EMPOWERING STUDENTS’ UNDERSTANDING IN EMPLOYING PREPOSITION

THROUGH “ROUND THE CIRCLE GAME” TO THE SECOND GRADE AT SMA N 2

HALMAHERA UTARA

THESIS S-1

As a partial fulfillment for the Bachelor degree of Education

RAHMAT RIVALDY LAISOUW

121058820318008

ENGLISH DEPARTMENT
FACULTY OF EDUCATION
MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU
2022

i
 EMPOWERING STUDENTS’ UNDERSTANDING IN EMPLOYING PREPOSITION
THROUGH “ROUND THE CIRCLE GAME” TO THE SECOND GRADE AT SMA N 2
HALMAHERA UTARA

THESIS S-1

RAHMAT RIVALDY LAIOSUW

121058820318008

ENGLISH DEPARTMENT
FACULTY OF EDUCATION
MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU
2022

ii
 APPROVAL FORM

After doing confirmation thoroughly of both advisors, this thesis is reasonable for submitting to
the committee of thesis examination of English Department, Faculty of Education,
Muhammadiyah University of North Maluku.

Advisor Co-Advisor

Adi F. Mahmud, S.Pd., M.Pd Nurlaily Sofyan, S.Pd., M.Hum

NIDN: 1202057704 NIDN: 1228097901

Acknowledged
Faculty of Education
Muhammadiyah University of North Maluku
Dean

Amrin Hi. Saban,S.S.,M.Pd.B.I

NIDN: 1202057704

iii
 ENDORSEMENT FORM

We hereby certify that:

Name : RAHMAT RIVALDY LAISOUW
NPM : 12105882031008
Thesis title : “Empowering Students’ Understanding In Employing Preposition
Through “Round The Circle Game” To The Second Grade At Sma N 2
Halmahera Utara”.
It has confirmed in front of the Thesis Examiners of Education Faculty, Muhammadiyah
University of North Maluku, and accepted as the requirements for gaining Bachelor Degree (S-
1) at the date of June, 28 2022.
Ternate, 01 November 2022
Team of Examiners

Amrin Hi. Saban,S.S.,M.Pd.B.I

Chief

Approved by:
Examiner Co-examiner

Amrin Hi. Saban, S.S.,M.Pd.BI Jusmin HJ. Wahid, S.Pd.,M.Pd.B.I

Fellow Fellow

Advisor Co-advisor

Adi F. Mahmud, S.Pd.,M.Pd Nurlaily Sofyan, S.Pd.,M.Hum

Fellow Fellow

Acknowledged
Faculty of Education
Muhammadiyah University of North Maluku
Dean

Amrin Hi. Saban,S.S.,M.Pd.B.I

NIDN: 1202057704

iv
 INTELLECTUAL PROPERTY STATEMENT FORM

Name : Rahmat Rivaldy Laisouw

NPM : 121058820318008

Hereby declare that the thesis entitled “Empowering Students’ Understanding In Employing
Preposition Through “Round The Circle Game” To The Second Grade At Sma N 2 Halmahera
Utara” purely from my own work and to the best of my knowledge there is no work or opinion
that has been written or published by another person, except for those which are referred to in
writing in the manuscript and mentioned in the references.

Ternate, June 28, 2022

Researcher

Rahmat Rivaldy Laisouw

v
 MOTTO AND DEDICATION

MOTTO

“There is ease behind the dificullties”

“Learn from yesterday, live for today, hope for tomorrow. The most important things is not to
stop asking questions”.
(Albert Einstein)

DEDICATION

This thesis is dedicated to my parents:

My beloved father (Muhammad Ezedin Laisouw) and my angel
mother (Adillah Dadua). A thousand words will be never
enough to describe all about your kindness and compassion. Thanks for your love, advice,
guidance, support, prayer, sacrifice, and everything. I love you with all my heart.

vi
 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah SWT. Most Gracious, Most Merciful, praise be to Allah SWT. who

has bestowed grace so that the researcher can complete this final project. Sholawat and

greetings may be poured out on Prophet Muhammad SAW and his family and friends. During

the writing of this thesis, the researcher received a lot of help and guidance from various parties

without them this thesis would never have been realized.

Therefore, the researcher would like to express his utmost respect and gratitude to:

1. Prof. Saiful Deni., Msi, as Rector of Muhammadiyah University of North Maluku.

2. Amrin Hi. Saban S.S., M.Pd.BI, Dean of FIP, Muhammadiyah University North

Maluku, and also as examiner who provides motivation, correction, guidance and

suggestion for this thesis

3. Adi F. Mahmud, S.Pd., M.Pd as the researcher’s advisor who provides correction,

guidance, advice, assistance, and motivation for this thesis.

4. Nurlaily Sofyan, S.Pd., M.Hum as co-Advisor who provides corrections, guidance and

suggestions for this thesis.

5. Examiner who provided corrections, guidance and suggestions for this thesis.

6. All lecturers of the English Department, Erwin Gay, S.Pd., M.Ed., CS., Amrin Hi.

Saban, SS, M.Pd.BI., Adi F. Mahmud S.Pd., M.Pd., Nurlaily Sofyan, S.Pd., M. Hum.,

Faujia Umasugi, S.Pd., M.Pd. BI., Jusmin HJ. Wahid, S.Pd., M.Pd.BI. North Maluku

Muhammadiyah University.

7. Friends in arms in the world of lectures, Kikhy Basriyadi, Suhairy Majid and Waega

Latrisi who always gives enthusiasm, contributes energy, time, jokes and laughter, and

motivation.

vii
8. All of AEROGEN PRIME and NUMBER ONE TEAM Clan's member, who are always

provide support and encouragement.

9. Friends in the English Department, Farsha Basyarewan, Adelia Umanahu, Safira Thaib,

Saimah Yoisangadji, Apriani Idris, Marshanti Idris, Siti Nahla Hamim, Sari Sudirman,

Nurul Sa'adah Muzayanah, Sri Yuni A. Fatmona, and Zulkarnain Fatmona.

10. Thank for my teamates Rifky Rifai, Fahmi A. Said Buaja, Muhammad Rama Tawari,

Nabila Hanafi, and M. Rian Assidiq who are always support.

11. Thanks for A. Firman Darus Iskandar Alam, Dhany Erfandy Abraham, Martono Yudha

Antoro Simin, and Annisa Oktavia Aisyah who are always support and love me in every

condition.

12. Principal and English teacher of SMA Negeri 2 North Halmahera.

13. All students of class II SMA Negeri 2 Halmahera utara as the sample of this study.

Ternate, June 28, 2022

Researcher

Rahmat Rivaldy Laisouw

viii
 ABSTRACT

Rahmat Rivaldy Laisouw (2022) “Empowering Students’ Understanding In Employing

Preposition Trough “Round The Circle Game” To The Second Grade At Sma Negeri 2
Halmahera Utara” in class II SMA Negeri 2 Halmahera Utara” Supervisor I : Adi F. Mahmud,
s.Pd. and Advisor II : Nurlaily Sofyan, S.Pd., M.Hum.

