, smartphones and bluetooth speakers. These mobile devices can be used

as media to learn and teach. Related to technology in learning English, quite a few

students are confused about the applications available on their computers, smartphones,

and other gadgets. Many Android smartphone roles Applications installed on mobile

phone in the learning environment are essential tools for stimulation. Thoughts, feelings,

attention, and motivation to increase students ` interest in learning grammar. These days,

many learners use Android everywhere to learn English. They often learn English via

their Android. Therefore, it is possible for students to participate and pay Attention needs

to be paid to learning in schools and teachers need to be aware of the implications of this

training and learning.

Teaching grammar is when the teacher deliver their knowledge about grammar to her

students. Teaching grammar in this research is a simple way for both of subject in

learning process. By using English Grammar application, teacher can easily prepare the
 material and explain to their students briefly. English Grammar Application here can

make the student be more comfortable in learning process. They can learn individually

the material inside their mobile phone. Mobile phone have positively contributed to the

field of learning in many different ways. 9 By using this application, the students can

learn tenses, gerund, preposition, stative verbs, vocabulary, and so on. The students can

use English Grammar application everytime and everywhere. It is better to use this app

in the leisure time.

Figure 1.1 Application of Learn English Grammar

Learn English Grammar application is an application with material about tenses

inside. 10 The students can learn individually with this application and then they can

measure their achievement by seeing their score directly. In this application, the students

will find question about grammar and they can do the test or even practicing using this

9
Kamla Sulaeman, The Use of Mobile Phones in learning English Language by Sultan Qaboos University
Students: Practices, Attitudes and challenges", Canadian Journal on Scientific & Industria Research Vol. 2, No.
3, March 2011, 144.
10
https://play.google.com/store/apps/details?id=com.english.vivoapp.grammar.grammaren&hl=en_US&gl=US
 5

application every time and everywhere. If they are diligent to practice and learn the

material inside the application, the researcher believe that they will be able in using

tenses. Mobile technologies can be used for learning English. It has potential to support

the English as the second language. By that statement, the researcher believe that the

grammar class will give a big effect to the learner if the researcher use mobile

technologies as the media for teaching and learning. The researcher wants to apply the

“Learn English Grammar” application in this school to improve grammar knowledge.

By that statement,the researcher believes that the grammar class will give a big effect on

the learner if the researcher uses mobile technologies as the media for teaching and

learning.

The condition of grammatical learning achievement of students of class X tenses at

SMKN 1 Jenangan Ponorogo is still less effective. This was said by the English teacher

who taugh there. In learning grammar there is only as an introduction. The teacher does

not focus on the grammar. Morever, in grammar the students still have difficulty in

learning grammar. And this is what causes students to be weak in grammar.11 In addition,

based on the observations of the researchers during the study, the researcher found that

the students still did not master the simple future tense. They still have difficulty for

students in making paragraphs using the simple future tense, they are still confused in

distinguishing the use of to be will and going to. Due to this problem, the student's grades

are not optimal and many students which is still not right in applying tenses into

sentences. The difficulty of the tenth graders of SMKN 1 Jenangan in understanding

grammar is caused by the teacher's teaching method that is not appropriate and the

teacher's delivery method is not clear and detailed. They do not focus on learning

grammar. Grammar is only used as an introductory lesson.

11
Interview with English Teacher in SMKN 1 Jenangan, Mr. Wahyu on November 22, 2021.
 To overcome this problem, researcher need to try to use other method in teaching

tenses, especially the simple future tense in class X SMKN 1 Jenangan.There are several

grammar learning methods that can make it easier for students to understand grammar.

After knowing the problem that occurred. The researcher is interested in researching the

use of applications in the play store to improve English grammar skills. Because with

these applications students can study alone at home or while studying at school. This

application can also help students in doing English assignments.

Based in the statments above, the researcher would like conduc a research title

"THE EFFECTIVENESS OF USING LEARN ENGLISH GRAMMAR

APPLICATION IN TEACHING SIMPLE FUTURE TENSE AT THE TENTH

GRADE STUDENTS OF SMKN 1 JENANGAN"

B. Scope and Limitation of The Study

To avoid a deviation of the discussion, this study is focused on some concern

identified as follows:

1. The subject of this study is at the tenth grade students at SMKN 1 Jenangan

Ponorogo in Academic Year 2021/2022.

2. The object of this study is the effectiveness of this study, the authors limited the

study of treatment effects use the Learn English Grammar Application in

teaching Grammar.
 7

C. Research Question

Based on the background and the limitation of the research, the problem of this

research as follows :

Is there any significant difference score between students who are taught using

English Grammar Application and those who are not ?

D. Research Objective

Based on the problem statement above, the aim of the research is :

To find out wether there is any the significance difference score between students

who are taught by using English Grammar Application and those who are not.

E. Significances of The Study

1. Theoretical Benefit of Study

Theoretically, Learn English Grammar application is a great free education app

that can help the learner expand their English grammar. By using this application, the

learner is expected to be more competent in English, especially in grammar use.

2. Practical Benefit of Study

Practically, Learn English Grammar application is considered an effective

application because it can solve the students’ problem of studying, especially in

teaching and learning English grammar that happens in SMKN 1 Jenangan. By using

this application, this study will give many contributions and the researcher hopes the

result of this study will be useful for and it will provide information concerning the

achievement of the students in English lesson and the researcher hopes that this

researcher will give the new method and give bravery to the new learner of English to

love and to study English

.
The researcher hopes that result of the study will give a contribution to:

1. The Students

The researcher hopes that after the students are taught with Learn

English Grammar application will be able to use grammar correctly not only in

written text but also in an oraltext. After the students were able to use grammar

in a good way, the students will get ahigh score in their exams and it can raise

their achievement in the classroom. The researcher also hopes that with this

application the students will be more interested to study English and think that

English is easy.

2. The Teachers

This application makes the teacher easier to teach grammar. Especially

in elective class as like in SMKN 1 Jenangan. The teacher should not make so

many kinds of different tests because in this application the students will get

different questions from each other. It can reduce the number of students

cheating during the test.

3. For The Readers

The researcher hopes that it will build the readers motivation to learn

English. If the readers are able to use English every day after they learn

English, mean that English in Indonesia will become second language because

most people in Indonesia use English.

4. For The Researcher

The researcher can enrich her method of teaching grammar structure.

For the future, the researcher hopes that this research will help her to study

together with all people around the world in using English. Therefore, the
 9

researcher knows the benefit of teaching grammar by using Learn English

Grammar application optimally, the researcher gets useful experiences in

teaching English grammar by using the Learn English Grammar application.

F. Organization of The Thesis

The researcher formulates this study into five chapters. The organization of the

study is to make the readers know and understand the content of the research easily.

Those are:

Chapter I is the introduction which confirms the background on the study,

formulation research, scope and limitation of the study, research question, research

objective, significances of the study and the organizations thesis.

Chapter II is the review of the literature. Consisting several explanations based

on the title and it concludes the explanation theoretical study of media, Learn English

Grammar Applications, teaching grammar, future tense, previous related study,

framework and hypothesis.

Chapter III is the research method. Covering these: research design, place and

time of research, population and sample, operational definion of a research variable,

research instrument, data collection technique, validity and reliability and data

analysis technique.

Chapter IV is the result and discussion of the study that is loaded of data

presentation contains and research findings. This chapter is an important information

because researcher will analyze the data got. So, the data are going to appear in this

chapter clearly. Statistical description, statistical inferential, assumption test,

hypothesis test and interpretation test.

Chapter V is the conclusion of the research and suggestion for the further

study to making the better study.

 CHAPTER II

REVIEW RELATED LITERATURE

In this chapter the researcher gives an overview of the theoretical study, previous

related study, the theoretical framework, and the hypothesis.

A. Theoretical Study

1. Media

a. Definition

Media is a means of a communication channel. The word media comes

from Latin which is the plural form of the word medium. Literally, media

means intermediary, namely the intermediary between the message source (a

source) and the recipient of the message (a receiver). Some things that are

included in the media are films, television, diagrams, print media (printed

material), computers, and so on. 12 Media is a very important part to help

students in understanding the lesson. learners and teachers need media to

support the teaching and learning process. the media used in the teaching-

learning process should be suitable to situations and conditions, and balance

with the student's ability.

