CURRICULUM AND MATERIAL DEVELOPMENT

ARRANGED BY GROUP 4 :

CLARA JULIA BUA A12117229

SITI RAHMAYANI A12119192

FUTUM PUTRI FADILAH A12119093

SRI SAKINA WULANDARI A12119119

SURYA AGUNG PRANAWIJAYA A12119107

ENGLISH LANGUAGE EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

TADULAKO UNIVERSITY

2021
 PREFACE

We give thanks to the presence of God. For His grace and guidance, the
author was able to complete a paper entitled "Student’s common grammar mistakes while
speaking English.”

The author also does not forget to thank Sir Darmawan, S.Pd., M.Phil. as Curriculum and
Material Development lecturer who has helped the author in doing this paper
work. The author also expresses his gratitude to friends who have contributed to the making of
this paperwork.

The author realizes that there are shortcomings in this paper. Therefore, suggestions
and criticisms are always expected for the improvement of the author's work.

Palu, 1st October 2021

GROUP IV
I. NEED ANALYSIS

The objectives of the research are to find out the types of grammatical mistakes in English
students’ speech , to find out the percentage of grammatical mistakes in English students’
speech, to find out the factors influencing English students’ grammatical mistakes in their
speech.

Based on the data, the students have problem in producing verb group, mistakes in subject-verb
agreement, mistakes in the use of articles, mistakes in the use of prepositions, mistakes in noun
pluralization, mistakes in the use of pronouns, and mistakes in the use of conjunctions.

Meanwhile, the causes of grammatical errors were the internal factors; anxiety, limited
linguistic resources, and motivation deficiency; the external factors were an unsupportive
environment and the stressful teaching and learning process.
II. GOALS AND OBJECTIVE

Goals:

- Students are expected to develop their ability to participate in conversations

- students are expected to speak English with correct grammar

Objectives:

- The students will be able to participate in discussions.

- The students will express themselves with understandable accuracy
III. SYLLABUS DESIGN

Basic Competence Material Subject Learning Activities

1.Introducing -Auxiliary verbs, i.e. -Teacher explains the
themselves is, am, are, do, materials they are going
(name, address, and does. to study in the meeting.
phone number,
hobbies, like -Question words, i.e, -Teacher and
and dislike). what, participants negotiate
who, where, about the regulation of
2.Introducing when, and how) the class
Parts of Speech
-Greetings: -the teacher shows a video
3.Pronunciation Good Morning, about speaking skills
alphabet, and Good Afternoon, through a presentation
letter Good Evening, projector.
How are you,
and How do you
do?
IV. METHODOLOGY/MATERIAL

In this research, the researcher used the pre-experimental method. This method was used to
know the effectiveness of the scramble method in teaching. The researcher took the population
from the eleventh-grade students of Senior High School. Because the size of the population was
petite so that the taking sample technique was total sampling. The researcher would examine the
entire population that have a practical set of characteristics, they still had low achievement in
grammar. The researcher took one class of the eleventh grade of Senior High School as the
sample.

The procedure of Data Collection

The procedures for collecting data were described as follows:

1. Pretest

Before treatment took place, the class was given a pretest. The aim of pretest was to find out the
students’ prior knowledge in grammar.

2. Treatment

After giving pretest, the researcher treats the treatment through the scramble method, Each
meeting has different material. The materials were introduced about the scramble method
(scramble sentence and scramble discourse), and teach some kinds of tenses (simple past, simple
present and simple future). The treatments consisted of four meetings.

3. Post-test

The post-test was given to the students after being taught and given the treatment. The purpose
of post-test was to assess their achievement on grammar mastery.

Instruments of the Research

The tests were pretest and post-test. The purpose of the writing test was to know the students’
level in grammar. The form of the test was to complete the paragraph by using the phrasing of
words into a sentence.