This study aims to empower students' understanding of prepositions by using the game
"Round the circle"
This research was conducted with a Pre-Experimental design, using One-Group Pre-Test
and Post-Test. The population in this study were students of SMA 2 Negeri Halmahera Utara,
the total population were 83 students they were consisted of 5 classes, social science and IPB
classes. Researcher took the second grade social studies students as a sample of the study. The
instrument used in this study was a test items to determine understanding the employ of
preposition through Round the circle game. Analysis of the research data using the T-test.
The students’ understanding preposition through round the circle game has given the
positive influence, it is known from the mean of Pre-test’s score = 535 and it empower in the
post test, the result of post test is = 1.115. It means that round the circle game can empower
students’ understanding about preposition
The result of statistical analysis in the study showed that the value of t count was higher
than t table. This means that the hypothesis is rejected and the alternative Hypothesis (H a) is
accepted. Therefore, there is a significant positive effect in learning English Grammar
(Preposition) using round the circle game.

Keywords:Understanding, Prepositions, and Round the circle game.

ix
 INTISARI

Rahmat Rivaldy Laisouw (2022) “Memberdayakan Pemahaman Siswa Dalam Menggunakan

Preposisi Melalui “Round The Circle Game” Pada Kelas II SMA Negeri 2 Halmahera Utara
Kelas II SMA Negeri 2 Halmahera Utara Pembimbing I : Adi F. Mahmud, s .Pd. dan
Pembimbing II : Nurlaily Sofyan, S.Pd., M.Hum.

Penelitian ini bertujuan untuk meningkatkan pemahaman siswa tentang preposisi dengan
menggunakan permainan “Round The Circle”
Penelitian ini dilakukan dengan desain Pre-Experimental, menggunakan One-Group Pre-
Test dan Post-Test. Populasi dalam penelitian ini adalah siswa SMA 2 Negeri Halmahera Utara
yang berjumlah 83 siswa yang terdiri dari 5 kelas yaitu kelas IPS dan IPB. Peneliti mengambil
siswa kelas dua IPS sebagai sampel penelitian. Instrumen yang digunakan dalam penelitian ini
adalah soal tes untuk mengetahui pemahaman penggunaan kata depan melalui permainan Round
the circle. Analisis data penelitian menggunakan uji-T.
Pemahaman preposisi siswa melalui permainan round the circle telah memberikan
pengaruh positif, diketahui dari nilai rata-rata Pre-test = 535 dan memberdayakan pada post test,
hasil post test adalah = 1,115. Artinya, permainan round the circle dapat memberdayakan
pemahaman siswa tentang preposisi
Hasil analisis statistik dalam penelitian ini menunjukkan bahwa nilai t hitung lebih
tinggi dari t tabel. Artinya hipotesis ditolak dan hipotesis alternatif (Ha) diterima. Oleh karena
itu, terdapat pengaruh positif yang signifikan dalam pembelajaran Tata Bahasa Inggris
(Preposition) dengan menggunakan round the circle game.

Kata Kunci: pemahaman, preposisi, dan permainan Round the circle

x
 TABLE OF CONTENTS

APPROVAL FORM .................................................................................... i

INTELECTUAL PROPERTY STATEMENT FORM ............................ ii
ABSTRACT ................................................................................................. iii
INTISARI .................................................................................................... iv
MOTTO and DEDICATION...................................................................... v
ANKNOWLADGMENT ............................................................................. vi
TABLE OF CONTENTS ............................................................................ vii
CHAPTER I INTRODUCTION ............................................................... 1
A. Background of the Study ..................................................... 1
B. Identification of The Study.................................................. 3
C. Scope of The Study ............................................................ 3
D. Problem Statement............................................................... 3
E. Objectives of The Study ...................................................... 4
F. Significance of The Study ................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE ....................... 5

A. Empower ............................................................................... 5
B. Understand ............................................................................ 6
C. Grammar ............................................................................... 13
D. Parts of Speech...................................................................... 15
E. Preposition ............................................................................ 19
F. Game………………………………………………………. 29
G. The Game “Round The Circle”……………………………. 34

CHAPTER III RESEARCH METHODHOLOGY ................................. 36

A. Design of The Study ............................................................ 36
B. Population And Sample ....................................................... 36
C. Place And Time of The Study ............................................. 37
D. Instruments of The Study..................................................... 37
E. Techniques of Collection Data ............................................ 37
F. Techniques of Analysis Data ............................................... 38

CHAPTER IV FINDING AND DISCUSSION ........................................ 39

A. Finding ................................................................................ 39
B. Discussion ............................................................................ 45

CHAPTER V CONCLUSION AND SUGGESTION ............................... 47

A. Conclusion ........................................................................... 47
B. Suggestion............................................................................ 47

R E F E R E N C E S .................................................................................. 49

A P P E N D I C E S ……………………………………………………….

xi
 TABLE OF LIST

Table 4.1 Students’ Score in Pre-Test of Experimental Class……………...39

Table 4.2 Students’ Score in Post-Test of Experimental Class…………….40
Table 4.3 The Statistical Result Using T-test………………………………42

xii
 CHAPTER I

INTRODUCTION

The first chapter is an introduction which includes the background of the research,

identification of the problem, scope of the study, problem statement, objectives of the study and

significance of the study.

A. Background of the Study

Grammar is a set of clear and structured rules to govern every arrangement of phrases,

sentences, and words in any language . Because when we have studied word for word, later we

will continue to learn to string words together to become a sentence. So, it can be said that

grammar is a rule regarding word structure that will be useful in forming a perfect sentence.

In English, beside we need to enrich our vocabulary, we also need to know how to write

good and correct English sentence so that we can avoid grammatical errors. In English grammar

there are 8 different sections. This is commonly called as “The Eight Parts of Speech” which

consists of nouns, adjectives, verbs, pronouns, adverbs, prepositions, conjunctions, and

interjections. By focusing on one part of the parts of speech, namely preposition. The researcher

brings one method that is planned to be applied in learning English preposition.

Due to the lack of increasing students' understanding in mastering prepositions. And as

we know that preposition is part of the part of speech that we can study it deeply in grammar

subjects. Grammar is the study of the rules of a language in compiling good sentences based on

its structure. Therefore, students must master it well in order to be better understand the function

and the use of English preposition properly according to their position and rules.

In addition, by learning English, students are expected to be able to master prepositions

in sentences. Where the function of it is to connect nouns, pronouns, or phrases. With the

formation of a sentence it will be interconnected with each other so as to form a sentence with a

certain meaning.
1
 Based on these functions above, how can students empower their understanding in

mastering prepositions in English because students should understand well about the procedures

for compiling grammatical words in English using preposition in order to empower students'

curiosity in learning it.