Media is a part of visual aids are used as teaching aid in teaching

English and it gives a lot of contribution, such as: knowledge, skill attitude,

information and etc. A medium is a channel of communication. Divided from

12
Dian Indriana, Ragam Alat Bantu Pengajaran, cet pertama (Yogyakarta: DIVA Press, 2011), 13.

10
 11

the latin word meaning "between", the term refers to anything that carries

information between a source and a receiver.13

b. Types of Media

Seen from the type, media is divided into auditive, visual, and

audiovisual media. Auditive media are media that only rely on voice

capabilities, such as radio, and cassette recorders. There are visual media that

display moving images or symbols, such as film strips (series of films), photos,

pictures or paintings, and prints. While audio-visual media is media that has

sound elements and image elements. This type of media has better capabilities

because it includes both the first and second types of media. Audio-visual

media consists of silent audio-visual media, which is media that displays

sound and still images such as sound slides, and sound series films.14

Media is one of the means to improve teaching and learning process

activities. Because of the variety of media, therefore each media has different

characteristics, so the selection must be carefully and precisely so that it can

be used properly and optimally.15 The selection of the right media will help the

teacher to make it easier to convey the subject matter given to students.

Because the media will provide motivation, clarity, and stimulation or stimulus

for students following the lesson. Therefore, the teacher should have

knowledge of how to determine or choose the right media according to the

material to be taught.

13
Robert Heinich, Instructional Media and the New Technologies of Instruction (New York:Macmillan
Publishing Company, 1993), 4.
14
Basyirudin Usman and Anawir, Media Pembelajaran (Jakarta:Diputat Pers, 2002), 21.
15
Ronal Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran (Jakarta:Rajawali, 1987), 15.
 c. Mobile Phone Media

Mobile technology has been used for purposes of teaching and

learning. Mobile phone defined as telephone that does not have wires and

works by radio that it can carry around with user and use anywhere. 16 Mobile

phone have positively contributed to the field of learning in many different

ways.17 Students can take information to their phones, send and receive texts

to and from their teachers, practice language and math skill alone and with

peers, and many other learning activities.18

d. Media Functions

Media initially only functioned as a tool in teaching and learning

activities, namely a means that can provide visual experiences to students to

encourage learning motivation and learning achievement, clarifying and

simplifying complex and abstract concepts into simpler, concrete, and easy-to-

understand. Thus, it can serve to enhance absorption, and references to

learning materials and teaching media can be made more interesting. Effective

uses of mobile phones for learner support at the moment seem to be : support

form homework, access to relevant information, access to test, and sharing

what they have learn with other.19 In addition, we should bring technology to

the classroom because of some reasons:

16
Oxford Learner's Pocket Dictionary fourth edition ed. (New York:Oxford University Press, 2008), 283
17
Kamla Sulaeman, "The Use of Mobile Phones in Learning English Language by Sultan Qaboos University
Students: Practices, Attitudes and challenges" (Canadian Journal on Sciencific & Industrial Research Vol. 2,
No. 3, March 2011, 144.
18
Rebecca Winthrop and Marshall S. Smith, A New Face of Education Bringing Technology Into the Classroom
in the Developing World (Brooking: Global Economy and Development, 2012), 23.
19
SAIDE, Using Mobile Technology For Learner Support in Open Schooling (Afrika : South African Institute
for Distance Education, 2008), 21.
 13

1. Technology is not limiteed by the classroom walls.

2. Technology does not know or care what the students' socioeconomic

status may be, and thus helps to level the playing field for these

students.

3. Technology is so much a part of the real world that to limit its use in

the classroom is to limit our students' ability to complete in the

world.

4. Technology provides an equal opportunity for everyonee to learn.

Technology is more in tune with the way our students learn today.

2. English Grammar Application

a. Definition

Learn English Grammar is an another amazing free online and offline

application for learning English grammar from the developers of visual

vocabulary app. Learning language especially improving grammar, spelling,

punctuation, tenses, verbs require a lot of efforts, books, exercises and

different online resources.

Learn English Grammar is a self-study reference and practice app for

elementary to intermediate students of English. Learning Language in the old

fashion way in the era of advancing technology is time consuming. Learn

English Grammar offers a more comfortable and easy solution to enhance your

grammar, vocabulary, tenses, verbs, punctuations along with other listening,

reading and speaking language skills. Minimalist design and clear user friendly

interface make it easy to test your grammar skills. 20 This best free English

learning grammar app covers 100+ popular grammar topics using simple

20
https://play.google.com/store/apps/details?id=com.english.vivoapp.grammar.grammaren&hl=en_US&gl=US
 explanations, many examples, colorful pictures and user friendly interface

makes it more easy and interesting. All grammar topics are available for free.

This English Grammar app is perfect for Beginner and Intermediate levels.

More than 2000 grammar questions will gradually improve your skills. When

you complete your English test you see which aspects of English grammar

you are good at and which of them require more practice. It’s an offline

language app so you can use this app anywhere anytime without internet.

b. How to Operate English Grammar Application

The first step is to access this application students must be connected to the

internet or wifi to download the application. Second, open the play store application

on android and type in the search for Learn English grammar application then select

the application as shown below :

Figure 2.1 Learn English Grammar Aplication

 15

The third step, if it has been downloaded, open the application then it will enter

theapplication menu, here there are lots of tenses that can be learned such as nouns,

pronouns, prepositions, and other grammar tenses as follows:

Figure 2.2 Aplication Menu Learn English Grammar

The fourth step is one of the tenses for example future forms, click on the menu, and

it will appear as shown in figure 2.3. Choose one example of the feature with going to.

After opening material appears about using going to as shown in figure 2.4.
Figure 2.3 Icon From the Menu

Figure 2.4 Material of Tenses

 17

The last, after reading and studying the material, you can try questions to practice and

find out your understanding of the material, as shown in Figure 2.5. If the answer is

correct, it will be green and if the answer is wrong, it will be red.

Figure 2.5 Exercise

b. Teaching Procedures Using Learn English Grammar Application

The first step of teaching procedures by using Learn English Grammar

application is Teacher ask the students to download the application from play store or

share the application with Share It. Second, students are asked to install the

application and then open the application in part of learn `choose future forms. Third,

after that teacher explain the material inside the application as it is. Fourth, The

teacher ask the students to reread the material and give them a chance to ask a

question. Fifth, the students are asked to open the “start” and continue to do the

exercises. The last, after the questions are answered, the score will directly

appear.
3. Teaching Grammar

a. Teaching

Teaching is defined as showing or helping someone to learn how to do

something, giving instructions, gulding study of the something, providing with

knowledge, causing to or understand.21 Teaching is managed of learning which don

by a teacher in a class and managed of learning organized in general that a

methodological options exist, but the learners are guided in any particular moments by

a compass consisting of asset of value, some knowledge, experience, and commitment

to particular learning outcomes. 22 It is a process to manage the class to reach the

purpose of the learning process.

According to Chambers, teaching is a complex of activities, strategies,

mechanism,invitations, stimuli, and rhetorical ploys design to help students learning

and to become better learners. 23 Teaching is a process in which learner, teacher,

curriculum, and other variables are organized in a systematic and psychological way

to attain some predetermined goals. The goal of the teaching has already listed in the

curriculum. The function of the goal is to prove that Indonesian students really have

so much knowledge which is very useful for the future.

Teaching as a process of establishing interpersonal relationship between the

teachers and students as a result of which the behavior of the latter is modified. It

means that, after the students get a good interpersonal relationship with the teacher,

the knowledge is perfectly delivered to the students. The goals of the study are

21
H. Douglas Brown, Principles Of Language Learning And Teaching, (New York: Longman, 2007), 7.
22
D. Larsen & Freeman, Technique and Principles in Language Teaching (New York : oxford university press,
2000), 184.
23
Ellie Chambers & Marshall Gregory, Teaching and Learning English Literature (London : Sage
Publication,2006), 53.
 19

reached. After that, the students can think and decide which one they should be better

and which one they should leave.

Teaching grammar is when the teacher deliver their knowledge about grammar

to her students. Teaching grammar in this research is a simple way for both of subject

in learning process. Teaching grammar provides the explicit framework to guarantee

producing correct structures and expedite the learning process. Teaching English

Grammar is a challenging experience for teachers. Teachers must understand and

master grammar well so that students can understand the material given by the

teacher. By using English Grammar application, teacher can easily prepare the

material and explain to their students briefly. English Grammar Application here can

make the student be more comfortable in learning process. They can learn

individually the material inside their mobile phone. By using this application, the

students can learn tenses, gerund, preposition, stative verbs, vocabulary, and so on.

The students can use English Learn Grammar application everytime and everywhere.

It is better to use this app in the leisure time.

b. Grammar

Grammar is a structure of language form or a verb phrase used to express a

time relationship. 24 Grammar is a set of rules which specify all the possible

grammatical structures of the language including two aspects. Grammar is the rules

that say how words are combined, arranged, and changed to show different

meaning.25 They are the arrangement of words an the internal structure of word. 26

Grammar determines how words are arranged to form meaningful units. It means that

grammar is a structure which should be patterned correctly to get a realistic meaning.