Besides, a teacher should also have various methods that can be applied in the teaching

and learning process, but in reality there are still many teachers who lack the methods applied in

the teaching and learning process, so that it can reduce the interest and enthusiasm of the

students in accepting the lessons given or delivered by the teacher, which can affect students'

absorption of the lesson.

So that teachers should increase creativity in creating methods that can trigger students'

interest and enthusiasm in participating in the English teaching and learning process

(preposition). Therefore, by using Round the circle game it is hoped that it can help students

easily to understand the application of prepositions in sentences.

Based on the reasons above, the researcher is interested in conducting a study entitled

"Empowering Students' Understanding in Using Prepositions Through Round the Circle Game

in the second Grade Students of SMA Negeri 2 Halmahera Utara"

B. Identification of Problem

Based on the background of the problem above, the researcher formulates the identification

of the problem as follows:

1. Lack of teacher creativity in applying the method in teaching process.

2. Lack of interest and enthusiasm of students in learning English, especially for English

prepositions.

3. Lack of knowledge about English preposition

C. Scope of the Study

2
 In order not to expand the problem in this research, the researcher emphasizes on the

application of round the circle game to empower students' understanding of English preposition

to the second grade students of SMA Negeri 2 Halmahera Utara.

D. Problem statement

The formulation of the problem in this study is “Does round the circle game empower

students’ understanding English proposition?”

E. Objectives of the study

The purpose of this study was "To find out the application of Round the circle game to

empower students' understanding in using English preposition to the second grade students of

SMA Negeri 2 Halmahera Utara.

F. Significance of the study

The results of the study are expected:

1. Useful for the teachers to implement various methods in teaching English, especially for

teaching preposition.

2. Useful fot the students in order to understand well about English Preposition and they

can employ it in the form of writing or speaking.

3
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Definition of Empower

According to Stewart (2008:18) The word "empowerment" is a translation of English

"Empowerment", empowerment comes from the basic word "power" which means the power to

do, achieve, do or enable. The prefix "em" of empowerment can mean the power within

humans, the source of creativity.

Conceptually, empowerment comes from the word power (strength or empowerment),

Empowerment refers to the ability of people. Especially vulnerable and weak groups, so that

students have the strength or ability to: (a) fulfill their basic needs so that they have freedom, in

the sense of not only being free to express opinions, but free from hunger, free from ignorance,

free from pain; (b) access to productive resources that enable them to increase their income and

obtain the goods and services they need; (c) participate in development processes and decisions

affecting them.

According to several experts in Edi Suharto's book, the use of the definition of

empowerment is seen from the goals, processes, and methods of empowerment. According to

Jim Ife, in building a Community Empowerment Community, Empowerment aims to increase

the strength of those who are weak or disadvantaged. Thus , Empowerment emphasizes that

people acquire sufficient skills, knowledge, and power to influence their lives and the lives of

those they care about.

According to Agus Ahmad Syafii (2001:70), empowerment can be defined as adherents, and

technically the term empowerment can be equated with the term development. With this it can

4
help students improve understanding in learning and also students' mastery of English words

and sentences.

The way of empowerment is done by providing motivation or support in the form of

resources, opportunities, knowledge, and skills to students to increase their capacity, increase

awareness of their potential, then develop that potential.

Based on the definition of empowerment above, it can be concluded that empowerment is a

series of activities to strengthen the power or empowerment of vulnerable and weak groups,

especially in the student learning process, because students experience problems in learning. So

students must have good learning abilities.

B. Definition of Understanding

Several definitions of understanding have been put forward by experts. According to Nana

Sudjana(2015:1), understanding is the result of learning. Benjamin S. Bloom said that

understanding (comprehension) is a person's ability to understand or understand something after

something is known and remembered.

In other words, understanding can be interpreted as understanding something and being able

to see it from various angles. So, it can be concluded that a student is said to understand

something if he can provide a more detailed explanation or description of what he has learned

using his own language.

The learning outcomes of understanding one level are higher than the learning outcomes of

rote knowledge. Because the level of understanding requires the ability to capture the meaning

or meaning of a concept. Therefore, it is necessary to have a relationship between the concept

and the meaning contained in the concept. However, that does not mean that knowledge does

not need to be asked, because to understand it is necessary to know or know first.

1. Understanding Stage
5
 According to Bloom(2009:50), the ability to understand based on the level of sensitivity and

absorption of material can be divided into three levels, namely:

a. Translate (translation)

Translating is defined as the transfer of meaning from one language to another according

to the understanding obtained from the concept. It can also be interpreted from an abstract

conception into a symbolic model to make it easier for people to learn it. In other words,

translating means being able to understand the meaning contained in a concept. Examples are

translating from English to Indonesian, interpreting the meaning of Bhineka Tunggal Ika,

interpreting a term, and so on.

b. Interpret (interpretation)

This ability is broader than translating, this ability to recognize and understand.

Interpreting can be done by connecting past knowledge with other knowledge obtained later.

For example: relating the graph to the actual conditions described, and distinguishing between

the main and the non-substantial in the discussion.

c. Exploration (extrapolation)

Extrapolation demands a higher intellectual ability because one must be able to see other

meanings from what is written. Make estimates of consequences or broaden perceptions in

terms of time, dimension, case, or problem. The three levels of understanding are sometimes

difficult to distinguish, this depends on the content of the lesson being studied. In the process of

understanding, one goes through three successive stages.

2. Understanding Evaluation

Learning as one of the efforts made to make students learn, of course, requires evaluation

activities. According to the Dipdiknas Team, evaluation is a series of activities to obtain,

analyze, and interpret data about student learning processes and outcomes that are carried out
6
systematically and continuously so that they become meaningful information in decision

making.

Evaluation is done to determine the level of success (understanding) of students in achieving

the goals that have been set in learning. Process assessment is something that must be

prioritized over results, so that the evaluation of learning outcomes has a target domain

contained in objectives which are classified into three domains, namely:

a. Affective domain, contains behaviors that emphasize aspects of feelings and emotions,

such as interests, attitudes, values, acceptance, and ways of adjustment.

b. The Cognitive Domain contains behaviors that emphasize intellectual aspects related to

memory or the introduction of knowledge and information and the development of

intellectual skills. According to Bloom's Taxonomy there are six levels of cognitive

domain classification, namely: knowledge (knowledge), understanding (comprehension),

application (application), analysis (analysis), synthesis (synthesis), evaluation

(evaluation).

c. The psychomotor domain contains behaviors that emphasize aspects of motor skills such

as handwriting, typing, swimming and operating machines.

4. Factors Affecting Understanding

a. Purpose

Goals are guidelines as well as ideas about the goals to be achieved in teaching and learning

activities. The formulation of objectives will affect the teaching activities carried out by the

teacher as well as affect student learning activities.

In this case, the intended goal is the creation of Specific Instructional Objectives (ICT)

which refers to the General Instructional Objectives (TIU). In general, the learning objectives

expect students to be able to increase their knowledge about themselves, their duties, their

students, and have professional competencies that are reflected in academic mastery. This

7
instructional objective (ICT) is considered very important in the learning process, for the

following reasons:

1. Limiting the task and eliminating all the ugliness and difficulties in the lesson.

2. Ensuring the proper implementation of the measurement and assessment process in

determining the quality and effectiveness of the student learning experience.

3. Can assist teachers in determining optimal strategies for successful learning.

4. Serves as a summary of the lessons given as well as an initial guide in learning.

b. Teacher

Teachers are educators who provide a number of knowledge to students at school. Teachers

are people who are experienced in their profession. In one class students are different from each

other, for that each individual has different learning success.

Students are people who deliberately come to school to study with teachers and their peers.

They have different backgrounds, talents, interests and potentials. So that in one class there

must be students who have varied characteristics and personalities.

c. Teaching Activities

Teaching activities are the process of interaction between teachers and students in teaching

and learning activities. This teaching activity refers to the learning process created by the

teacher and is influenced by the teacher's skills in managing the class.

d. Evaluation atmosphere

Class conditions that are safe, quiet, comfortable and disciplined also affect the level of

students' understanding of the exam questions they are working on. Influencing the way

students understand the problem means influencing the answers students give. If student

learning outcomes are high, then the success rate of the teaching and learning process will be

high as well.
8
 e. Evaluation Methods and Tools

Evaluation methods/techniques are the methods used in presenting evaluation materials. For

example by giving tests, interviews, observations, and others. While the evaluation

tools/instruments are selected based on the evaluation methods/techniques that have been

selected, for example items, interview guidelines, observation guidelines, and others.

In its use the teacher can choose one method and evaluation tool or use more than one

evaluation method and tool.

In addition to the above factors, there are several other factors, namely:

1) Internal factors: physical, psychological, physical and psychological maturity

2) External factors (from outside oneself): Social factors, cultural factors

3) Physical environmental factors: Spiritual (religious) environmental factors

5. How to Improve Student Understanding

a) Improve the teaching process

b) There are tutoring activities

c) Increase study time

d) Providing feedback in learning

e) Motivation to learn

f) Remedial teaching

g) Variation skills

6. Understanding Indicators

a. interpret

b. Give an example

c. Classify

d. Conclude

e. Guess

f. Compare
9
 g. Explain

B. Grammar

Grammar is a structured set of rules that govern the arrangement of sentences, phrases and

words in any language.

In English grammar there are three basic grammars, namely:

1. Etymology

Etymology is the study of how to properly arrange English letters into English words.

Etymologically, English words are grouped into 8 parts or the so-called Eight Parts of

Speech. The eight parts are nouns, adjectives, verbs, pronouns, adverbs, prepositions,

conjunctions, and exclamations.

2. Orthography

Orthography is a spelling system of a language or a description of the sound of a

language in the form of writing or symbols. Orthography covers problems with spelling,

capitalization, word solving, and punctuation.

The material discussed in orthography, namely:

Letters are symbols of sound or in another sense it is stated that letters are scratch marks

that are spoken or sounded. Words are a series of letters that form a meaning, for example: take

(get), year (year).

Syllables (syllables), are part of a word that can be spoken directly, for example glass,

book, clever. Syllables can be grouped into several types, namely- Monosyllabic, is a word that

consists of only one syllable, for example: book, bring, think, sweep, clean, create, etc.-

Syllable, is a word consisting of two syllables words, for example the words crazy, lazy, happy,

and like trysyble consists of three syllables, for example: remember, and happiness.

Polysyllable, are words that consist of four or more syllables, for example: determined, location,

and responsible.

2. Syntax
10
 Syntax is the study of how to arrange English words into appropriate and appropriate

English sentences or it can also be said that syntax is a part of grammar that studies the process

of forming a sentence.

A language is done using context-free grammar notation or for convenience it is called

grammar. Grammar naturally describes the hierarchical structure of many forms of

programming languages. According to Dykes (2007: 5) in Dykes’s book Grammar for Everyone

states that the understanding of grammar is the simplest. Grammar is a language to talk about

language. Why? Because from grammar, he continued, we can learn to communicate in the

language, it cannot be separated from learning grammar; starting from vocabulary and

functions, sentence patterns, expressions, and food.

C. Part of speech

is a type of word that composes sentences into a coherent and provides understanding to

students. part of speech actually refers to the words that make up sentences. In English, a

sentence can be said to be complete if it contains at least a noun and a verb, there are still at

least 6 to 7 other components needed to make a complete sentence. The following is a complete

explanation of the 9 parts of speech.

1. Noun

Noun is a word used to refer to people, things, places, including something abstract. All

types of words that refer to objects are categorized as nouns.

There are two types of nouns in English, namely proper nouns and common nouns. A proper

noun is a noun in the form of a name or nickname, so the first letter must be capitalized.

examples of proper nouns such as names of people, places, and movie titles.

2. Adjective

11
 Adjective is a word used to describe a noun or pronoun. As the name suggests, the use of

adjectives aims to describe the characteristics or characteristics that are attached to an object

There are two types of adjectives, namely general and article adjectives. Common adjectives

are adjectives in general, beautiful, kind, beautiful, and evil. while the articles are a, an, and

The.

3. Verb

A verb is a word used to express something that a noun or pronoun does. There are many

types of verbs, depending on the point of view from which they are viewed.

Based on the user, there are three types of verbs, namely infinitive verb (V1), past verb

(V2) and past participle verb (V3). Based on the form of the word, there are two types of verbs,

namely regular and irregular verbs. Regular verbs are verbs that do not change significantly

when changed to V2 and V3.

4. Pronouns

A pronoun is a word that is used to replace a noun. In general, pronouns consist of i, you,

we, they, he, she, and it

5. Adverb

Adverb is a word used to give an "adjective" to a verb. The purpose of using adverbs is to

explain the additional information that the verb does. For example, when you run, you can run

very fast or very slowly.

6. determinant

12
 In fact, determinants are classified as adjectives. However, in the second discussion, the two

are deliberately separated because the determinant has many types. Specifiers have at least 9

different types, depending on what the specifier describes. Here are 9 kinds of determinants:

A. Definite Article

B. Unlimited Articles

C. Demonstrative

D. possessive determinant

e. Quantifier

F. Word difference

G. Number

H. Distributive

I. Pre-determinant

7. Conjunction

Conjunctions are used to combine two sentences into two sentences into a single unit. but

the difference is, the two sentences that are combined with this conjunction actually stand alone.

the use of conjunctions is chosen to make the pronunciation of two sentences more efficient.

8. Interjection

interjection is an additional word that actually has no meaning, does not enter the English

dictionary. but is often used to express the reader's feelings. Some examples of the most

commonly used native interjections include well, yep, wow, and so on.