24
Abdul Muis Ba’dulu, Basic Sentence Pattern Of English (Ujung Pandang: IKIP Ujung Pandang, 1997), 7.
25
Michael Swan, Practical English Usage (New York:Oxford University Press, 1980), 23.
26
Graham Lock, Functional English Grammar : An Introduction for second language teachers (Cambridge UK
: Cambridge University Press, 1996), 1.
 If the students can’t put the grammar correctly, it can raise a misunderstanding

between their mind and the readers.

Grammar is the way in which words are put together to make a good sentence.

Grammar tells to the speaker how to construct a sentence (word order, verb and noun

system, modifier, phrases, clauses, etc).27 The words must be structured with certain

formula to make it sense. When the words put arbitrary, sometimes it does not have a

meaning. If those unstructured words are used in a communication, the information

cannot be delivered well. The way to teach grammar is also very important for both of

learner and teacher. When they have a good communication during delivering the

knowledge, the learning process of understanding grammar is running well. A good

communication means, when the teacher said something, the students will catch the

same meaning with the teacher’s desire. In opposite, when one of the subjects can’t

follow the rules of teaching learning process, the goal of study can’t be reached well.

Thus, teachers should be able to make the atmosphere of classroom be more enjoy

full. If the teacher can build this condition, the students will be easily understand the

material faster.

In English grammar there are three basic grammars, those are:

1. etymology

Etymology is the study of how English letters are correctly placed into

English words. Etymologically, English words are divided into eight parts The

eight parts are noun, adjective, verb, pronoun, adverb, preposition,

conjunction, and interjection.

27
H. Douglas Brown, Teaching by Principles : An Interactive Approach to Language Pedagogy Second Edition
(New York : Pearson Education, 2001), 362.
 21

2. Orthography

Orthography is the spelling system of a language in the form of writing

or symbols. Orthography includes problems with spelling, capitalization, word

breaking, and punctuation. The material discussed in orthography, namely:

Letter is a symbol of sound or in another sense it is stated that the letter is a

scratch mark that is spoken or sounded. Word is a series of letters that form a

meaning, for example: take , year . Syllables are parts of a word that can be

spoken directly, for example, glass, book, clever.

3. Syntax

Syntax is the study of how to arrange English words into a proper and

appropriate English sentence. It can also be said that syntax is a part of

grammar that studies the process of forming a sentence.

Grammar is highly systematic, its effects are usually fairly obvious and

frequent in people's speech or writing one reasin why so much SLA research has

concentrateed on grammar. 28 Grammar also has become a preoccupation among

applied linguists, informed teachers, and materials designers to find an approach to

the teaching grammar. 29 There are many various reasons have been offered for

teaching grammar, those are30:

1. The study of grammar is important simply because language is the supreme

human achievement that deserves to be studied.

2. The study of grammar will help students get the better score on standardized

tests that include the structure, usage, and punctuation.

28
Vivian Cook, Second Language Learning and Language Teaching: Fourth edition (London:Hodder
Education, an Hachette UK Company, 2008), 18.
29
Tricia Hedge, Teaching and Learning in the Language Classroom (New York: Oxford University Press,
2003), 145.
30
Constance Weafer, Teaching Grammar in Context (Portsmouth : NH. Boynton/Cook, 1996), 8.
 3. The study of grammar will help people master the socially prestigious

convention of spoken and/or written usage.

4. The study of grammar will help people become better users of the language,

that is, more effective as listeners and speakers, and especially as readers and

writers.

4. Future Tense

The future tense is a verb form that is used to express an action that is going to happen

in the future.31 The simple future is a verb tense that’s used to talk about things that haven’t

happened yet. Sentences in the simple future tense can be marked by the words will, shall,

and going to. The simple future tense is also used to express a prediction or desire.

In simple future tense sentences, the introductory verb (V1) will be followed by the

auxiliary modal will or the phrasal modal. Take a look at the following simple future tense

formula:

Table 2.1 Future Tense Formula

Subject+will/shall+V1+Object
(+)
Subject + to be (am/is/are) going to + V1

Subject+will/shall+not+ V1+Object
(-)
Subject + to be (am/is/are) + not + going to +
V1
Will/shall+Subject+V1+Object
(?)
To be (am/is/are) + Subject + going to + V1

Adverbs of time are very important to know in order to determine what tenses

the sentence uses. The following is an adverb of time that is generally used in the

31
Slamet Riyanto Emilia NH & Leila NH, A Handbook of English Grammar An Effective Way To Master
English (Yogyakarta : Pustaka Pelajar, 2008), 162.
 23

simple future tense: tomorrow, later, next week, next month, next year, soon, tonight,

and more.

Use of Simple Future Tense :

1. Expressing an event that will occur in the future.

2. Expressing something that has been decided to be done.

3. Expressing an offer/request/invitation to others.

4. Expressing the decision to do something without a plan.

5. Expressing an emotion or feeling.32

Broadly speaking, these words have the same meaning, namely "to be".

However, words can have different meanings depending on the context. Will is used

with the subject I, you, we, she, he, she, it. Shall is used with subjects I and We.

Express what you want and don't want (certain possibilities). State a general fact or

truth make a promise or offer oneself voluntarily. Going to can be used for the

subjects I, You, We, They, He, She, and It. Uses to be am/is/are after the subject.

Expressing a desire but only limited to the intention.

The use of to be will/shall is usually to express voluntary activities such as :

1. A voluntary act when offering to do for someone else.

Example :

I will get the mail, so you can give it to Mr. Smith.

I will call the police, don’t worry, you are safe.

2. Other people's complaints or requests for help.

Example :

I will not go to your party.

32
Slamet Riyanto Emilia NH & Leila NH, A Handbook of English Grammar An Effective Way To Master
English (Yogyakarta : Pustaka Pelajar, 2008), 163.
3. Asking someone to help or to do something for us.

Example :

I will make sure they will call you back to respond to your question.

Will you help me fill the cup of coffee?

4. Used in the sentence of promise.

Example :

I will make you a cake when you arrive.

I promise I will not tell them about the presents.

5. Used to express decisions taken quickly or spontaneously.

Example :

I'm so hungry. I think I will buy some food.

My sister called me. I think I will go now.

6. Used to convey a threat.

Example :

If you don’t stop following me, I will call the police.

You won’t stay still, aren’t you? I will call your brother here.

The word "Be Going To" is used to express plans. "Be going to" implies that

something is planned. This word is used to express the idea that someone intends to

do something in the future. It doesn`t matter whether the plan is realistic or not. For

example:

I am going to have holiday in Japan.

Used to show signs that something is about to happen. For example:

Look, he's going to go left. His left blinker is on.

 25

In addition, "going to" can also be used to show signs that something is about to happen.

Example:

I bet Indonesia is going to win. The score is 3-0.

Both the words "Will" or "Be Going to" can express a general idea of

prediction about the future. Predictions are guesses about what might happen in the

future. In "prediction" sentences, the subject usually has little control over the future.

In the following two examples, there is no difference in the meaning conveyed. For

example:

The year 2023 will be a very interesting year.

The year 2023 is going to be a very interesting year.

Take a look at the two sentences below:

“I'm going to the movies with my sister.” and “Hm I think I will go to the movies, I

just knew there's a new movie coming out on Monday.”

The difference between the two sentences above is that, for the first sentence,

the use of the word "going to" is done because the sentence implies an activity that

has been planned. "I'm going to the movies with my sister" is seen in this sentence

that the first person has made plans to go to the movies with his sister.

While in the second sentence, "Hm I think I will go to the movies, I just knew

there's a new movie coming out on Monday." In this sentence, there is spontaneous

activity, because the first person just found out there is a new film, so he decided to

go to the cinema spontaneously. In essence, these two things make it easier for you to

distinguish the use of the words "Will" and "Going to".

B. Previous Related Study

Considering the topic discussed in this research, there are some researches related to

the topic as follows :

First, the previous research finding that can be a consideration theory is taken

from thesis of IAIN Tulungagung by Yunevika Mughti, with the title “The

Effectiveness Of English Grammar Application In Students English Grammar

Achievement At The First Grader Of Islamic Senior High School effectiveness of the

use of English grammar Application in teaching grammar, especially the Simple Past

Tense for first graders at Blitar City Islamic Senior High School. The study tries to

answer this problem:"Is there a significant difference between English Grammar

Achievement students who are taught using the English Grammar App and those who

are not? This study aims to determine the difference in significance Achievement of

English Grammar among students taught in English Application of Grammar and

those who do not This study used a quasi-experimental research design that has two

group.