9. Preposition

13
 Prepositions are words that are used to connect nouns, pronouns, or other phrases in a

sentence. a sentence that requires a preposition so that it has no meaning if it loses its

preposition. There are several types of prepositions, namely:

a. prepositions of time : prepositions used to show the tenses of time, including at, on, on,

during, before, and after

b. Prepositional places : Prepositions used to indicate places include at, at, at, under, in front of,

and in between.

c. Movement prepositions : prepositions used to indicate movement or displacement, including

to, across, trough, and into.

In this study, the researcher focused on the part of speech (preposition).

D. Definition of Preposition

A proposition is a complete affirmation, for example: AchmadYani is the Commander of the

Army; Karate is one of the martial arts. A narrative is said to be incomplete if it does not

include complete meaning; for example: when I was teaching.

Whatever book we read, and whatever our conversations, must consist of sentences. But we

all know that all sentences are not the same. There are sentences that are truly narrative, while

others only express wishes, orders, exclamations, and so on.

Logic only questions reasoning because it is thinking and reasoning is a mere intellectual

process. A proposition can also be defined as an expression or decision in words, or also a

manifestation of the contribution of a decision. Logic, as we speak of ideas or concepts, is

concerned primarily with objective decisions, only indirectly speaking of decisions as acts of

the intellect.

In logic, there are two kinds of propositions according to their source, namely analytic

propositions and synthetic propositions. Analytical propositions are propositions whose

14
predicates have a meaning already contained in the subject, while synthetic propositions are

propositions whose predicates have meanings that are not mandatory for the subject.

All statements of mind that express desire and will cannot be judged to be true and false are

not propositions, such as:

1. May the Lord always protect you

2. Get me a glass of water

3. What a beautiful girl

2. Various Propositions

There are three kinds of propositions according to their form, namely: Categorical

Propositions, Hypothetical Propositions, and Disjunctive Propositions.

a. Categorical Proposition

Categorical propositions are propositions that explain the identity or difference of two

objective concepts. The identity or distinction described can be formal or objective, it can be

complete or partial.

The simplest categorical proposition consists of:

1. Subject: the thing described.

2. Predicate: things that explain.

3. Copula.

4. Gauge.

Subject, as we know, is a term that is the subject of conversation. A predicate is a term

that describes a subject. Copula is a word that expresses the relationship between the subject

term and the predicate term. While the quantifier is a word that shows the number of units

bound by the subject term.

15
 Quantifiers sometimes refer to universal problems, such as the words: all, all, all, every,

none; sometimes refers to a specific problem, such as: some, most, some, not all, most, almost

all, average, one, and, in between; sometimes refers to a single problem, but for a single

problem usually the quantifier is not stated.

If the quantifier of a proposition refers to a universal problem, then the proposition is

called a universal proposition; if it refers to a specific problem, it is called a particular

proposition, and if it refers to a single problem, it is called a singular proposition.

It should be noted that although a quantifier is not stated in a proposition, it does not

mean that the subject of the proposition does not mean the number of units attached to it.

However, the subject always contains the number of bound units. Then how to

determine the magnitude of a proposition that is not stated by the quantifier. We can find out

through understanding the relationship between the subject and the predicate.

Copula, is a word that confirms the relationship between the subject term and the

predicate term, both in an affirmative relationship and in a denial relationship. If it is in the form

of 'is' it means agreeing and if it is in the form of 'no, no or no' it means denying.

The copula determines the quality of the proposition. If he agrees, the proposition is

called a positive proposition and if he denies it is called a negative proposition. Copulas in

positive propositions are sometimes stated and sometimes not (hidden). The copula in a

negative proposition cannot be hidden, because if it is, it means confirming the relationship

between the terms subject and predicate.

With a quantifier we can know the magnitude of a particular proposition, whether it is

universal, particular or singular, and with a copula we can tell whether the quality of the

proposition is positive or negative. From the combination of quantity and quality of

propositions, we recognize six kinds of propositions, namely:

a) Universal positive.

b) certain positive.
16
 c) single positive.

d) Universal negative.

e) Certain negatives.

f) single negative

b. Positive universal proposition

The copula recognizes the relationship between the subject and the predicate as a whole,

in Logic it is denoted by the letter A.

c. Positive Special Proposition

The copula recognizes that the relationship between the subject and the predicate is only

partially denoted by the letter I.

d. Positive single proposition

Since the copula acknowledges the relationship between the subject and the predicate as

a whole, it is also denoted by the letter A. The letters Adan I as symbols of positive universal

propositions and positive particulars are respectively taken from the first two vowels of the

Latin word Affirmo which means to acknowledge.

e. Negative universal proposition

The copula denies the relationship between the subject and the predicate as a whole, in

Logic it is denoted by the letter E.

f. Negative particular proposition

The copy denies the subject-predicate relationship only partially, denoted by the letter O.

g. Negative singular proposition

Because the copula denies the relationship between the subject and the predicate as a

whole, the copula is also symbolized by the letter E. The letters E and 0 which are used as

symbols are taken from vowels in Latin words which mean to reject or deny.

17
 With the discussion above, we get to know the symbols, problems and propositional

formulas as follows:

Problem symbol Formula A Universal positive All S is PI Specially positive Some S is PE

Universal negative All S is not P 0 Specially negative Some S is not.

In determining a positive or negative proposition, we should not be based solely on the

presence or absence of negative indicators, namely: no, no or no. The indicator determines the

negative of the proposition if it is a copula. If the indicator is not a copula, the proposition is

positive.

In addition to categorical propositions, there are also other forms of propositions, namely:

complex, compound, and modal.

1) Complex Proposition

A complex proposition is a proposition whose subject and predicate or both are complex

sentence terms; for example: The book I gave was a collection of poems by WS Rendra.

2) Compound Proposition

Compound Propositions are propositions that contain multiple subjects or predicates

together. Thus, compound propositions actually contain various or a number of narratives. But it

can be obvious or not.

3) Capital Proposition

A modal proposition is a proposition that clearly expresses what kind of identity (or

difference) exists between the subject or the predicate.

4) Hypothetical Proposition

Hypothetical propositions are propositions in which there are dependencies,

contradictions, similarities, and so on.

18
Thus, hypothetical propositions differ from categorical propositions in both matter and form.

We can formulate this as follows:

1. The material of a hypothetical proposition is not a subject and a predicate, but the

parts between which it is explained that there is a relationship.

2. Form is not the identity or difference expressed by the connecting element (copula),

but another relationship indicated by the connecting particles.

A hypothetical proposition (ut sic) contains only a narration.

3. Disjunctive Proposition

A disjunctive proposition is a proposition whose two parts are connected by the words "if",

"if not", and so on. In essence, the disjunctive proposition also consists of two categorical

propositions.

Disjunctive propositions such as: "the proposition is true" and "the proposition is false".

Copulas (sentence connectors) in the form of "if" and "then" turn two categorical propositions

into disjunctive problems. Copulas of disjunctive propositions vary widely, such as;

a. Life if not happy is difficult

b. Hasan at home or at school

c. If it's not Hasan who steals then Budi

5. Prepositional function

Prepositions are prepositions that have various functions, the main function is to explain or

connect between the word before and the word after it. From its function alone, it can be

concluded that prepositions are used as intermediary words that explain the words behind them.

There are several uses of this language term, prepositions are commonly used in sentences,

especially as descriptive words. To better understand, consider some of the following uses of

prepositions.

a) To express behavior (by).

19
 b) To state the intent and purpose (for, use, for)

c) To state cause and effect (until, until).

d) State something (about) or a problem (about).

e) To express the comparison (than).

f) To declare a tool (with).

g) To state where something is or is happening. e.g. in, on, up, down.

h) State the direction of origin (from) and the direction of destination (to, to)

After knowing the use of prepositions, students will find it easier to choose the right

prepositions to complete your sentences. students can use prepositions to explain meaning and

purpose in sentences, or you can explain tools easily.

6. Examples of Use of Prepositions

The writing of the preposition is very tailored to the needs. The need to make a sentence or

what information the researcher wants to convey through a sentence. Let's say one type of

preposition is the direction of origin. The word 'from' would be used to describe the origin, and

possibly to explain its purpose.

7. Type of Proposition

1) Proposition Based on its Form,

a. single proposition,

It is a proposition consisting of a subject and a predicate. For example, I read; Brother

playing.

b. compound proposition,

A proposition that consists of one subject and more than one predicate. For example, Diana

studied math and listened to music;

20
 2) Proposition Based on Its Nature,

a. categorical proposition,

A proposition whose subject-predicate relationship does not require any conditions. For

example, everyone will die; all living things need food.

b. Conditional Proposition

The proposition in the subject and predicate relationship requires certain conditions. For

example, if the day is cloudy it will rain; If Dina wakes up late, she will be late for school.

3) Proposition Based on its Quality,

a) Positive, or Affirmative Proposition

It is a proposition whose predicate justifies the subject. For example, all professors are

smart people.

b) Negative Proposition,

Is a proposition whose predicate does not support/justify the subject. For example, no plant

has legs.

4) Proposition Based on Quantity,

General Proposition (universal), is a proposition whose predicate supports or denies all

subjects. For example, all students have to do assignments from the lecturer. While the Special

Proposition (special), is a proposition where a special statement asserts that the subject part is

part of the predicate.

For example, some students in elementary school are the children of rich people.

Propositions can simply be divided into four types of propositions, namely:

5) Affirmative Universal Proposition

21
 Affirmative universal propositions are general statements that confirm the existence of a

relationship between the subject and the predicate which are usually formulated or denoted by

"S" and "P".

Negative Universal Proposition

Negative universal propositions are statements that are general in nature to be used as a

denial or denial of the existence of a relationship between the subject and the predicate which

can be formulated or symbolized by "S" and "P".

E. Definition of Game

The game is an activity to acquire a certain skill in a fun way. If the skills acquired in the

game are in the form of certain language skills, then the game is called a language game.

Learning while playing is an integrated activity between learning and playing that is

integrated in a subject matter. This action is an effort to create fun learning activities, with the

ultimate goal of achieving healthy learning and obtaining optimal quality.

Language games have a dual purpose, namely to get fun as a function of playing, and to

practice certain language skills as a subject matter. If there is a game that is fun but doesn't

practice language skills, then it can't be called a language game.

Vice versa, if the game is not fun, even though it trains certain language skills, it cannot be

said to be a language game. To be called a language game, it must meet both conditions, namely

being happy and practicing language skills.

There are several factors that determine the success of language games. According to

Hasanah, (2003) there are four factors that determine the success of language games in the

classroom, namely:

(1) Situation and conditions

(2) Game rules

(3) Player

22
 (4) Game leader

Learning while playing is an integrated activity between learning and playing that is

integrated in a subject matter. This action is an effort to create fun learning activities, with the

ultimate goal of achieving healthy learning and obtaining optimal quality.

Hasanah, (2003) says that the game has two meanings. First, the game is a play activity that

is purely looking for fun without looking to win or lose. Second, the game is defined as a

playing activity carried out to seek pleasure and satisfaction, but is characterized by a win-lose

search.

According to Zuhdi, (1997), the notion of the game is an effort to carry out self (mind and

physical exercise) which is very useful for increasing and developing motivation, performance,

and achievement in carrying out tasks and interests of the organization better.6 Hainka defines

games as activities. which helps children achieve complete development, both physically,

intellectually, socially, morally and emotionally.

Games, popular with various names , include heating (ice-breaker) or refresher (energizer).

The literal meaning of icebreaker is 'icebreaker'. So, the meaning of warming up in the learning

process is to break the ice in the mental or physical situation of the participants. Games are also

intended to build a dynamic, passionate, and enthusiastic learning atmosphere.

The characteristics of the game is to create a learning atmosphere that is fun (fun) and

serious but relaxed (sergeant).

The basic principles and characteristics of the playing learning method According to Nur,

the basic principles in learning to play are as follows:

1. Each group member (student) is responsible for everything that is done in the group.

2. Each group member (student) must know that all members are one team.

3. The group has a common goal.

4. Each group member (student) must share the same duties and responsibilities among

group members.
23
 5. Each group member (student) will be evaluated.

6. Each group member (student) shares leadership and needs

7. Learning skills together during the learning process.

8. Each group member (student) will be asked to individually account for the material

handled in the play group.

The characteristics of the Play Learning Method are as follows:

1. Students in groups playfully complete the learning materials according to the basic

competencies to be achieved.

2. Groups are formed from students who have different abilities, both high, medium and low

levels of ability. if possible group members come from

3. From various races, cultures, ethnicities and paying attention to gender equality.

4. Rewards place more emphasis on the group than on each individual.

1. Play Learning Steps

There are 6 (six) steps in the play learning method:

1. Convey goals and motivate students.

2. Presenting information.

3. Organizing students into study groups.

4. Guiding study groups.

5. Evaluation.

3. Steps for Compiling Game Learning

by Combining the Four Language Skills. In simple terms, it can be explained that learning

Indonesian includes four skills, namely listening, speaking, reading, and writing. Of the four

language skills, various games can be combined. The steps that must be prepared are:

1. Understand basic competencies and describe them in indicators,

24
 2. Connecting the learning topic to be delivered with a game model that is in accordance

with the four skill materials,

3. Choose a game technique that fits the topic to be delivered,

4. Prepare a written design by taking into account the selection of teaching materials, details

of activities, time allocation and media to be used,

5. Implement learning with playing techniques effectively and efficiently.

G. Game “Round the Circle”

Round The Circle is one of the game genre learning methods, which requires students to

be more focused and understand how to compose prepositional sentences according to English

grammar, the game "Round The Circle" only requires a ball as a tool in carrying out this game,

the rest only requires student participation in playing the game.