The first group as a control group and the other group as an experimental

group. The population of this study were students of class 10 Islam SMA Kota Blitar

for the 2018/2019 academic year. Example technique using purposive sampling

technique from a population 400 students. The population is divided into 8 classes and

then researchers choose two classes to be the experimental group and the control

group. That data were collected through tests. After treatment, the students' scores

increased significantly. Could seen from the computation results that show the P value

is smaller than α(0.005). With a value of P is 0.000. So, the null hypothesis is

rejected. It means English Grammar application is effective for teaching simple past

tense first grade student of SMA Islam Blitar in the school year 2018/2019. Thus, it
 27

can be said that the application is considered effective teaches grammar especially the

Simple Past Tense for high school students. Students will be more enthusiastic about

learning grammar. The students too feel flexible when they use the application as a

medium because it is very easy simple. They shouldn't use a lot of paper to do the test.

By using this application, students also try to be honest in their exams and in showing

their grades teacher. 33

Second, the previous research finding that can be a consideration theory is

taken by Anca-Georgiana FODOR & Bogdan Vasile COVACI with the title “E-

Learning Mobile App for Android and Ios “English Grammar Learn&Test”. This

article is aiming to present the architecture and few elements from the developing

cycle of “English Grammar Learn &Test” app. This is an elearning tool for people

who want to improve their English Grammar and Vocabulary. The app was approved

by Google Play and Apple Store and it is available for free on both platforms. The app

already reached350.000 users, it is rated at 4.43out of maximum 5.0 in Google Play

Store. Since mid-June 2016, we launched the app also in the Apple Store iOS devices.

This paper presents the architecture and few elements from the developing cycle of

“English Grammar Learn & Test” app, an educational tool for users across the world

who want to improve their English Grammar and Vocabulary. This app was approved

by Google Play and Apple Store and is available to download for free on both

platforms. 34

Third, the previous research finding that can be a consideration theory is taken

from Jadat Imanudin and Darojatun Qurota A'yun Jurnal Fakultas Keguruan & Ilmu

33
Yunevika Mughti,The Effectiveness Of English Grammar Application In Students English Grammar
Achievement At The First Grader Of Islamic Senior High School Kota Blitar In The Academic Year Of
2018/2019 ( IAIN Tulungagung : Thesis,2019).
34
A.G. VODOR & B. V. COVACI, E=Learning Mobile App For Android And Ios “English Grammar Learn &
Test”, (Database System Journal, VII(2), 2016).
 Pendidikan Universitas Islam Al-Ihya Kuningan with the title "The Effectiveness Of

”Grammar Bahasa Inggris” Application In Improving Students’ Grammar". This

study was done to find the effectiveness of Grammar Bahasa Inggris application in

improving students’ grammar on simple present tense, which was observed and

analyzed from grade ten students in SMK Darul Ulum Kuningan. The method used

in this study was quantitative. The researcher took 16 students to be a sample of this

study using random sampling. The sampling in this study was two groups consist of

eight students for experimental group and eight students for control group. Before

giving treatment, the writer gave pre-test. After giving pre-test, students in

experimental group are taught by Grammar Bahasa Inggris application and control

group without it. Finally, Post-test is given after giving the treatment. Then, it was

analyzed by using t- test. The result showed that t-test is higher than t-table, t-test (t0)

> t-table (tt) (2,48 > 2,145). It means that Ha is accepted while H0 is rejected is

rejected. It can be summarized that there is significant different between students’

grammar using Grammar Bahasa Inggris application and without using Grammar

Bahasa Inggris application. The writers concluded that using Grammar Bahasa

Inggris is effective to improve students’ grammar specially on simple present.35

Based on the previous study above the researcher was motivated to conduct a

research related to the usage of mobile application in learning grammar. The

researcher uses the application from playstore called Learn English Grammar

application to teach future tense in the tenth grade of SMKN 1 Jenangan in

academic year 2021/2022. It used test as the instrument those were pre-test and post-

test. This research wants to find out the effectiveness of Learn English Grammar

35
Jajat Imanudin and Darojatun Qurotu A'yun, The Effectiveness of "Grammar Bahasa Inggris" Application in
Improving Students' Grammar (Universitas Islam Al-Ihya Kuningan: Jurnal Fakultas Keguruan & Ilmu
Pendidikan, 2021).
 29

application in teaching grammar. The effectiveness was known from the significant

difference before and after being taught by using those App.

C. Framework

The framework of thinking is the rationale of research which is synthesized from

facts, observations and literature review. Therefore, the framework of thinking contains

theories, propositions or concepts that will be used as the basis for research. Within the

framework of thinking, the research variables are explained in depth and relevant to the

problems studied, so that they can be used as the basis for answering research problems.36

In the modern era now in learning already using more advanced media such as mobile

phones. From mobile phones students can access the subject matter. Can be through the

internet, online books, and applications. Researcher want to examine the effectiveness of

using grammar applications in learning grammar in schools. For the research design, the

researcher used a quasi-experimental design where samples were taken from two variables.

Namely experiment class and control class. Where in the research the experimental class

uses a grammar application while the control class does not. Next, students will be given a

pre-test and post-test. By looking at the final results of the test, researchers can draw

conclusions about how the scores of students who use the grammar application and those

who do not use the application.

D. Hypothesis

A hypothesis is an initial statement. These are the researcher's assumptions for the

research question. However, this hypothesis is not true. A hypothesis can be true or false

based on speculation. A hypothesis (plural hypotheses) is a precise, testable statement of

what the researcher(s) predict will be the outcome of the study. It is stated at the start of the

36
Ismail Nurdin Dan Sri Hartati, Metodologi Penelitian Sosial, (Surabaya: Media Sahabat Cendekia, 2019),
125.
study. This usually involves proposing a possible relationship between two variables: the

independent variable (what the researcher changes) and the dependent variable (what the

research measures). In research, there is a convention that the hypothesis is written in two

forms, the null hypothesis, and the alternative hypothesis (called the experimental hypothesis

when the method of investigation is an experiment.

Hypothesis is a temporary answer on the research till it is proved by collecting the

data. There are two hypothesis in research study. The first is Null hypothesis (H0) and the

second is Alternative hypothesis (Ha).

1. Null hypothesis

Null hypothesis, encoded by (H0) is the one stating that there is no any

difference between the mean of population (parameter) and the one of the taken

sample, or that there is no difference between two parameters.

H0: μ ≠ X

H0 : There is no effect of using grammar applications on the grammar scores of grade

X students at SMKN 1 Jenangan.

2. Alternative Hypothesis

Alternative Hypothesis encoded by (Ha) is the one stating that there is a

difference between the mean of the sample and the one of the population H1: μ = X

Ha : There is an effect of using grammar applications on the grammar scores of X

graders at SMKN 1 Jenangan.

 CHAPTER III

RESEARCH METHOD

This chapter presents the research method. It focuses the method used in conducting

this study. The decision covers research design, place and time of research, population and

sample, operational definion of research variables, data collection techniques and

instruments, validity and reliability, and data analysis technique.

A. Research Design

Research is a sciencific method for gaining the knowledge by using an investigation

for finding out empirical fact which verifies the hypothesis.37 A research design is the plan,

structure, and strategy of investigation conceived to obtain answers to research questions and

to control variance.38

1. Research Approach

Research approach is one way or procedure and technique that selected to collect the

data.39 This study uses a quantitative approach and using statistical formulas to help analyze

the data and facts obtained. The quantitative method is a research method based on the

philosophy of positivism that is used on a particular population or sample, data collection

using quantitative/statistical research instruments. The quantitative method aims to test the

established hypothesis.

37
Joko Subagyio, Metode Penelitian Dalam Teori dan Praktek (Jakarta: PT. Asdo Mahasatya, 2004), 2.
38
Prabhat Pandey & Meenu Mishra Pandey, Research Methodology: Tools and Techniques, (Romania: Bridge
Center, 2015), 18.
39
Djajasudarma. T. Fatimah, Metode Linguistik-ancangan Metode Penelitian dan Kajian (Bandung : Refika
Aditama, 2006), 4.

31
 The quantitative method is in the form of numbers derived from measurements using

a scale on the variables in the study.40 A quantitative approach is research whose analysis

more focus on numerical data (numbers) which are processed using the method statistics.41 In

general, research using a quantitative approach is a sample study large because the

quantitative approach is carried out in inferential research, namely in framework of testing

hypotheses and relying conclusions on a probability of error null hypothesis rejection. Thus,

through this approach, significant results will be obtained the relationship between the

variables studied.