According to Ari Bedaines (1995: 97) The steps in the game Round The Circle are:

1. The whole group stands in a big circle (between stays if necessary). Throw the ball and

say your name. if people already know all the names turn into spelling practice: P,A,U,L

2. Tell students to throw the ball and state their name and the name of the person who was

thrown, for example 'From Paul to Ahmed'. When he catches the ball, Ahmad says 'From

Paul to me'.)

3. In successive rounds try this prepositional pattern:

a. From A to B for X (When catching the ball, B says: 'From A to me for X'. When

catching the ball, X says: From A to B for me'.)

b. From A to B via X

c. From A to B behind X

d. From A to B across the floor (Rolling the ball)

e. From A to B around the circle (handing the ball from person to person)

25
f. From A to B clockwise/counterclockwise around the circle

g. From A to B over the head of X

26
 CHAPTER III

RESEARCH METHODHOLOGY

A. Design of the study

This study used pre-experimental research, which is a design that has not been categorized

as a real experiment. This is because in this design random sampling has not been carried out

and there is no adequate control over the confounding variables that can affect the dependent

variable.

B. Population and Sample

1. Population

The population in this study were second grade students of SMA Negeri 2 Halmahera Utara,

totaling 83 people consisting of 5 classes, namely science, social studies and IPS classes. The

researcher chose the second grade students because they were intermediaries from the first and

third grades.

2. Sample

According to Sugiyono, (2008:118) "the sample is part of the number and characteristics

possessed by the population". So in this study the researchers took a sample of only one class,

namely the social class, totaling 15 students consisting of 6 boys and 9 girls, and the researcher

choose a random sampling to decide which class will be the research sample.

C. Place and Time of the Study

This quantitative research was conducted to the second grade students of SMA Negeri 2

Halmahera Utara. This school is located in Galela Village, Galela District, North Halmahera

Regency. This research has been conducted on February 2022.

D. Instrument of Study

27
 Research instrument is a tool used to collect, research, investigate a problem being studied.

The instrument in the research that have been carried out at the second grade of SMA Negeri 2

Halmahera Utara is "Test items".

E. Technique of Collection Data

In this study,it procedures are as follow; there is Pre-Test, Treatment and Post-Test.

Therefore, the researchers divided the data collection techniques into three parts, namely Pre-

test, Treatment and Post-Test.

Further explanation is detailed as follows:

1. Pre test held in order to know the students’ knowledge about preposition.

2. Treatment it means that the researcher teach preposition by employing or using round the

circle game.

3. Post test held to know the students understanding after getting treatment.

F. Techniques of Analysis Data

In this research, the researcher used a quantitative data analysis technique. First the

researcher sums the results of the results of the everage student score for the Pre-Test, after that

the Post-Test using the T-Test, finally the researcher completes this research by finding the final

results the formula t count.

The formula:

t = MD

∑D2 - (∑D)2

N( N - 1)

Where :

t = score of computation

28
 MD = average difference between Pre-test and Post-test

∑D2 = different score squared, then summed

(∑D)2 = difference scores summed the squared

N = subject of sample

N–1 = Decided by subject of sample less one

The formula for finding the percentage of the questionnaire results, according to (Sugiyono,
2008).

29
 CHAPTER IV

FINDING AND DISCUSSION

This chapter disscuss about finding and discussion

A. Finding

As explained in the previous chapter, the researcher conducted a research at SMA Negeri

2 Halmahera Utara. Researcher conducted research by taking students' test scores (Pre-test and

Post-test). Pre-test is given before learning begins or treatment and Post-test is given after

treatment.

1. Pre-Test Experimental Class

Below is the number of students as a sample (∑N) and the average score obtained by

students through the Experimental Class pre-test (∑x), with the average number of students

∑N=15 and the average score students from the Experimental Class pre-test ∑x535.

30
 Table 4.1 Students’ Score in Pre-Test of Experimental Class.

No. Respondents Students’score

1 N.B 40
2 N.A.G 45
3 N.W.B 55
4 G.A.L 45
5 R.W.S 45
6 N.S 45
7 M.J.M.S 30
8 N.D 30
9 S.R.P.L 25
10 G.K.M.D 40
11 S.A 15
12 A.B.A 40
13 S.U 30
14 E.K 25
15 D.A.Y 25
Total ∑n=15 ∑x=535
Average 35.66

From the table above, the researcher concludes that the second grade students of SMA

Negeri 2 Halmahera Utara abilities are still low to understand preposition because the number

of students in the sample n = 15, obtained an average value of x = 535. This means that from the

15 students who were used as the pre-test sample only got a score 47, while the maximum score

determined by the school of English subjects is 65

2. Post-Test of Experimental Class

Below is the number of students in the sample (∑n) and the average score obtained by

students through the Experimental Class Post-test (∑y), with the average number of students ∑n

= 15 and the average score of students from Post-test Experiment Class ∑y= 1.115.
31
 Table 4.2 Students’ Score in Post-Test of Experimental Class.
NO. Respondents Students’ Scores
1 N.B 80
2 N.A.G 75
3 N.W.B 75
4 G.A.L 75
5 R.W.S 65
6 N.S 85
7 M.J.M.S 55
8 N.D 75
9 S.R.P.L 85
10 G.K.M.D 80
11 S.A 50
12 A.B.A 75
13 S.U 70
14 E.K 70
15 D.A.Y 100
Total ∑N=15 ∑y = 1.115
Average 74.33

From the table 4.2, it can be concluded that the second grade students of SMA Negeri 2

Halmahera Utara, ability have been improvement, after receiving treatment using "Round The

Circle Game" the number of students as a sample that is N = 15 obtained an average value of x

= 1,115. This it means that of the 15 students who were used as the post-test sample, the score

was 71, has increased. The post-test score has also met the maximum score determined by the

school for English subjects, namely: 65.

32
 Below is the value of the statistical result in Pre-test of experimental class
and Post-test of experimental class values using the T-test.
Table 4.3 The Statistical Result Using T-test.

No Respondents Pre-Test (x) Post-Test (y) D(y-x) D2

1 N.B 40 80 40 1600
2 N.A.G 45 75 30 900
3 N.W.B 55 75 20 400
4 G.A.L 45 75 30 900
5 R.W.S 45 65 20 400
6 N.S 45 85 40 1600
7 M.J.M.S 30 55 25 625
8 N.D 30 75 45 2025
9 S.R.P.L 25 85 60 3600
10 G.K.M.D 40 80 40 1600
11 S.A 15 50 35 1225
12 A.B.A 40 75 35 1225
13 S.U 30 70 40 1600
14 E.K 25 70 45 2025
15 D.A.Y 25 100 75 5625
Total ∑n=15 ∑x=535 ∑y=1.115 ∑D=580 ∑D2= 25.350

33
 a. Finding Mx and My
Mx = ∑x = 535 = 35.66
N 15
My = ∑y = 1.115 = 74.33
N 15
Finding the mean “D”
MD = ∑D = 580 = 38.66
N 15
b. Finding tcount = MD
∑D2 – (∑D)2
N
N (N-1)
= 25.350
25.350 – (580)2
15
15 (15-1)
= 25.350
25.350 – 336.400
15
210
= 25.350
22.426
= 25.350
4.73561
= 5.353
To find out the degrees of freedom, we can find the result of the formula

below: N-1=20-1=19.