2. Types of Research

In this study, the researcher used an experimental research design with two groups

using a quantitative approach. Experimental research design is a research design intended to

test the effectiveness of something. Experimental research is a scientific investigation in

which the investigator manipulates and controls one or more independent variables and also

observes the dependent variable or variables for variation by manipulating the independent

variables. Experimental research is to enable researcher estimate the effect of an experimental

research.42

The experimental methd is a systematic and scientific approach to research in which

the researcher manipulates one or more variables, and controls and measures any change in

other variables. In this research the researcher used quasi experimental research design with

quantitative approach. Quasi experimental is a type of quantitative research design conducted

to explain relationship and/or clarify why certain events happen. It is the causal research,

which analyses the difference treatment between two groups.43 Quasi-Experimental design

are those that are "almost true" experimental designs, except that the researcher studies the

40
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D (Bandung:Alfabeta, 2015), 8.
41
Hartono, Metodologi Penelitian (Pekanbaru: Zanafa Publishing,2011),85.
42
Donald Ary, Introduction Research in Education (Canada : United State, 2006), 325.
43
Kultarr Singh, Quantitative Social Research Methods, (New Delhi : Sage Publications, 2007), 67.
 33

effect of the treatment on intact groups, rather than being able to randomly assign participants

to the experimental or control groups.44 This design focuses on treatment and outcome. The

data was collected from pre-test and post-test in order to know whether Learn English

Grammar Application is effective in teaching grammar. According to Craswell below is the

general overview of quasi-experimental design:45

Table 3.1 Two Group Pre-Test Post-Test Design

Group Pre Test Independent Post Test

Variable

E Y1 X Y2

C Y1 - Y2

Note:

E : Experimental Group

C : Control Group

Y1 : Pre-test

Y2 : Post-test

X : Treatment

This research design was divided into three steps, those are:

1. Pre Research Step

Pretest were given for two classes. In that experimental group. The researcher

administers the test using the application google form. In the research control group

44
Donna M. Mertens and John A. McLaughlin, Research and Evaluation Methods in Special Education
(California: Corwin Press, 2004), 57.
45
John W. Creswell, Educational Research : Planning, Conducting, and Evaluating Quantitative and Qualitative
Research (New Jersey : Pearson Education Ltd., 2008), 3.
 administer the test in the form of a paper-based test. The purpose of giving a pretest is

to know the grammar ability of students before being taught to use the applicati

2. Research Step

In this step, the researcher applied the treatment. The treatment will only be

given to the experimental group. After researcher who manage the pretest, students

are taught using the application. The learning process in the control group uses

conventional methods of learning. That the study only uses boards as a teaching

medium.

3. Data Analysis Step

In this step, the data which were collected will be analyzed by researcher.

After the treatment is given to students, the researcher manages it post-test for the

control group and the experimental group. After that the researcher analyzes the

students' scores and interprets them for what they are effective. Test the data using T-

test. Before conducting T-test, the researcher must find the other results, they were

means, standart deviation, and standart error from each variable.

B. Place and Time of Research

This research was conducted at SMKN 1 Jenangan Ponorogo which was conducted on

24 January 2022 to 21 April 2022.

C. Population and Sample

Population or universe means the entire mass of observations, which is the parent

group from which a simple is to be formed.46 But in research methodology population means

the characteristics of a specific group. 47 Population is all subjects being studied. Parahoo

46
Prabhat Pandey & Meenu Mishra Pandey, Research Methodology: Tools And Techniques(Romania: Bridge
Center, 2015), 40.
47
Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics (New Delhi: New Age
International Ltd, 2006), 82.
 35

defines population as “the total number of units from which data can be collected”, such as

individuals, artifacts, events or organizations.48 Burns and Grove describe population as all

the elements that meet the criteria for inclusion in a study. 49 Population is a group of

individuals who havee the same characteristic.50

A sample is a group of individuals, items, or events that represents the characteristics

of the larger group from which the sample s drawn. 51 Sample is a subgroup of the target

population that the researcher plans to study for generalizing about the target population.52

Sample is part of population that is being studied. Sample is a subgroup of the target

population that the researcher plans to study for generalizing about the target population.53

Whether sampling is a process of taking sample.

Population

sample

Figure 3.2 The Ilustration of Population and Sample

The population of this research is students in the ten grade of SMKN 1 Jenangan.

Which has 385 students. Then the researcher uses purposive sampling to decide the sample.

The researcher chooses students in X OI A with 35 students, and X OI B with 33 students.

48
K. Parahoo, Nursing Research (Basingstoke : Macmilan, 1997), 218.
49
S. K. Grove, N. Burns, Understanding Nursing Research 3rd Ed ( Philadelphia : W.B. Saunders Company,
2003), 213.
50
John W. Creswell, Educational Research : Planning, Conducting and Evaluating Quantitative and
Qualitative Research (New York : Pearson, 2002), 142.
51
Lorraine R. Gay, Geoffrey E. Mills & Peter Airasian, Educational Research: Competencies for Analysis and
Aplications the tenth Edition (Boston: Pearson, 2012), 129.
52
Ibid., 142.
53
John W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative
Research (New York: Pearson, 2002), 142.
D. Operational Definition of Research Variables

The operational definition of a research variable is an attribute or nature or value of an

object or activity that has a certain variation that has been determined by the researcher to be

studied and then drawn conclusions.54 The definition of research variable must be formulated

to avoid errors in collecting data. Variable are one of the keys in every study. The variable is

the focus of the research. Variable are classified as independent variable and dependent

variable. The following are the variable of this study:

1. Independent variable are one affecting other variable. In this research teaching

grammar using the Learn English Grammar aplication is independent variable because

it can affect student scores. After given treatment, the student's score will change.

2. Dependent variable are one affected by other variable. In this research students'

grammar achievement is a dependent variable because after getting treatment, it will

change.

E. Data Collection Techniques and Instruments

Data collection is a systematic and standard procedure for obtaining the required data.

It should be explained that data collection can be done based on observations. 55 Data

collection technique is a method used to obtain data and information needed in research. The

researcher used a quasi-experimental research design to collect the data. The researcher gives

treatment to the experimental group by using the application and take their score with the

application too. From the control group, the researcher uses the conventional method to teach

them and take their score on the paper-based test.

Instrument is very important in research. The function of instrument is as a tool to get

the data. After students are tested, students can measure ability whether they pass the exam or

not. When students get high marks means they can pass the test. On the other hand, when
54
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung:Alfabeta,2015), 38.
55
Ahmad Tanzeh, Metodologi Penelitian Praktis (Yogyakarta : Teras,2011), 83.
 37

student scores are low, means they can't pass the exam or their ability is still low. The

instrument which is used by the researcher is test. The aim of the test is to know the students

score before and after taught by using Learn English Grammar application. The categories of

tests are multiple choice. In the lab class the researchers gave 20 questions in the form of a

google form test. In the control group the researchers also gave the students 20 questions in

the form of a paper test. There were four meetings that the researcher needed to collect the

data. each meeting consists of 45 minutes. The test specification can be seen in this table :

Table 3.3 Number of Question

Material Of Future Tense Number Of Item Total

To Express Future Decisions Randomly Between 1-20

To Express Promise Or Offer Randomly Between 1-20 20 Question

To Express Actions That Are Not In Our Randomly Between 1-20

Control

To classify the students' score the resarcher use the following criteria :

Table 3.4 Criteria of Student Score

No Classification Range of score

1 Excellent 96-100

2 Very good 86-95

3 Good 76-85

4 Fairly good 66-75

5 Fair 56-65

6 Poor 46-55

7 Very poor 0-45

F. Validity and Reliability

1. Validity

Validity is the accuracy and precision of the instrument in carrying out its

measuring function.56 Validity refers to the integrity of the instrument. 57 The validity

test aims to test whether each item or instrument (can be a statement or question) can

reveal the variable to be measured or the internal consistency of each measuring

instrument item in measuring a variable.58 This means that validity can indicate the

extent to which the scale is able to accurately and accurately express the data obtained

regarding the attributes that have been designed to measure it. A scale that can only

measure part of a pre determined attribute is said to be a scale whose function is not

valid. To ensure whether the test has a good validity, the researcher used construct

validity and content validity.

Content validity is validity that depends on careful analysis of the language

tested from certain tests. A test is said to have content validity if sample content

represented from language skills, structure, etc. Test will have content validity if it

includes an appropriate sample of structure or content that is relevant to the purpose

of the test. Researchers can conclude that the test is valid in content validity because

the material being tested has been taught to students student. The researcher made this

test based on the objectives of the course in syllabus of SMKN 1 Jenangan, Ponorogo.

Therefore, this test valid in terms of content validity.

A test must have construct validity if it can be proven that it only measures the

ability it is supposed to measure. say construct refers to any underlying ability that is

hypothesized in theory of language skills. The form of the test must match the

56
S. Azwar, Penyusunan Skala Psikologi (Edisi 2), (Yogyakarta:Pustaka Pelajar,2016), 10.
57
Middle State Commission on Higher Education, Student Learning Assessment Oprion and Research
(Philadelphia : United State Of America, 2007) 41.
58
Agus Eko Sujianto, Aplikasi Statistik dengan SPSS 16.0 ( Jakarta : Prestasi Pustaka Publiser,2009),
96 .
 39

grammar, no other skills. Here the researcher makes 20 questions to measure students'

grammatical achievement.

Face validity is one type of validity that can be used established. Validity is a

measurement that shows the level of instrument. Facial validity is very important. A

test that does not have face validity may not be accepted by test takers, teachers,

education authorities, and employers. Researchers use facial validity by consulting

with an advisor to validate the test.

2. Reliability

Reliability is a measuring tool that refers to the confidence and consistency of

the measurement results, which implies how high accuracy of the measurement.59 The

reliability test shows reliable measurement results. Instrument reliability is needed to

obtain data by the measurement objectives.60 Reliability refers to the consistency of

scores obtained by the same person when they were re-examined with the same test

on different occasions or with different sets of equivalent items. Validation in this

study results taken from SPSS as follows:

Table 3.5 Reliability Testing

Case Processing Summary

N %
Cases Valid 69 100,0
a
Excluded 0 ,0
Total 69 100,0
.

59
S. Azwar, Penyusunan Skala Psikologi (Edisi 2) (Yogyakarta:Pustaka Pelajar, 2016), 111.
60
Agus Eko Sujianto, Aplikasi Statistik dengan SPSS 16.0 ( Jakarta : Prestasi Pustaka Publiser,2009), 97.
 Table 3.6 Reliability Statistics

Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
,975 ,976 20

The result of calculation on the reliability test was 0,975. According to Triton, the

value of Cronbach's Alpha can be interpreted as follow :

Table 3.7 Interpretation of Cronbach Alpha

Cronbach's Alpha Interpretation

0,00-0,20 Less Reliable

0,21-0,40 Rather Reliable

0,41-0,60 Quite Reliable

0,61-0,80 Reliable

0,81-1,00 Very Reliable

When the reliability score compared with those categories, reliability calculation

result is in the range of 0,41-0,60 in accordance with the categories of reliability in the table

above are very reliable.

E. Data Analysis Technique

Data analysis is an activity after data from all respondents or other data sources are

collected. Activities in data analysis are grouping data based on variables and types of

respondents, tabulating data based on the variables studied, performing calculations to answer
 41

the problem formulation, and performing calculations to test hypotheses that have been

proposed. 61 The data of the research are collected from the student's score that will be

analyzed quantitatively. Quantitative analysis was done using a statistical formula called

statistical analysis. The function is to find out the significant differences between students

who are taught by using the Learn English Grammar Application and those are who do not

teach. The data are analyzed by using SPSS 16.0 for windows. The quantitative data on this

research is analyzed by using statistical computation. Inferential statistics is a technique tha

used to analyze sample data and the results are applied to the population. The inferential

statistical technique that used for this research is analysis simple regression.Simple regression

is based on testing the causal relationship or between variables independent (teaching

grammar using the Learn English Grammar App) with variable dependent (students'

grammatical achievement). Use regression analysis to show numbers variable increase or

decrease score grammar test based on variable use of grammar applications. The researcher

analyzes the data by using a formula of t-test to know the significant difference in English

grammar achievement between students who are taught by using Learn English Grammar

application and those are who are not.

1. The Normality Test

Normality test is a test to measure whether our data has a normal distribution

so that it can be used in parametric statistics.62 The normality test is used to identify

the data is normal or not. The researcher used statistic computation SPSS One-Sample

Kolmogorov-Smirnov formula by the value of significance (α) = 0,05. Testing of

data normality is conducted by the rules as follow:

61
Sugiono, Metode penelitan Kombinasi (Bandung :Alfabeta, 2012), 109.
62
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung:Alfabeta,2015), 73.
a. If the value of significance > 0,05 the data is normally distributed.

b. If the data value of significance < 0,05 the data is not normally distributed.

If the data normally distributed, the researcher can continue to the homogenity testing.

2. The Homogenity Test

The homogenity test is conducted to know whether the data has a homogeneus

varience or not. The homogenity test in this research using statistic computation SPSS

that is Levene Statistic test by the value of significance (α) = 0,05. The sample can be

categorized as a homogenny if the value of significance > than 0,05 it means that the

data of sample as same variance.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings as a result of data analysis. It discussed statistical

descriptions, statistical inferential and discussion.

A. Statistical Description

In this chapter researchers want to understand the effectiveness of using English

grammar applications for learning future tense by conducting pre-test and post-test on tenth

grade students SMKN 1 Jenangan. Class X OI A as the Experimental group of 35 students

and X OI B as the control group of 33 students. The categories of tests are multiple choice. In

the lab class the researchers gave 20 questions in the form of a google form test. In the

control group the researchers also gave the students 20 questions in the form of a paper test.

The experimental class research starts on January 24, 2022. The pre-test was

conducted on January 24, 2022. The pre-test was conducted before the treatment was given.

After the pre-test was completed, the researcher gave treatment to the experimental class. The

experimental class is the class that gets treatment by using English grammar applications in

teaching future tenses class X students of SMKN 1 Jenangan. Subject of this study consisted

of 35 students. When treatment is running, students are very enthusiastic to follow the lesson

process. They seemed so interested in the treatment given by the researcher. The post-test

was done in January 31, 2022. The subject of post-test consist of 35 students. In the

experimental class, the researcher gave 20 questions in the form of a google form test.

The control class research star on April 14, 2022. The pre-test was conducted on April

14, 2022. Pre-test class is a class which was given a treatment in teaching future tense but the

students do not get the treatment with application. The researcher used conventional teaching

43
in learning process. This means that students are taught by using the blackboard as a medium

and the form of the test is a paper-based test. The students followed the rule of learning

process without Learn English Grammar Application. The subject was students in X OI B.

The students consists of 33 students. The post-test was done on April, 21th 2022. In the

control group, the researcher also gave the students 20 questions in the form of a paper-based

test. This means that students must answer 20 questions by answering the answer sheet with a

pen.

To describe the data, the researcher showed the criteria for the student's scores. The

criteria of the score as follow:

Table 4.1 Criteria of Student Score

No Classification Range of score

1 Excellent 96-100

2 Very good 86-95

3 Good 76-85

4 Fairly good 66-75

5 Fair 56-65

6 Poor 46-55

7 Very poor 0-45

The researcher gives the post-test in different formats. In the control class, The

researcher asked the students to do a test in the form of a paper-based test. This means that

students must answer 20 questions by answering the answer sheet with a pen. On the other

hand, in the experimental class, the researcher asked the students to do tests using google

forms. The student's scores in the pre-test and post-test are presented as follows:
 45

1. The Students’ Score in Experimental Class

a. Experiment Class Pre-test

The pre-test was conducted on January 24, 2022. The experimental class is the

class that gets treatment by using English grammar applications in teaching future

tenses class X students of SMKN 1 Jenangan. Subject of this study consisted of 35

students in class X OI A. The highest score was 85 and the lowest score is 40. By

using SPSS it is known that the average student the score on the pre-test is 69,86 and

the mode is 80, the median is 70.

Table 4.2 Table of Descriptie Statistic Experimental Pre-Test

Statistics
PRE-TEST EXPERIMENTAL

Nilai Statistika
N Valid 35

Missing 0
Mean 67,00

Median 70,00

Mode 80,00

Minimum 40,00

Maximum 85,00
 Table 4.3 Frequency of Experimental Pre test

PRE-TEST EXPERIMENTAL
Cumulative
Frequency Percent Valid Percent Percent
Valid 40,00 1 2,9 2,9 2,9

45,00 1 2,9 2,9 5,7

55,00 3 8,6 8,6 14,3
60,00 5 14,3 14,3 28,6
65,00 3 8,6 8,6 37,1
70,00 6 17,1 17,1 54,3
75,00 4 11,4 11,4 65,7
80,00 8 22,9 22,9 88,6
85,00 4 11,4 11,4 100,0
Total 35 100,0 100,0

Note :

1. Frequency, shows the number of respondents who have value. For example, there are 3

respondents with a value of 55.00.

2. Percent, shows the percentage of the amount of data that has value

certain

Figure 4.1 Histogram of Experimental Pretest Score

 47

b. The Students’ Score in Post-Test

Table 4.4 Descriptie Statstc of Experimental Post-Test

Statistics
POST-TEST EXPERIMENTAL
N Valid 35
Missing 0
Mean 78.00
Median 80,00
Mode 80,00
Minimum 60,00
Maximum 90,00

The post-test was done in January, 31th 2022. The subject of post-test consist

of 35 students. the highest score was 90. The lowest score was 60. By using SPSS

the researcher knew the mean of students score was 78 the mode was 80, and the

median was 80.