B. Discussion

(Ari Bedaines, 1995:92) Round the circle game is a grammar game that uses prepositions

to correct sentences. By using the ball, students will make a circle and play the ball.

The result of data analysis showed that round the circle game can empower students'

understanding about preposition, because before the researcher gave the implementation to used

round the circle game to the students, the researcher gave Pre-test to the second grade students

34
at SMA Negeri 2 Halmahera Utara. Than the result from pre-test showed there is one

respondent the score is 15, three respondents got the score is 25, three respondents got the score

is 30, three respondents got the score is 40, four respondents got the score is 45, one respondent

got the score 55, and the total average from 15 respondents is 35.66. So it means that, the result

of Pre-test showed that the empowering students’ understanding using old method were still low

(Sandi Tofan, 2015).

After that, the researcher gave the empowering students’ understanding preposition trough

Round the circle game. The researcher used physical objects, ball, white board and the paper

that show how to play Round the circle game to the students. After getting treatment, the

students were more active to study. The result from the Test items, the researcher can conclude

that there is one student got score 100, two respondents got the score is 85, two respondents got

the score 80, five respondents got the score is 75, two respondents got the score 70, one

respondent got the score 65, one respondent got the score 55, one respondent got the score 50,

and the total average from 15 respondents is 74.33. ( Sandi Tofan, 2015). It means that, the

result from Pre-test showed that the empowering students’ understanding preposition trough

Round The Circle Game at SMA Negeri 2 Halmahera Utara can empower students’

understanding about Preposition.

The improving of the result in implementation by students from Pre-test trough old

method still low, because the mean of total score were 15 students is (35.66) after getting the

treatment. The average from Round The Circle Game in students’ understanding Preposition

trough Post-test is (74.33) it was in creased. it means the that is than t count higher t table =

5.353 >. 1.761.

35
 Based on the explenation above it could be conclude that, Round The Circle Game can

helped the learning process by the teacher and students at school. The teacher better using a

Round The Circle Game for the learning process in the classroom.

36
 CHAPTER V

CONCLUSION

A. Conclusion

The students’ understanding preposition through round the circle game has given the positive

influence, it is known from the mean of Pre-test’s score = 535 and it empower in the post test,

the result of post test is = 1.115. It means that round the circle game can empower students’

understanding about preposition.

The result of statistical analysis in the study showed that the value of t count was higher than

t table. This means that the hypothesis is rejected and the alternative Hypothesis (Ha) is

accepted. Therefore, there is a significant positive effect in learning English Grammar

(Preposition) using round the circle game.

B. Suggestion

Therefore, the researcher tries to give some suggestions as follows :

a. Students are advised to use round the circle game as a reference for learning preposition

and the others.

b. The teacher uses round the circle game as a method in teaching and learning process at

school, so that students do not get bored, and the students can be more interest and easily

understand the material that are given by the teacher.

c. Researcher can continue this by using round the circle game method in studying

preposition or other materials because this research still far from the perfect one.

37
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39
APPENDIX 1
THIS APPENDIX USED MULTIPLE CHOICE FOR STUDENTS UNDERSTANDING
PREPOSITION THROUGH ROUND THE CIRCLE GAME
PRE-TEST AND POST-TEST
ANSWER THE MULTIPLE CHOICE QUESTIONS BELOW CAREFULLY
NAME:
CLASS :
1. Rina stand ... of the table
a. in d. up
b. on e. between
c. beside
2. Some students go to school ... car
a. at d. at
b. between e. beside
c. by
3. SMA Negeri 2 Halut is ... the post office
a. next to d. near
b. in e. on
c. under
4. The little girl is hiding ... the bushes
a. on d. above
b. behind e. beside
c. with
5. the pen fell .... the table yesterday
a. between d. behind
b. under e. above
c. above
6. The ball is …. Santi's head
a. at d. above
b. over e. under
c. in
7. There is a stone ... the car last night
a. above d. to
b. under e.from
c. between
8. he is a transfer student ... Ternate
a. of d. in
b. from e. by
c. for
9. I agree ... Rina's advice given earlier
a. with d. in
b. of e. by
c. at
10. Rina sits ... her classmates.
a. in d. over
b. among e. under
c. between
11. Why do you look ... me like that?
a. at d. by
b. on e. from
c. to
12. Doni lived … my house last year
a. near d. through
b. down e. Next to
c. on
13. My Uncle talk ..... His Truck
a. an d. to
b. About e. among
c. on

14. I will pick you ..... at 10 pm, OK?

a.on d. by
b. in e.up
c. at
15. The vase is .... the table.
a. above d. in
b. on e. behind
c. over
16. Lina came here.... borrow a book
a. to d. in
b. about e. from
c. For
17. We arrived … Jakarta at 6 o'clock.
a. on d. in
b. to e. by
c. for
18. The ball fell.... the river and it floated away yesterday.
a. into d. over
b. on e. under
c. for
19. " Stand ... please !"
a. down d. up
b. on e. from
c. of
20. the girl who stands ... you and your father in that picture is your sister?
a. above d.beside
b. between e. among
c. under
APPENDIX II
KEY ANSWER
1. C. beside 11. A. at
2. C. by 12. A. near
3. B. near 13. B. about
4. B. behind 14. D. up
5. B. unde 15. B. on
6. B. over 16. A. to
7. B. under 17. D. in
8. B. from 18. A. into
9. A. with 19. D. up
10. B. among 20. B. between

APPENDIX III
APPENDIX IV

The application of the pre-test for the second grade students

The application of Round the circle game

The application of the post-test for the second grade students
 CURRICULUM VITAE
The research, Rahmat Rivaldy Laisouw was born on April 05, 2000 in Ternate, Soasio. He is
the last child of three children from the couple Mr. Muhammad Ezedin Laisouw and Adillah
Dadua. He entered elementary school at SD Negeri Inpres Soasio Halmahera utara and
graduated in 2012. He continued his study at SMP Negeri 5 Halmahera Utara and graduated
2015. Then intered SMA Negeri 2 Halmahera Utara and finished 2018. In 2018 he entered
Muhammadiyah University of North Maluku Ternate. Now he is writing thesis with the tittle "
EMPOWERING STUDENTS’ UNDERSTANDING IN EMPLOYING PREPOSITION
THROUGH “ROUND THE CIRCLE GAME” TO THE SECOND GRADE AT SMA N 2
HALMAHERA UTARA" for getting Sarjana Pendidikan at Muhammadiyah University of
North Maluku Ternate, in academic year 2021/2022.