Table 4.5 Frequency Experimental Post-Test

POST-TEST EXPERIMENTAL

Cumulative
Frequency Percent Valid Percent Percent
Valid 60,00 1 2,9 2,9 2,9

65,00 2 5,7 5,7 8,6

70,00 7 20,0 20,0 28,6
75,00 3 8,6 8,6 37,1
77,00 1 2,9 2,9 40,0
80,00 13 37,1 37,1 77,1
85,00 4 11,4 11,4 88,6
90,00 4 11,4 11,4 100,0
Total 35 100,0 100,0
 Figure 4.2 Histogram of Experimental Pre-Test Score

2. The Students’ Score in Control class

a. Pre-test of Control class

Pre-test class is a class which was given a treatment in teaching future tense but the

students do not get the treatment with application. The researcher used conventional method

in learning process. The students followed the rule of learning process without Learn English

Grammar Application. The subject was students in X OI B. The students consists of 33

students. For the detailed score of students pre-test in experimental group, the researcher use

SPSS as follows:
 49

Table 4.6 Descriptie Statistic of Control Class Pre-Test

Statistics
PRE-TEST CONTROL

N Valid 33
Missing 0
Mean 71,81

Median 70,00
Mode 80,00
Minimum 45,00

Maximum 90,00

The highest score was 90 the lowest score was 45. The means of students score was 71,81,
the median was 70, and the mode was 80.

Table 4.7 Frequencies of Control Class Pre-Test

PRE-TEST CONTROL
Cumulative
Frequency Percent Valid Percent Percent
Valid 45,00 1 3,0 3,0 3,0
55,00 1 3,0 3,0 6,1
60,00 5 15,2 15,2 21,2
65,00 2 6,1 6,1 27,3
70,00 8 24,2 24,2 51,5
75,00 4 12,1 12,1 63,6
80,00 9 27,3 27,3 90,9
85,00 2 6,1 6,1 97,0
90,00 1 3,0 3,0 100,0
Total 33 100,0 100,0
 Figure 4.3 Histogram of Control Pre-Test Score

b. Post-Test Control Class

Administering post-test in control class was done to know the improvement of

students achievements in using simple future tense. The subject was students in X OI B with

33 students. The post-test was done on April, 21th 2022.

 51

Table 4.8 Descriptie Statistics of Control Post-Test

Statistics
POST-TEST CONTROL
N Valid 33

Missing 0
Mean 76,51

Median 80,00

Mode 80,00

Minimum 60,00

Maximum 90,00

The highest score was 90 the lowest score was 60. By using SPSS it was known that the

mean was 76,51 the mode was 80 and the median was 80.

Table 4.9 Frequency of Control Post-Test

POST-TEST CONTROL
Cumulative
Frequency Percent Valid Percent Percent
Valid 60,00 1 3,0 3,0 3,0
65,00 1 3,0 3,0 6,1
70,00 8 24,2 24,2 30,3
75,00 5 15,2 15,2 45,5
80,00 14 42,4 42,4 87,9
85,00 3 9,1 9,1 97,0
90,00 1 3,0 3,0 100,0
Total 33 100,0 100,0
 Figure 4.4 Histogram of Control Pos-Test Score

3. The Difference of Statistical Data in Post-Test of Control and Experimental Class

Based on the result of students score in pretest between control group and

experimental group were normal. The researcher only compared the students score of post-

tests. The result of statistical calculation will be shown as follow:

 53

Table 4.10 Experimental Class

No. Name Pre Test Post Test

1. AZS 75 85
2. AEP 75 80
3. AAM 60 75
4. AM 55 70
5. ADCS 65 65
6. AE 80 80
7. AFA 80 85
8. AWP 80 85
9. AYR 80 90
10. BD 40 60
11. D MFF 60 65
12. DK 70 80
13. DMKP 85 90
14. DAS 70 70
15. DDN 80 90
16. DP 65 80
17. DFNF 55 80
18. DMDS 75 80
19. DPAP 80 85
20. DH 80 80
21. ER 85 70
22. FDA 70 70
23. FA 45 70
24. GSB 60 75
25. GTM 60 80
26. KF 75 70
27. KRDF 70 80
28. LAN 55 80
29. MDG 70 75
30. MIF 70 80
31. MAA 80 80
32. MES 85 90
33. MFNH 85 80
34. MFDS 60 75
35. MFVM 65 70
 Table 4.11 Control Class

No Name Pre Test Post Test

1. MID 60 70
2. MNT 70 70
3. MRS 70 75
4. MYA 55 70
5. MZAA 80 80
6. NSHW 75 80
7. NEYS 70 80
8. OZNA 60 70
9. PP 80 80
10. PWKK 80 80
11. RAF 90 90
12. RFFO 65 70
13. RDS 70 70
14. RSP 70 75
15. RRM 85 80
16. RWS 80 80
17. RAH 75 80
18. RA 80 85
19. RPW 45 70
20. RWS 60 60
21. RAR 75 75
22. SAG 70 80
23. SOSN 70 75
24. SN 80 80
25. SCW 75 80
26. TRW 60 65
27. TWFP 70 75
28. TA 85 85
29. VAWK 80 80
30. WA 80 85
31. YOR 60 70
32. YR 65 80
33. YHDPP 80 80
 55

Table 4.12 Descriptive Statistic of Control and Experimental Group

Statistics

EXPERIMENTAL CONTROL
N Valid 35 33
Missing 0 2
Mean 77,7714 76,5152
Median 80,0000 80,0000
Mode 80,00 80,00

Minimum 60,00 60,00

Maximum 90,00 90,00

Based on the table above, it can be seen the differences students score of control

group and experimental group. The mode of control class post test was 80, the median was 80

and the mean was 76,51. While, in experimental group the highest score was 90, and the

lowest score was 60. The mean of experimental class was 77,77, while the median and mode

was 80 at all.

The result showed that the experimental class or the class who get the treatment by

using Learn English Grammar application was higher than the group without the treatment.

There was significance difference of the student’s score in the test between group who get the

treatment and the other one without treatment. In other hand, the use of Learn English

Grammar Application is effective to teach Future Tense in tenth grade students of SMKN 1

Jenangan Ponorogo in academic year 2021/2022.

In this research, the researcher used SPSS to know the effectiveness of Learn English

Grammar Application in teaching future tense of X OI A and X OI B in SMKN 1 Jenangan.

These subjects were referred as independent because they were independently from different

subject. The result would be shown as follow:

 Table 4.13 Group Statistic of Two Group

Student Score
Kelas Mean N Std. Deviation
Experimental 77,771 35 7,5929
Control 76,515 33 6,4329
Total 77,162 68 7,0300

Based on the table above showed the students score who were taught by using English

Grammar Application as Experimental group and the students without English Grammar

Application as control group. The output showed that the mean of control class was 76,51

and the mean of experimental class was 77,77. The member of students (N) is the control

class was 33 and the member of experimental class was 35. Standard deviation of control

class is 6,4329 and the error was 1,1198. While the standard deviation of experimental class

was 7,5929 and the error was 1,2834.

B. Statistical Inferential

Statistics inferensial is a data analysis technique used to determine the extent of the

similarity between the results obtained from a sample with the results to be obtained in the

population as a whole. Inferential statistics will make predictions about conclusions from data

collection techniques. So by using inferential statistics, we can take data from the sample we

choose and then make generalizations about a population. Methods related to the analysis of

data on samples to be used for generalization to the population.

The data samples taken in this study were students of class X OI A and X OI B .

The population used in this study were 10th grade students of SMKN 1 Jenangan. Based on

the above observations, the researchers used the Multiple Regression Analysis Data Test to
 57

determine the effectiveness of using grammar applications in learning grammar. Multiple

Linear Regression analysis method is a statistical technique to create a model and investigate

the effect of one or more independent variables (independent variables) on one response

variable (dependent variable).

1. Assumption Test

a. The Normality Testing

Normality testing is conducted to determine whether the gained data

was normal distribution or not. The researcher used SPSS 16.0 One-Sample

Kolmogorov-Smirnove test by the value of significance (α) =0.050. The result

can be seen in table below:

Figure 4.5 Normality Probability Plot Pre Test

 Figure 4.6 Normality Probability Plot Post Test

The results of the study shown in the figure show that the points spread around

the diagonal line and the distribution follows the diagonal line, so it can be concluded

that the data in the regression model with the normality test are normally distributed.

Table 4.14 Normality Testing

One-Sample Kolmogorov-Smirnov Test

Pre Test Post Test
N 35 35
a,b
Normal Parameters Mean 69,86 76,71
Std. Deviation 11,599 8,220
Most Extreme Differences Absolute ,152 ,170
Positive ,096 ,136
Negative -,152 -,170
Test Statistic ,152 ,170
c c
Asymp. Sig. (2-tailed) ,040 ,012
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
 59

The standard significant of education is 0.05 (α = 5%). To determine

data was normal distribution or not it can be seen from the result of data normality

testing. Based on the output from SPSS above is known that the significance value

from pre-test was 0.152 and from the post-test was 0.170. Both value from pre-test

and post-test were bigger than 0.05. The sig/p value on pre-test is 0.175 and it is

bigger than 0.05 (0.175>0.05).it means that H0 is accepted and H1 rejected, so the

data is in normal distribution. Then, for post-test score value of sig/p is 0.170 and

that is bigger than 0.05 (0.170>0.05). It also means that H0 is accepted and H1 is

rejected and the data is in normal distribution. Thus, it can be interpreted that both

of data (pre-test and post-test score) are in normal distribution.

b.The Heteroscedasticity Testing

Heteroscedasticity test to determine whether the absolute residual

variation is the same or not the same for all observations, if there is

heteroscedasticity, it becomes no longer efficient in small or large samples and the

estimated coefficient can be said to be inaccurate.

Table 4.15 Hasil Uji Glejser DPK, FDR dan Inflasi

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta T Sig.
1 (Constant) 14,586 10,034 1,454 ,156
Eksperimen(X1) ,018 ,078 ,041 ,234 ,817
Kontrol (X2) -,140 ,094 -,264 -1,493 ,146
a. Dependent Variable: Abs_REES
 In the calculation results above it is known that the significance value of

Experimental variables and Control variables are more than 0.05 (each 0.817

and 0.146), it can be concluded that there is no heteroscedasticity.

c. The Autocorrelation Testing

The autocorrelation assumption test aims to determine whether there is a

relationship between observations from one observation in the linear

regression model and observations from other. A good regression model is a

model that has no correlation. There are several ways to detect the presence or

absence of autocorrelation problems in the regression model. That is doing

Durbin-Watson statistical test, Run test, and Box-Ljung test. The test results

are shown below in this study, which was carried out with the Durbin-Watson

statistical test. The Durbin-Watson test compares the DW statistical results

with the DW table. If DW statistic > DW table, we can conclude that there is

no autocorrelation problem. The presence or absence of autocorrelation can be

demonstrated using the Durbin-Watson test. If the calculated DW value is

close to or close to 2, then the model is free from the autocorrelation

assumption.

Table 4.16 Hasil Uji Durbin Watson

Model Summaryb
Adjusted R Std. Error of the
Model R R Square Square Estimate Durbin-Watson
a
1 ,704 ,496 ,481 8,356 1,873
a. Predictors: (Constant), Post Test
b. Dependent Variable: Pre Test
 61

Based on the table above. The Durbin-Watson count value is 1.873. While

the magnitude of the DW-table, dl = 1.5144 du = 1.6518, 4-du = 2.3484, and 4-dl

= 2.4856 (Table 4.14), it is concluded from the calculation that the DW-test is

located in the Autocorrelation area.

From the picture above, the value of DW (1.873) is between the values of DU

and 4-DU, so there is no autocorrelation in this regression, it can be concluded that

there is no autocorrelation, so that the linear regression analysis can be continued.

2. Hypothesis and Interpretation Testing

The hypothesis testing of this research are as follows:

1. If P-value < α, H0 is rejected

It means that there are significance differences between experimental class and

control class or the English Grammar application is effective to teach Simple Future Tense in

SMKN 1 Jenangan in academic year 2021/2022.

2. If P-value ≥ α, H0 is not rejected

It means that there is no significance differences between experimental class and

control class. The English Grammar application is not effective to teach Simple Future Tense

in SMKN 1 Jenangan in academic year 2021/2022. To know whether the P-value bigger or

smaller than α, the researcher analyzed the data by using SPSS.

 Table 4.17 The Result of Analyzing Paired Sample T Test Statistics

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre Test 69,86 35 11,599 1,961

Post Test 76,71 35 8,220 1,389

This output shows the statistical summary results of both samples or pre-test and post-

test data. For the pre-test value obtained an average of 69,86. As for the post-test value, the

average value was 76,71.

Table 4.18 The Result of Analyzing Paired Sample T

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Pre Test - - 8,232 1,392 -9,685 -4,029 - 34 ,000
1 Post Test 6,857 4,928

The basis for decision making Paired Sample T-Test:

1. if the value of Sig. (2-tailed) < Research Alpha (0.05), then H0 is rejected and Ha is

accepted

2. . if the value of Sig. (2-tailed) < Research Alpha (0.05), then H0 is accepted and Ha

is rejected

Based on the above analysis, it can be seen that Sig. (2-tailed) < Alpha (0.000<0.05).

This means that H0 is rejected and Ha is accepted. On the base of statistical calculation, in can

be stated that the English Grammar Application is effective to teach Simple Future Tense on

the tenth Grader of SMKN 1 Jenangan.

 63

C. Dicussion

In this part, the researcher presents the discussion of analyzed data that has

been presented in previous sub chapter.

Based on the analysis above, the post-test mean of control group was 76,51. While the

students score mean in experimental group was 77,77. And the result show that P value or sig

is smaller than (0.005). It indicated that after the researcher gave treatment to the

experimental group, their score was really increase than before. During the treatment, the

researcher saw they looked very curious with the application and their activity in class were

only focused on the Applications given.

Based on the explanation of the results in the table above the researcher can conclude

that by using application in teaching grammar in the simple future tense is successful in

improve students' grades in grammar class. From the data above, then student scores can

increase after the use of English Tense android application. With only a slight difference in

results 1.26 . This is because there are difficulties in teaching material using the application.

Many students are still not used to learning using applications. And when learning there are

students who don't open grammar applications but other applications. So it affects the results.

In previous sub chapter, stated that the null hypothesis is rejected. It means that the

Learn English Grammar Application is effective to teach Simple Future Tense on the tenth

grader on SMKN 1 Jenangan. In conclusion, it is very appropriate to use Learn English

Grammar Application in Teaching Simple future tense. Based on the research finding.

This research related to the journal from Rahaka Panji Prawira and Mukhaiyar " The

Use Of “Kahoot” (Online Quiz Application) In Teaching Grammar For Second Year

Students At Sma Pembangunan Laboratorium Unp" The use of the Kahoot application in

learning grammar at the UNP Laboratory Development High School. Student to be always

active in participating in learning activities especially Grammar so that it can produce

comprehensive, affective, psychomotor, and cognitive knowledge and prepare material to be

studied first. And the journal from Jajat Imanudin and Darojatun Qurotu A’yun "The

Effectiveness Of ”Grammar Bahasa Inggris” Application In Improving Students’ Grammar".

From these two journals are related to the use of grammar applications in learning grammar

in class.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The English Grammar Application is effective to teach Simple Future Tense on the

tenth Grade of SMKN 1 Jenangan in academic year 2021/20122. It can be seen from the

students before and after treatment. The score after the treatment was higher than the score

before the treatment. The post-test mean of control group was 76,51. While the students score

mean in experimental group was 77,77. And the result show that P value or sig is smaller

than (0.005). It indicated that after the researcher gave treatment to the experimental group,

their score was really increase than before. Thus, the use of Learn English Grammar

application is effective in teaching simple future tense. Based on the explanation of the

results in the table above the researcher can conclude that using application in teaching

grammar in the simple future tense is successful in improve students' grades in grammar.

From the data above, then student scores can increase after the use of application. The

students were very active when the researcher gave them question. So many of them raised

their hand to answer the researcher question in experimental class.

B. Suggestion

The finding of research show that Learn English Grammar Application was effective

to used. Thus, some suggestion is addressed to:

65
a. For Students

Learn English Grammar Application is a modern media which is simple than book .

Downloading this application from playstore, the students can learn grammar in their leisure

time. The researcher hope that the students will increase their ability in English especially in

grammar after study with Learn English Grammar Application.

b. For English Teacher

Teacher must be creative to help their students understand in material in order to

make them enjoy the learning process in school. If the teacher uses modern media as like this

application in class, the students will understand and enjoy the material faster than use

conventional media. In the end of academic year, the students in class will get higher value

than previous semester.

c. For Readers

The researcher suggests for the readers to download application such kind of source

of knowledge in playstore to get more knowledge from mobile phone.

d. For The Future Research

This research is not perfect yet. The researcher suggests to the next researcher to

conduct their study on the similar area by improving the methodology or use it as the

reference to conduct further research related to the use of Learn English Grammar

Application in teaching Grammar. This study is very important because it gives some

knowledge to the other researcher and to know the benefit of using media in teaching and

learning.
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